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191.
Sara J. McCane‐Bowling Andrea D. Strait Pamela E. Guess Jennifer R. Wiedo Eric Muncie 《Psychology in the schools》2014,51(8):789-800
This study examined the predictive utility of five formative reading measures: words correct per minute, number of comprehension questions correct, reading comprehension rate, number of maze correct responses, and maze accurate response rate (MARR). Broad Reading cluster scores obtained via the Woodcock–Johnson III (WJ III) Tests of Achievement served as the criterion variable. Examiners administered all reading measures to 98 students enrolled in upper elementary (UES) and middle school (MS) grades (grades 4 through 8). Results indicated significant intercorrelations within all predictor variables for the combined and UES samples; fewer intercorrelations existed at the MS level. MARR exhibited the highest correlation with WJ III Broad Reading across all correlational analyses. Additional regression analyses indicated that the MARR technique best predicted WJ III Broad Reading cluster scores across all groups analyzed. Limitations of the current study and suggestions for future research are discussed. 相似文献
192.
Jamie Y. Fearrington Patricia D. Parker Pamela Kidder‐Ashley Sandra G. Gagnon Sara McCane‐Bowling Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. 相似文献
193.
Dr Pamela Sharpe 《International Journal of Early Years Education》1994,2(3):84-95
This paper describes some preliminary results comparing two groups of children's performance on a set of Piagetian conservation tasks. The findings point to the need to sensitise parents and teachers to current views on appropriate learning environments for young children, in particular, the strategies that they might use to make sense of their experiences. In addition, the findings are used to support the argument that it is important to emphasise adults’ roles in giving structure and direction to children's early learning experiences. It is anticipated that if parents and some teachers understand the basis for this approach to tutoring, their support and encouragement will relieve the potentially damaging pressure to ‘ succeed at all costs ‘, a current dilemma for parents of children in Singapore. Given the emphasis on structure and attainment in the Singaporean Pre‐Schools in this paper, experiences involving aspects of problem solving are selected for investigation, given their reported relationship with school attainment. (Bruner, 1972). 相似文献
194.
Although it has been shown that toddlers express distress when personal or physical events violate their expectations, there has been little detailed examination of their emotional reactions to such events. In this study, 45 2-year-olds were observed during 2 mishaps: a doll breaking and juice spilling. Their emotional reactions and their attempts to fix the mishap were coded. 2 components to their reactions to mishaps were found: one of tension and frustration, and another of concerned reparation. Mishaps elicited more negative emotions in toddlers than free play, and most toddlers attempted to correct the mishap. Children's styles of emotional response to mishaps may be related to maternal mental health. Symptoms of depression and anxiety in mothers were related to a suppression of tension and frustration in their offspring. Maternal acting out symptoms were not related to toddlers' reactions to mishaps. The findings are discussed in terms of the role of emotion in the formation of individual differences in sociomoral functioning and factors contributing to early differences. 相似文献
195.
Jerome Pine Pamela Aschbacher Ellen Roth Melanie Jones Cameron McPhee Catherine Martin Scott Phelps Tara Kyle Brian Foley 《科学教学研究杂志》2006,43(5):467-484
A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006 相似文献
196.
Teachers’ acquisition of knowledge about English word structure 总被引:1,自引:0,他引:1
Louise?Spear-SwerlingEmail author Pamela?Owen?BruckerEmail author 《Annals of dyslexia》2003,53(1):72-103
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献
197.
Pamela Calder 《International Journal of Early Years Education》1996,4(3):49-60
The reunification of Germany, and the transformation of early childhood services in East Germany offers a unique opportunity to explore how abrupt policy changes affect service providers and service users. East Germany had extensive coverage for children under three and near universal coverage for children 3‐6. After reunification these services were drastically reduced, and the ideological justification for them was systematically rejected. This process is illustrated by a discussion of the changes in practice which took place in two nurseries in East Berlin, and the reactions of staff to the changes they were required to make. 相似文献
198.
Rosalind Charlesworth Pamela O. Fleege Catheryn J. Weitman 《Early education and development》1994,5(3):195-212
In response to an increasingly "test driven" approach to curriculum and instruction, a growing body of research is documenting the negative effects of standardized testing on instruction, pupils, and teachers. The curriculum has been narrowed to fit the tests, valuable instructional time is spent on test preparation, students are stressed by the preparation and the test-taking, and teachers are pressured to use unacceptable testing procedures which may even include blatant cheating. Students are subjected to instructional methods that provide them with test taking skills but no genuine understanding of the subject matter. Research supports that there is an urgent need for a change in testing policies. Massive standardized testing of young children must be eliminated. More authentic and performance based evaluation such as the development of student portfolios should be instituted. Attention to the negative effects of standardized testing and the elimination of such testing of young children is especially urgent in light of the current discussions centering on increasing the scope of national testing beginning with the administration of a school readiness instrument prior to school entry. 相似文献
199.
Journal of Science Teacher Education - 相似文献
200.
For more than 20 years, two courses, History, Education, and Guidance of the Deaf/Hard of Hearing and Introduction to Instructional Methods for the Deaf/Hard of Hearing, have been taught at Bloomsburg University of Pennsylvania using a traditional lecture format. A state grant provided funding to explore the use of technology to teach online courses to college-age learners who are deaf, hard of hearing, or hearing. Saba Centra software was used as the online tool for the synchronous presentation of course content, which included PowerPoint lecture material, text chat opportunities, sign language-interpreted video, and other forms of class participation (e.g., signaling for questions raised, responding in a "yes/no" format). The present article covers recent successes and challenges in offering online courses in a "virtual classroom" format to deaf and hard of hearing learners, as well as hearing learners, from a qualitative research perspective. 相似文献