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51.
Lexical acquisition ability for aurally taught words was studied in fourthgrade children. Reading ability, intelligence, and working memory were evaluated as predictor factors in vocabulary learning. Reading ability was found to predict facility at learning the novel phonological sequences, while intelligence was the only factor which accounted for performance level for the semantic content of the words. The working memory measure, digit span, failed to make a significant contribution to either the phonological or semantic outcome measures. Examination of two subgroups of skilled and less-skilled readers indicated that less-skilled readers had more difficulty acquiring the phonological information for new words. No between-group differences were found in long-term retention or in the ability to provide definitions for the newly learned words. The findings suggest that the vocabulary deficits of less-skilled readers stem, at least in part, from difficulty establishing accurate phonological representations for new words. 相似文献
52.
A cross-sectional study was conducted with 83first – and 81 fourth graders at the end of theschool year to examine factors accounting forearly reading performance in Finnish, atransparent orthography with a clear mapping ofphonemes onto graphemes. Measures for bothgrades included reading comprehension, phonemeawareness, and object- and digit naming.Additionally measures of skills in morphology,spelling and a screening battery wereadministered to the first graders. The sets ofmeasures accounted for 56% of the variance inreading performance in first grade and 64% infourth grade. Phoneme awareness was stronglyrelated to reading performance and spelling atthe end of first grade, but only forless-skilled readers in fourth grade. Theseresults suggest a larger role for phonemeawareness for children learning a transparentorthography than has been suggested in earlierstudies. At the same time, listeningcomprehension contributed more strongly tofirst-grade reading performance than has beenreported for children learning to readEnglish. 相似文献
53.
Poor performance in mathematics among students, at a variety of grade levels, has been attributed, in part, to mathematics anxiety (Bulmahn & Young, 1982; Kelly & Tomhave, 1985; Hadfield & McNeil, 1994). Some investigators have related this phenomenon to gender effects (Cooper & Robinson, 1989) mathematics self‐concept and test anxiety (Bandalos et al., 1995), or poor test performance (Dew et al., 1984; Hembree, 1990). Others, most notably Fiore (1999) have attributed mathematics anxiety to what is referred to as math abuse or ‘any negative experience related to an individual’s doing mathematics’ (p. 403), particularly at the hands of adults such as parents and teachers. Limited research, however, was located that examined the relationship between pre‐service teacher education students’ experiences with formal mathematics instruction, and their future professional practice. Specifically, more needs to be known concerning the manner in which past experiences at school may have influenced both attitudes towards the subject as well as confidence in teaching it. 相似文献
54.
55.
Daniel Muijs Mairead Dunne 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):391-407
Background:?The increasing numbers of teaching assistants (TAs) and their widening role in English primary classrooms is part of wider international developments. Several large quantitative studies have been influential in shaping debate, but little qualitative research exists on TAs and the content of their activity in the key area of mathematics. Purpose:?The article addresses the question: How do TAs in primary schools perceive their role in daily mathematics lessons? Sample:?Twenty-four TAs employed in English primary schools participated in the study. Their experience ranged from 2 to 20 years. Two were men; the rest were women. Design and methods:?Interviews were undertaken in the spring and summer of 2011, transcribed and coded using Glaser and Strauss’ recommended method (B. Glaser and A. Strauss, 1967, The discovery of Grounded Theory: Strategies for qualitative research; Chicago, IL: Aldine Publishing Company). A typology of TA activity was created and used together with other cross-cutting factors to ascertain what TAs did in general and, specifically, in mathematics teaching. Results:?The results show that previous pictures generated from large-scale quantitative studies of TAs working with children seen as having the greatest difficulty in mathematics are essentially (though not universally) correct. However, they may be internally differentiated to a greater extent than previously envisaged. Conclusion:?The range of TA activities in mathematics classrooms is considerably wider than previously thought; professional development for TAs and teachers needs to take account of this. 相似文献
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57.
This article attempts to shed light on what is meant by the statement that inclusive education is the core of the Education
for All (EFA) agenda. Against the backdrop of some fundamental concerns relating to the EFA goals expressed by UNESCO’s Assistant
Director-General for Education, the article highlights the necessity and pertinence of inclusive education within the EFA
agenda. It also suggests how we can move the concept of inclusive education forward in this context, while illustrating some
key features for our understanding of inclusive education as the core of EFA. 相似文献
58.
E.J. Brady 《Journal of The Franklin Institute》1919,187(4):501-502
59.
This investigation was designed to change teacher-student interactions in middle school social studies and science classes. Eighteen of 35 teacher volunteers received a six-session inservice emphasizing teacher effectiveness variables. Results indicated significant differences between experimental and control teachers on a pre-post contrast, as well as on a follow-up (maintenance) contrast. Differential effects on the science and social studies teachers were seen. Similarities and differences related to student type, independent of the intervention, were obtained. 相似文献
60.
The concordance between foster mothers' attachment state of mind and foster infants' attachment quality was examined for 50 foster mother-infant dyads. Babies had been placed into the care of their foster mothers between birth and 20 months of age. Attachment quality was assessed between 12 and 24 months of age, at least 3 months after the infants' placement into foster care. The two-way correspondence between maternal state of mind and infant attachment quality was 72%, kappa = .43, similar to the level seen among biologically intact mother-infant dyads. Contrary to expectations, age at placement was not related to attachment quality. Rather, concordance between maternal state of mind and infant attachment was seen for relatively late-placed babies, as well as early placed babies. These findings have two major implications. First, following a disruption in care during the first year and a half of life, babies appear capable of organizing their behavior around the availability of new caregivers. Second, these data argue for a nongenetic mechanism for the intergenerational transmission of attachment. 相似文献