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271.
Kristin Powers Jennifer Hogansen Sarah Geenen Laurie E. Powers Eleanor Gil‐Kashiwabara 《Psychology in the schools》2008,45(4):349-364
This survey study explored gender differences in transition imperatives and opportunities for youth with disabilities (N = 521). Results indicated that males and females differ in terms of the adult outcomes they hope to achieve, transition training opportunities they have received, and their access to teachers and other nonfamilial adults to assist them. Youth and parents who responded to the survey indicated that gender stereotypes continue to exist and that these stereotypes result in lowered expectations for girls. Gender stereotypes were found to vary by ethnicity. Access to health insurance and a good doctor were rated as top priorities for all youth transitioning to adulthood. Implications for educators, psychologists, and counselors are discussed. © 2008 Wiley Periodicals, Inc. 相似文献
272.
Laurie Sandell 《海外英语》2006,(6):18
The highly candid Desperate Housewife pulls back the curtain to tell you exactly what happeas at a cover shoot,how her love life's going and what she wears under her clothes! Q:What is the reality of being a Desperate Housewife? Are rumors of on-set fights true? Teri Hatcher: Rumors are just that-rumors. There are no carfights. In fact,just this moming,Marcia held me in the makeup trailer while I cried over a recent heartache. Nicollette and I ride horses together all the 相似文献
273.
We often know an individual student who is dealing with loss, but what about when the whole campus is grieving? Kristine M. McCusker and Laurie B. Witherow describe how their campus created a support system for faculty to help facilitate healing. 相似文献
274.
Franklin R. Manis Mark S. Seidenberg Lynne Stallings Marc Joanisse Caroline Bailey Laurie Freedman Suzanne Curtin Patricia Keating 《Annals of dyslexia》1999,49(1):105-134
There is a consensus that dyslexia is on a continuum with normal reading skill and that dyslexics fall at the low end of the
normal range in phonological skills. However, there is still substantial variability in phonological skill among dyslexic
children. Recent studies have focused on the high end of the continuum of phonological skills in dyslexics, identifying a
“surface” dyslexic, or “delayed” profile in which phonological skills are not out of line with other aspects of word recognition.
The present study extended this work to a longitudinal context, and explored differences among subgroups of dyslexics on a
battery of component reading skills. Third grade dyslexics (n=72) were classified into two subgroups, phonological dyslexics and delayed dyslexics, based on comparisons to younger normal
readers at the same reading level (RL group). The children were tested at two points (in third and fourth grade). The results
revealed that the classification of dyslexics produced reliable, stable, and valid groups. About 82 percent of the children
remained in the same subgroup category when retested a year later. Phonological dyslexics were lower in phoneme awareness
and expressive language. Delayed dyslexics tended to be slower at processing printed letters and words but not at rapid automatic
naming of letters, and relied more heavily on phonological recoding in reading for meaning than did phonological dyslexics.
A subset of the delayed dyslexics with the traditional “surface dyslexic” pattern (relatively high pseudoword and low exception
word reading) was also identified. The surface subgroup resembled the RL group on most measures and was not very stable over
one year. The results are discussed in light of current models of dyslexia and recent subgrouping schemes, including the Double-Deficit
Hypothesis. 相似文献
275.
In this paper we evaluate action learning for leaders of social enterprises and charities. Based on ethnographic research including participant observation, facilitator reflective diary notes and in-depth, qualitative interviews with participants of two action learning sets undertaken over eight months, analysed using Wenger, Trayner, and de Laat [2011, “Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework.” Open universiteit, Ruud de Moor Centrum. http://www.ou.nl/documents/14300/23cd8044-ce98-48d3-8733-8fa0404380ab.] value creation framework, we show how the current and future value of action learning is perceived by the participants. We seek to give a deeper understanding of the perceived value of action learning in the context of the not-for-profit sector. We discuss how the value creation framework can be used to think about learning interventions such as action learning, the value of which is notoriously challenging to articulate both in terms of evaluating action learning and forward planning value. 相似文献
276.
This article reports findings from a research and professional development project at two high schools located in low-income,
urban communities of color. The project collaborates with teachers on improving their instructional practices, using a framework
of culturally relevant mathematics pedagogy, which is described in detail here. We present results from a qualitative and
quantitative analysis of mathematics instruction in 68 classroom observations of seven teachers. In particular, we use culturally
relevant mathematics pedagogy as a lens through which to analyze instruction and the associated opportunities to learn mathematics
provided to students. 相似文献
277.
278.