全文获取类型
收费全文 | 2138篇 |
免费 | 35篇 |
专业分类
教育 | 1730篇 |
科学研究 | 47篇 |
各国文化 | 23篇 |
体育 | 64篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 299篇 |
出版年
2023年 | 12篇 |
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 36篇 |
2019年 | 49篇 |
2018年 | 60篇 |
2017年 | 69篇 |
2016年 | 77篇 |
2015年 | 34篇 |
2014年 | 52篇 |
2013年 | 454篇 |
2012年 | 51篇 |
2011年 | 57篇 |
2010年 | 40篇 |
2009年 | 42篇 |
2008年 | 48篇 |
2007年 | 44篇 |
2006年 | 45篇 |
2005年 | 43篇 |
2004年 | 42篇 |
2003年 | 30篇 |
2002年 | 31篇 |
2001年 | 35篇 |
2000年 | 40篇 |
1999年 | 26篇 |
1998年 | 17篇 |
1997年 | 31篇 |
1996年 | 37篇 |
1995年 | 39篇 |
1994年 | 36篇 |
1993年 | 48篇 |
1992年 | 38篇 |
1991年 | 41篇 |
1990年 | 27篇 |
1989年 | 22篇 |
1988年 | 28篇 |
1987年 | 30篇 |
1986年 | 19篇 |
1985年 | 22篇 |
1984年 | 25篇 |
1983年 | 21篇 |
1982年 | 23篇 |
1981年 | 25篇 |
1980年 | 23篇 |
1979年 | 21篇 |
1978年 | 14篇 |
1977年 | 15篇 |
1976年 | 18篇 |
1974年 | 12篇 |
1972年 | 14篇 |
排序方式: 共有2173条查询结果,搜索用时 78 毫秒
991.
992.
993.
Margaret M. Flores Vanessa M. Hinton Kelly B. Schweck 《Learning disabilities research & practice》2014,29(4):171-183
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized. 相似文献
994.
995.
John Bell 《Educational Media International》2013,50(4):196-198
Abstract The article, after disposing of the concept of distance education as being a sort of second best to formal education, looks briefly at both ends of the spectrum of media in distance education, and finds the same pitfalls lurking. 相似文献
996.
997.
998.
999.
Lynne Vernon‐Feagans Kathleen Gallagher Marnie C. Ginsberg Steve Amendum Kirsten Kainz Jason Rose Margaret Burchinal 《Learning disabilities research & practice》2010,25(4):183-193
With the advent of “Response to Intervention” there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non‐struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one‐on‐one sessions in the classroom. Intent‐to‐treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities. 相似文献
1000.