全文获取类型
收费全文 | 394篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 323篇 |
科学研究 | 16篇 |
各国文化 | 1篇 |
体育 | 28篇 |
综合类 | 1篇 |
信息传播 | 31篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 19篇 |
2018年 | 19篇 |
2017年 | 18篇 |
2016年 | 17篇 |
2015年 | 8篇 |
2014年 | 9篇 |
2013年 | 95篇 |
2012年 | 11篇 |
2011年 | 14篇 |
2010年 | 8篇 |
2009年 | 9篇 |
2008年 | 11篇 |
2007年 | 10篇 |
2006年 | 10篇 |
2005年 | 7篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 5篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 4篇 |
1991年 | 3篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1984年 | 5篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1966年 | 2篇 |
1877年 | 1篇 |
排序方式: 共有400条查询结果,搜索用时 0 毫秒
331.
332.
There is now a strong evidence base from theory and research providing a ‘template’ to inform practice at Wave 2, guiding the design and implementation of time‐limited effective early intervention programmes for pupils identified as ‘at risk’ of reading difficulties following initial literacy instruction (Rose, 2009). In contrast, there is currently an absence of evidence to guide the more fine‐grained selection and design of specific interventions (Wave 3) for those nonresponders to otherwise effective reading intervention. In this paper, we first outline our current understanding of the characteristics of effective early intervention programmes, and of the pupils who do not respond. Three theoretically motivated single‐case studies from developmental theory and processing models of skilled performance are then considered as a source of evidence providing useful insights into the type of assessment needed to inform the planning of highly individualised intervention programmes for pupils with severe and persisting literacy difficulties. 相似文献
333.
This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands. The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in the Netherlands for a type of action research in which teachers and researchers work in democratic collaboration on the improvement of teaching practices, this inter-professional collaboration worked out well. The participants worked, inspired by shared commitment towards the students, as equal partners. In the findings and conclusion insights developed about key elements for inter-professional collaborative research, such as the importance of common relevance, shared responsibility for the research and mutual trust and respect for differences in professional identities and working conditions are addressed. 相似文献
334.
Thomas F. Patterson Jr. 《Innovative Higher Education》2007,32(2):71-84
From 1980 to 1995, the University of Western Sydney at Hawkesbury (formerly Hawkesbury Agricultural College) in Richmond,
New South Wales, Australia, pioneered an innovative undergraduate degree in Systems Agriculture based on experiential education,
systems thinking, and adult learning theory. Today this program is in trouble and has reverted back to a more traditional
teacher-directed approach. This article discusses the rise of the innovative education paradigm at Hawkesbury, the unique
Systems Agriculture program itself, and its eventual decline. Reasons for both the shift to innovative education and its eventual
downfall are explored. Implications for institutions of higher education contemplating innovative educational approaches are
suggested.
相似文献
Thomas F. Patterson Jr.Email: |
335.
336.
337.
Avoidance of a target flavor can be produced by providing rats with a highly nutritious solution of 20?% maltodextrin (20?%Malto) in some sessions and a 3?% maltodextrin (3?%Malto) solution containing the target flavor in intermixed sessions. Since 20?%Malto is both more nutritious and more palatable than 3?%Malto, flavor avoidance could arise because the flavor signals either a reduction in calories or reduced palatability, or both. Pilot testing established that rats strongly preferred 3?%Malto plus 0.1?% saccharin to both unflavored 3?%Malto and unflavored 20?%Malto. The two main experiments tested whether the palatability difference, which the pilot data had suggested was larger than the difference between 20?%Malto and 3?%Malto, could produce flavor avoidance. In both experiments, one group of rats were given 3?%Malto plus 0.1?% saccharin on some days, intermixed with other days on which this group was given 3?%Malto plus the target flavor, almond. Neither when trained and tested under conditions of food deprivation (Experiment 1) nor when trained and tested sated (Experiment 2) did palatability reduction produce almond avoidance. In contrast, calorie reduction produced almond avoidance under both conditions. These results suggest that flavor avoidance can be produced by intermixed training involving solutions that differ in nutritious value and palatability, but not when they differ only in palatability. 相似文献
338.
Differential effects of home and preschool learning environments on early language development 下载免费PDF全文
Daniel Schmerse Yvonne Anders Manja Flöter Nadine Wieduwilt Hans‐Günther Roßbach Wolfgang Tietze 《British Educational Research Journal》2018,44(2):338-357
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development. 相似文献
339.
Stephanie Hellekamps Manfred Prenzel Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2009,12(1):4-6
Ohne Zusammenfassung 相似文献
340.
Jodi L. Davenport Yvonne S. Kao Bryan J. Matlen Steven A. Schneider 《Journal of Experimental Education》2020,88(4):516-535
AbstractHow can research findings from cognitive and learning sciences be meaningfully applied in authentic settings to improve student learning outcomes in mathematics? Decades of basic research on how people learn has implications for the design of curriculum, instruction, and assessment. However, bringing research to practice involves simultaneously applying multiple design principles and raises pragmatic challenges of classroom contexts. Our project used research-based recommendations to systematically revise a widely used middle school mathematics curriculum and investigated whether the revised curriculum improved student learning in mathematics. In this article, we detail a replicable process for operationalizing and implementing multiple research-based principles and report findings from a large-scale experimental evaluation of this approach to estimate the potential impact on student learning. 相似文献