全文获取类型
收费全文 | 821篇 |
免费 | 11篇 |
专业分类
教育 | 694篇 |
科学研究 | 18篇 |
各国文化 | 10篇 |
体育 | 34篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 73篇 |
出版年
2023年 | 5篇 |
2022年 | 7篇 |
2021年 | 9篇 |
2020年 | 10篇 |
2019年 | 28篇 |
2018年 | 29篇 |
2017年 | 29篇 |
2016年 | 35篇 |
2015年 | 23篇 |
2014年 | 34篇 |
2013年 | 196篇 |
2012年 | 18篇 |
2011年 | 18篇 |
2010年 | 18篇 |
2009年 | 19篇 |
2008年 | 18篇 |
2007年 | 27篇 |
2006年 | 23篇 |
2005年 | 18篇 |
2004年 | 19篇 |
2003年 | 14篇 |
2002年 | 17篇 |
2001年 | 21篇 |
2000年 | 20篇 |
1999年 | 14篇 |
1998年 | 13篇 |
1997年 | 25篇 |
1996年 | 7篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 3篇 |
1987年 | 7篇 |
1986年 | 10篇 |
1985年 | 8篇 |
1984年 | 9篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1971年 | 1篇 |
排序方式: 共有832条查询结果,搜索用时 15 毫秒
781.
782.
783.
Journal of Science Teacher Education - 相似文献
784.
785.
786.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
787.
This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities. 相似文献
788.
Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research 总被引:1,自引:0,他引:1
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth
and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group
or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension
interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects
on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions. 相似文献
789.
This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces. 相似文献
790.