全文获取类型
收费全文 | 210篇 |
免费 | 1篇 |
专业分类
教育 | 168篇 |
科学研究 | 5篇 |
各国文化 | 3篇 |
体育 | 5篇 |
文化理论 | 1篇 |
信息传播 | 29篇 |
出版年
2022年 | 1篇 |
2021年 | 2篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 8篇 |
2017年 | 20篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 6篇 |
2013年 | 66篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 4篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 6篇 |
2004年 | 4篇 |
2003年 | 2篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1973年 | 1篇 |
1966年 | 1篇 |
1963年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有211条查询结果,搜索用时 31 毫秒
151.
Allan LG 《Learning & behavior》2003,31(2):192-204
In a recent theoretical paper, Cheng (1997) presented a new causal model, power PC. She argued that power PC was able to account for data in the literature that raised problems for associative models—notably, the Rescorla-Wagner model (Rescorla & Wagner, 1972). The purpose of the present paper is threefold: (1) to show that, overall, the data in the literature, which Cheng relied on to make her case, do not in fact provide support for power PC, (2) to show that, overall, the experiments reported in the literature since the publication of Cheng, designed specifically to evaluate the predictions of power PC, also do not provide support for power PC, and (3) to suggest that Cheng’s assessment of associative models was too narrowly defined. 相似文献
152.
Sally Robinson-Kooi Lorraine S Hammond 《Australian Journal of Learning Difficulties》2020,25(1):83-108
ABSTRACTDaily contextualised sentence dictation was used for Year 2 students to practise, and the teacher to assess, taught spelling concepts, capital letters and full stop usage in an Explicit Instruction (EI) intervention. Conducted in a mainstream setting, it supported all students learning to spell, including those with a learning difficulty (LD) and an English Learner (LL). Results showed that students who received EI in spelling and punctuation constructs followed by sentence dictation did significantly better than comparison students who continued with their usual spelling programme. Randomly selected intervention students deemed below average (BA), average (A), and above average (AA) spellers by their teachers were interviewed post-intervention to ascertain their feelings and opinions on the dictation components of the intervention. The positive findings presented here provide a body of contemporary research that supports using EI and incorporating contextualised sentence dictation to improve students’ understanding and practice of spelling and punctuation concepts. 相似文献
153.
154.
Questions of how best to support both children’s emotional well-being and behaviour in schools are pervasive. The efficacy of an intervention planning tool to support internalising and externalising emotional needs and promote early intervention was explored in a small-scale case study. Adults were trained in two primary schools to carry out the intervention planning tool which they did with a total of 12 children. The intervention planning tool was based on principles of multi-element plans (MEPS) and target-monitoring and evaluation (TME). Data from scaling (TME), the Strengths and Difficulties Questionnaire, a questionnaire based on the School Children’s Happiness Inventory (SCHI), and interviews with school staff and children were analysed using statistical and thematic analyses. Findings indicated that the intervention planning tool supported positive outcomes overall for the children, and that while some barriers were identified, several unexpected advantages were also revealed. 相似文献
155.
Lorraine Wilgosh 《High Ability Studies》1991,2(2):163-173
The paper examines issues related to underachievement in culturally different children. For a specific cultural group, the Canadian Inuit (Eskimo) people, the inappropriateness and inadequacy of the frequently used intelligence‐achievement discrepancy for identifying underachievement are demonstrated Approaches for assessing underachievement and giftedness in culturally different children, without reliance on standardized and inappropriately normed tests, are considered As well, a number of cognitive strategies programs are noted as having potential for remediation of learning difficulties in culturally different, underachieving, gifted children. The ultimate goal is identification of culturally different children, reduction or elimination of underachievement, and development of their full potential.
156.
The role of ‘academic partners’ working alongside teachers is an increasingly complex and sometimes controversial one. This article explores the role of academic partners in Educational Action Research, reporting on data from a larger study conducted in New South Wales, Australia. Schools involved in the study had received targeted government funding between 2006 and 2010 to conduct school-based action learning projects employing action research. As part of the funding, the schools had been provided with external support from university-based academic partners, who supported individual school teams in the completion of their projects. Here we focus specifically on the role of the ‘academic partner’. Data were obtained via semi-structured interviews with academic partners themselves, with the project’s state coordinators who oversaw the project, and with teachers who had worked with the academic partners over the course of their school-based projects. Participants in the study identified significant benefits for both teachers and academics engaging in co-inquiry, but findings also suggest that the role of academic partner is increasingly complex, multifaceted and sometimes under-supported. When there is ‘good fit’ between academic partners and schools and when structures are in place to support academic partners in their work, the academic partner role in schools can contribute to sustained educational change. In this article we discuss the crucial antecedents, enablers and constraints which ensure that academic–school partnerships enrich learning for both academics and teachers, building mutual capacity. 相似文献
157.
Layne Fong Lorraine Wilgosh Dick Sobsey 《International Journal of Disability, Development & Education》1993,40(2):105-113
This study used qualitative research methodology to investigate the experiences of parents of adolescents with autism. Eight parents, representing six separate family units, were interviewed. The primary objectives were to understand the experiences in the lives of the parents interviewed and identify needs of adolescents with autism and their families. Six consistent themes emerged from the interview data: (a) behavioural concerns, (b) social and communication concerns, (c) family‐related concerns, (d) education and related services, (e) relationships with professionals, and (f) independence and future concerns. The findings were discussed in relationship to previous research findings and service provision. 相似文献
158.
Lorraine A. Busby 《期刊图书馆员》2016,71(2):91-95
An unsolicited spam email message leads to musings on the improbable correspondence between an attempt at extortion and the future of academic journals. Literal and figurative meanings of “serial killer” are explored. 相似文献
159.
160.
Dr. Lorraine T. Dorfman Karen A. Conner Jean B. Tompkins William Ward 《Research in higher education》1982,17(3):249-266
This study compares the professional activities of retired professors from liberal arts colleges, a comprehensive university, and a major research university. Results show that a large majority of faculty continue to perform professional roles and that strength of ties to colleagues and professional organizations outside the institution are correlated with professional activity at all types of institutions. Major differences among institutions are: (1) liberal arts college and research university faculty show consistency between pre- and postretirement professional activity levels, whereas comprehensive university faculty do not; (2) university faculty show higher levels of participation in a number of professional activities than do liberal arts college faculty; (3) rated importance of research or other creative work is related to professional activity for comprehensive university faculty and rated importance of consulting and university service are related to professional activity for research university faculty. 相似文献