全文获取类型
收费全文 | 846篇 |
免费 | 9篇 |
国内免费 | 1篇 |
专业分类
教育 | 668篇 |
科学研究 | 19篇 |
各国文化 | 8篇 |
体育 | 46篇 |
文化理论 | 6篇 |
信息传播 | 109篇 |
出版年
2023年 | 3篇 |
2022年 | 7篇 |
2021年 | 7篇 |
2020年 | 16篇 |
2019年 | 26篇 |
2018年 | 30篇 |
2017年 | 24篇 |
2016年 | 35篇 |
2015年 | 23篇 |
2014年 | 25篇 |
2013年 | 219篇 |
2012年 | 25篇 |
2011年 | 26篇 |
2010年 | 19篇 |
2009年 | 19篇 |
2008年 | 26篇 |
2007年 | 19篇 |
2006年 | 23篇 |
2005年 | 15篇 |
2004年 | 20篇 |
2003年 | 18篇 |
2002年 | 20篇 |
2001年 | 13篇 |
2000年 | 7篇 |
1999年 | 12篇 |
1998年 | 10篇 |
1997年 | 9篇 |
1996年 | 17篇 |
1995年 | 15篇 |
1994年 | 10篇 |
1993年 | 5篇 |
1992年 | 19篇 |
1991年 | 10篇 |
1990年 | 7篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1980年 | 10篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1972年 | 2篇 |
1875年 | 1篇 |
排序方式: 共有856条查询结果,搜索用时 15 毫秒
291.
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
292.
293.
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
294.
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
295.
Journal of Science Teacher Education - 相似文献
296.
Development and validation of a brief screening version of the Childhood Trauma Questionnaire 总被引:16,自引:0,他引:16
Bernstein DP Stein JA Newcomb MD Walker E Pogge D Ahluvalia T Stokes J Handelsman L Medrano M Desmond D Zule W 《Child abuse & neglect》2003,27(2):169-190
OBJECTIVE: The goal of this study was to develop and validate a short form of the Childhood Trauma Questionnaire (the CTQ-SF) as a screening measure for maltreatment histories in both clinical and nonreferred groups. METHOD: Exploratory and confirmatory factor analyses of the 70 original CTQ items were used to create a 28-item version of the scale (25 clinical items and three validity items) and test the measurement invariance of the 25 clinical items across four samples: 378 adult substance abusing patients from New York City, 396 adolescent psychiatric inpatients, 625 substance abusing individuals from southwest Texas, and 579 individuals from a normative community sample (combined N=1978). RESULTS: Results showed that the CTQ-SF's items held essentially the same meaning across all four samples (i.e., measurement invariance). Moreover, the scale demonstrated good criterion-related validity in a subsample of adolescents on whom corroborative data were available. CONCLUSIONS: These findings support the viability of the CTQ-SF across diverse clinical and nonreferred populations. 相似文献
297.
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
298.
299.
Janina?Kahn-HorwitzEmail author Joseph?Shimron Richard?L.?Sparks 《Reading and writing》2005,18(6):527-558
This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL)
reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north
of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis
(LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic
ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading
comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English
reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic
abilities that influence first and subsequent language reading acquisition. 相似文献
300.
Norman Herr Margaret Holzer Megan Martin Roxie Esterle Connie Sparks 《Journal of Science Teacher Education》1995,6(1):27-32
This material is based upon work supported in part by a grant from the National Science Foundation California State University
Student Teaching Development Project (DOE-9250027) and the W. M. Keck Foundation. Any opinions, findings, and conclusions
or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the funding
ordanizations. 相似文献