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21.
Tryphenia B. Peele-Eady Michèle L. Foster 《International journal of qualitative studies in education》2018,31(8):652-666
AbstractDespite the substantive body of research on African American Language (AAL), designating it a meaningful, rule-governed language system and the first language of many African Americans, schools in the US have systematically failed to integrate a language policy related to African American English learners (AAELs). In this article, we employ a critical discourse and policy analysis to examine two major policies related to AAL and AAELs – the Martin Luther King Junior Elementary School Children et al. v. Ann Arbor School District, a federal district case in Michigan known as the Ann Arbor Decision, and the Ebonics Resolution adopted by the Oakland California Board of the Oakland Unified School District (OUSD). Our analysis reveals three themes across these texts – they affirm AAL as a ‘home and community language’ in its own right, mandate teachers to take ‘appropriate action’ in teaching AAL speakers, and dispel notions that AAL stems from cultural, social, and economic deprivation. 相似文献
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Information about the ICMI Awards 总被引:1,自引:0,他引:1
Michèle Artigue 《Educational Studies in Mathematics》2002,51(1-2):173-174
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Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math achievement test, did not suggest that girls with Turner syndrome have math learning difficulty (MLD). However, analyses did reveal lower efficiency on timed executive function tasks, among girls with Turner syndrome, who traded accuracy for speed under mild to moderate working memory demands. In Study 2 we compared numerical processing skills of 6th graders who had either Turner syndrome, MLD, low math achievement, or typical achievement in math. A numerical decomposition task revealed numerical processing deficits for the Turner syndrome and MLD groups, relative to typically achieving students. The relative difficulties in how numerical processing vs. working memory demands affected performance accuracy differed among groups, with the former demands leading to more performance difficulties in the Turner syndrome group. Our findings support the notion that girls with Turner syndrome recruit different strategies than their peers during allegedly basic numerical processing, that numerical processing deficits vs. executive function deficits underlie their difficulties with mathematics, and that math difficulties among these girls may not be apparent on untimed tests. These finding have implications for a possible manifestation of MLD. 相似文献
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The Grand Tour usually refers to the travel of Englishmen to Italy, where they acquired the taste essential to the gentleman and the paintings and other objects of virtù to display in their country estates. In this paper, I consider not Englishmen abroad but the meaning of the Grand Tour as a cultural and educational practice for elite males in eighteenth-century England. My argument is that as an educational practice, the Grand Tour was highly contradictory, and that it was especially paradoxical in relation to one of its aims, language learning. Using Bakhtin's concepts of heteroglossia and dialogism as analytical framework, I explore the shifting power relations between the English and French languages throughout the century, and argue that the Grand Tour played a key role in the elaboration of discourses on language and national identity in the late eighteenth century. 相似文献
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Michèle J. Bélanger Cristina M. Atance Anisha L. Varghese Victoria Nguyen Corrie Vendetti 《Child development》2014,85(6):2419-2431
Three experiments investigated 3‐, 4‐, and 5‐year‐olds' (N = 240) understanding that their future or “grown‐up” preferences may differ from their current ones (self‐future condition). This understanding was compared to children's understanding of the preferences of a grown‐up (adult‐now condition) or the grown‐up preferences of a same‐aged peer (peer‐future condition). Children's performance across all three conditions improved significantly with age. Moreover, children found it significantly more difficult to reason about their own future preferences than they did to reason either about an adult's preferences or the future preferences of a peer. These results have important implications for theories about future thinking and perspective‐taking abilities, more broadly. 相似文献
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Michèle‐Jeanne Cohen 《Educational gerontology》2013,39(2):201-206
This article reviews a recent continuing education program held at the University of Western Australia, Perth. The program addressed some of the crucial issues facing professionals in the field of aged services and comprised a one‐day seminar and a series of workshops. It was hosted by the Department of Social Work and Social Administration over a six‐week period and examined a wide range of issues in gerontological social work practice. 相似文献
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Grossen Michèle Muller Mirza Nathalie 《European Journal of Psychology of Education - EJPE》2020,35(2):243-264
European Journal of Psychology of Education - In Switzerland, as elsewhere, issues dealing with cultural diversity raise major challenges in education. At present, little is known about how... 相似文献