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111.
Harold W. Thorpe Scherie Lampe Robert T. Nash Berttram Chiang 《Psychology in the schools》1981,18(3):334-340
Multisensory instructional approaches have been used in teaching handicapped children for many years, but have never been adequately validated. Using a multiplebaseline design and direct measurement of words read and spelled as the dependent variable, this study evaluated the effects of the kinesthetic-tactile component in VAKT instruction. The results indicated that the three secondary LD students read more words correctly after VAKT instruction than after VA instruction, and retained more VAKT instructed words at one-week, three-week, and six-month retention probes. The instruction did not differentially affect the speiling of words. The implications of these findings are discussed. 相似文献
112.
Learning Environments Research - In recent years, considerable attention has been given to how the physical structure of active learning classrooms affects academic performance, but little is known... 相似文献
113.
For many secondary and postsecondary students with dyslexia, passing required algebra courses presents a formidable challenge.
Although dyslexic students do have specific and sometimes severe learning deficits that can affect their chances of success
in algebra, they can succeed if given appropriate and effective instruction that meets their special and individual needs.
This article briefly describes the application of effective instructional practices to the teaching of remedial algebra that
have been used with dyslexic students in the University of Wisconsin Oshkosh Project Success program. 相似文献
114.
Kimberley Crompton Leslie Renae Low Putai Jin John Sweller 《Educational technology research and development : ETR & D》2012,60(1):1-13
Two experiments using the science topics of Magnetism and Light were conducted with younger learners (Year 5) who had no prior
knowledge of the topics, and older learners (Year 6) who had studied the topics previously. Half of the learners were presented
the information in auditory form only while the other half were presented the auditory information simultaneously with a visual
presentation. Results indicated that older students with prior knowledge of the topic learned more from the auditory only
presentation. For these students, the addition of visual information was redundant and so they were disadvantaged by the use
of an audio-visual presentation. However, for younger students with no prior knowledge of the topic, the difference between
means reversed. Some of these students might require a visual presentation to make sense of the auditory explanation. These
two sets of results were discussed in the context of the redundancy and the expertise reversal effect. 相似文献
115.
Effective coaching is a mixture of pedagogy and principles of sciences, e.g., motor skill acquisition, sociology, and physiology, often referred to as the science of coaching. Instinctive or intuitive coaching has often been incorrectly viewed as the art of coaching. More important should be how coaches develop knowledge, how they access that knowledge at the appropriate times and how this affects their decision-making process. The study of expert coaches should allow inferences to be drawn from their development and applied to coach education. This article intends to clarify coaching expertise and examine the role of tacit knowledge within coaching. The lack of a clear development pathway for aspiring expert coaches is a clear indicator that the current coach education system needs review. Any effective education system should be based on knowledge and understanding rather than mimicry and the implications for the future of coach education are considered. 相似文献
116.
Brett Bruyere Peter E. Nash Felix Mbogella 《The Journal of environmental education》2013,44(3):168-180
Theories of responsible environmental behavior (REB) have most often been applied in developed countries and to direct forms of REB such as recycling and conserving water. This study applied a model of REB to a developing country setting in Tanzania based in part on variables from a Hungerford and Volk (1990) model and targeting an indirect form of behavior: teaching environmental education (EE) to youth. A quantitative survey was developed and administered to 397 teachers from schools in coastal regions of the country. Regression analyses revealed a sequential model in which entry level variables predicted ownership variables, and ownership variables predicted empowerment variables. In addition, cognitive variables were particularly strong in predicting behavioral intent compared to affective variables. 相似文献
117.
Jay B. Nash 《Quest (Human Kinetics)》2013,65(1):53-60
When examined cross-culturally, the formal incorporation of sport by American colleges and universities is rather unique. Although higher education in the United States is largely the result of European influences, only in America has sport become an official responsibility of the educational organization. The openness of the “charter” of higher education was the primary factor in the formal incorporation of sport responsibilities within American institutions. Without an agreed upon understanding of the role of American higher education, the business-minded leadership of its colleges and universities was allowed to use sport as a survival mechanism in response to financial and enrollment exigencies. 相似文献
118.
119.
ABSTRACT National senior service programs have had a long and relatively successful history. Emerging at the intersection of federal aging and poverty policy initiatives in the early 1960s, projects such as the Foster Grandparent Program (FGP) and the Senior Companion Program (SCP) have expanded in size and scope over the last several decades. These two programs were first introduced into northwestern North Carolina in the 1980s. While the experiences of FGP and SCP in the region have broadly mirrored the successes of programs located elsewhere, they have also confronted difficulties unique to their local realities that federal policy guidelines are often not sensitive to. 相似文献
120.
Larry Nash White 《图书馆管理杂志》2013,53(7-8):1017-1026
ABSTRACT Through a review of the literature, the author sought to identify what assessment planning practices exist in libraries, how the assessment planning process works in libraries, and what components constitute a library assessment plan. The findings suggest that, while libraries determine and report a great many aspects of organizational performance, general assessment planning (which encompasses total organizational impact and value) is not frequently used or integrated into the library's comprehensive strategic planning process, and it does not always effectively cover the scope of the assessment activities and information needed by organizational leaders and administrators to develop effective strategic plans and decisions. This lack of integration creates disconnects between the library's ability to determine and report organizational value and the library's need to provide accountability evidence to stakeholders and use the performance measurement results effectively in executing strategic planning and decision making. Using the findings of the review, the author proposes an alternative set of assessment planning components and focus areas. 相似文献