全文获取类型
收费全文 | 228篇 |
免费 | 3篇 |
专业分类
教育 | 195篇 |
科学研究 | 3篇 |
各国文化 | 4篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 22篇 |
出版年
2022年 | 1篇 |
2020年 | 3篇 |
2019年 | 4篇 |
2018年 | 4篇 |
2017年 | 10篇 |
2016年 | 11篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 38篇 |
2012年 | 11篇 |
2011年 | 14篇 |
2010年 | 9篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 2篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1965年 | 1篇 |
排序方式: 共有231条查询结果,搜索用时 31 毫秒
151.
Peggy Fairbairn-Dunlop 《Compare》2014,44(6):874-894
Because identity (language and culture) are central to Pacific knowledge and knowledge construction processes, Pacific students’ educational experiences should be viewed through a cultural lens that sees Pacific knowledge and practices as valid and valued. This study explores the relationship between culture and educational outcomes as seen in how participation in a school Polynesian club (a cultural education supplementary site) builds youth feelings of self-esteem, identity and the confidence to connect to other educational, cultural and social spaces. 相似文献
152.
Peggy T. Ackerman Carol A. Holloway Patricia L. Youngdahl Roscoe A. Dykman 《Learning disabilities research & practice》2001,16(3):152-160
The double-deficit theory of reading disability (Wolf & Bowers, 1999) was examined in a sample of 56 reading-disabled and 45 normal-reading elementary school children (aged 8 to 11). As hypothesized, the two groups differed markedly on all phonological analysis tasks and on rapid continuous naming of digits and letters (the double deficits), but they differed as well on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization. Within the reading-disabled (RD) sample, children in the double-deficit subgroup were no more impaired in reading and spelling than those with a single deficit in phonological analysis, and those with a single deficit in rapid naming were no more impaired than those with neither deficit. Multiple regression analyses suggest that a multiple causality theory of RD is more plausible than a double-deficit theory. 相似文献
153.
154.
Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners. By employing reflective thinking skills to evaluate the results of one's own learning efforts, awareness of effective learning strategies can be increased and ways to use these strategies in other learning situations can be understood. This article describes how expert learners use the knowledge they have gained of themselves as learners, of task requirements, and of specific strategy use to deliberately select, control, and monitor strategies needed to achieve desired learning goals. We present a model of expert learning which illustrates how learners' metacognitive knowledge of cognitive, motivational, and environmental strategies is translated into regulatory control of the learning process through ongoing reflective thinking. Finally, we discuss the implications that the concept of expert learning has for instructional practices. 相似文献
155.
There has been ongoing debate regarding the efficacy of teaching instructional design models to novice designers given that experienced instructional designers often use principles and adapted models when they engage in the instructional design problem‐solving process. This study utilized the Delphi technique to identify a core set of guiding principles used by designers in their practice. The purpose of this study was (1) to examine and describe the principles that guided instructional designers’ practice and (2) to identify the extent to which participants’ frames of reference included components of the ADDIE instructional design model. Sixty‐one principles were ultimately identified (reached consensus among the Delphi panel members). Thirty‐two of the principles aligned with the primary components of the design process (e.g., analysis, design, development, and evaluation). Additional principles (n = 29) related to other characteristics of design such as communication, project management, and design characteristics. 相似文献
156.
157.
158.
159.
Kristine Jolivette Peggy A. Gallagher Michael J. Morrier Richard Lambert 《Exceptionality》2013,21(2):78-92
Young children with disabilities acquire behavior problems as a result of many factors. When planning interventions, it is important to remember that all children may display stages of inappropriate behaviors at various times during their early development. In most cases, the problems are short-lived and typically improve with guidance and age. There are children with continuing or increasing problem behaviors that result in injury to self or others or that cause damage to the environment; interfere with development, learning, and acquisition of new skills; or socially isolate the child. We discuss interventions and prevention strategies for young children with persistent and consistent behavior problems and present directions for future research. 相似文献
160.