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251.
Maureen Junker-Kenny 《Journal of Philosophy of Education》2005,39(1):1-17
Should a society oriented towards justice provide parents with the possibility of enhancing their children's genes? The opposing arguments of authors in the Rawls School and of the theorist of communicative action, Jürgen Habermas, are analysed in terms of their key concepts. Their positions are then assessed from the point of view of the principles of the pedagogical task to educate towards autonomy under conditions of asymmetry. They each call for respect both of children's difference and of their dependence, and they ask for parents to moderate their expectations. In the light of this, Habermas's critique of genetic intervention, based on a Kantian understanding of autonomy as the capacity to be moral, on Kierkegaard's concept of being able to be oneself, and on respect for finitude, is here to be justified. 相似文献
252.
253.
Maureen W. Lovett 《Annals of dyslexia》1984,34(1):153-178
An overview of the literature on developmental dyslexia is offered, moving historically from attempts to identify a single
underlying deficit to more recent efforts to define different subtypes of this developmental disorder. Two approaches to the
subtyping problem are illustrated and briefly discussed. It is suggested that many of the remaining questions in dyslexia
research could be more profitably addressed within the context of a coherent model of reading behaviour. In the latter half
of this review, the potential implications of some aspects of the interactive reading theories for the study of reading dysfunction
are explored.
Preparation of this review was supported by funds from the Medical Research Council of Canada, the Ontario Mental Health Foundation/COMSOC
Provincial Lottery Grants Program, and The Hospital for Sick Children Foundation. 相似文献
254.
There is plenty of evidence that non-fiction writing tends to have been neglected until quite recently. David Wray and Maureen Lewis discuss the importance of extending the range of children's writing and go on to introduce the use of writing frames, a strategy for scaffolding children's non-fiction writing. This strategy has been extensively trialled as part of the Exeter Extending Literacy Project and does seem to offer some worthwhile benefits in writing development. 相似文献
255.
In a previous phase of a project based in a group of UK primary schools, speaking and listening was found to be an effective focus for improved learning across the curriculum and for teachers’ professional development. At the project's second stage and in the light of recently changed Department for Education guidelines, these findings have been extended to exploration of strategies in the development of pupils’ communicative skills and the potential value of these when transferred to other, cross-curricular contexts. Teachers’ perspectives have again been considered, in terms of their ability to manage the strategies but also of the impact on their views of themselves and their role. Data in the form of transcribed classroom recordings, observations and interviews, plus teachers’ diaries and pupils’ work, have been analysed for these purposes. They show that the skills in question can indeed be taught and will transfer across contexts when teaching is of a ‘dialogic’ character. 相似文献
256.
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability-achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability-achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity. 相似文献
257.
A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors 总被引:1,自引:0,他引:1
Tali Raviv Maureen Kessenich Frederick J. Morrison 《Early childhood research quarterly》2004,19(4):528-547
The mechanisms through which socioeconomic status (SES) influences three-year-old expressive and receptive language abilities were examined in a sample of 1016 families from the NICHD Study of Early Child Care and Youth Development. Hierarchical regression analyses indicated that maternal sensitivity and cognitive stimulation were significant partial mediators of the relation between SES and verbal comprehension, expressive language, and receptive verbal conceptual abilities. Path analyses revealed that a unified model including both parenting factors and distal SES factors demonstrated solid fit indices. Implications for research and intervention are discussed. 相似文献
258.
259.
This study compared self-concept in 50 middle school children with learning disabilities (LD) and 70 of their peers without LD. The students, primarily Hispanic, completed the Piers-Harris Children's Self-Concept Scale, and each obtained a score in six subdomains. Differences were found between the groups on the Intellectual and School Status and Behavior subscales, with students without LD scoring higher on both scales. There was no difference between groups on global self-concept. The limitations of this study are identified, and directions for future research are provided. 相似文献
260.
William Allen Robert Whannel Maureen O’Neill 《Asia-Pacific Journal of Teacher Education》2018,46(1):22-37
Regional and national interest in reforming teaching in Indonesia has seen governments, NGOs and education specialists combine to drive pedagogical changes among school teachers there. Results of these programs have been indifferent at best. This paper reports on teacher reform programs in Provinsi Papua, one of the most marginal societies in Indonesia. The Papuan Provincial Government, AusAID and an Australian University focused on bringing cohorts of secondary teachers and Principals for professional development to Australia. An evaluative, survey inquiry was conducted into the effectiveness of a series of AusAID (now DFAT Australian Aid) Scholarship programs on changing capacities and approaches of teachers and Principals at least eighteen months after their off-shore experience. Findings revealed significant changes in teaching practices, improved quality of teacher-student relationships and improved interactions with colleagues. We argue that our findings demonstrate an appetite for student-centred approaches to teaching and that off-shore programs may have important outcomes that larger scale, in-country programs fail to realise. This has implications for DFAT Australian Aid-funded and similar Scholarship programs. 相似文献