全文获取类型
收费全文 | 522篇 |
免费 | 13篇 |
专业分类
教育 | 422篇 |
科学研究 | 13篇 |
各国文化 | 5篇 |
体育 | 19篇 |
文化理论 | 3篇 |
信息传播 | 73篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 10篇 |
2020年 | 7篇 |
2019年 | 18篇 |
2018年 | 21篇 |
2017年 | 32篇 |
2016年 | 18篇 |
2015年 | 13篇 |
2014年 | 23篇 |
2013年 | 116篇 |
2012年 | 15篇 |
2011年 | 15篇 |
2010年 | 21篇 |
2009年 | 13篇 |
2008年 | 18篇 |
2007年 | 17篇 |
2006年 | 13篇 |
2005年 | 15篇 |
2004年 | 16篇 |
2003年 | 23篇 |
2002年 | 15篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 7篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 9篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 9篇 |
1992年 | 2篇 |
1991年 | 7篇 |
1990年 | 6篇 |
1989年 | 3篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 4篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有535条查询结果,搜索用时 9 毫秒
51.
52.
Key points
- Lean methods can give rich insights: Even a few, short sessions with a handful of users can generate useful inputs for a user‐centric design process.
- Design for beginners: An interface that supports novices will also support experts.
- Keep it simple: Focus on functionality that supports core search and discovery tasks.
- Popular or high‐value features should have prime position and rarely used or low‐value features should be hidden or removed.
- Visual cues are important for usability, as is balancing the visual space.
53.
The Simple View of Reading states that reading comprehension is the product of word recognition and listening comprehension. Whereas much research has focused on word recognition accuracy, recent attention has been directed toward word recognition fluency. The current study investigated whether a separate fluency component should be added to the Simple View of Reading. A battery of reading and language measures was administered to 604 children in second, fourth, and eighth grades. Approximately half these children had language and/or nonverbal cognitive impairments in kindergarten, but weighting procedures were used to reduce the potential bias this sampling characteristic may have entailed. Structural equation modeling was used to determine whether fluency accounted for unique variance in reading comprehension after controlling for word recognition accuracy and listening comprehension. Individual profile analyses were conducted to determine the number of individual participants who␣had poor fluency in the spite of good word recognition accuracy and listening comprehension. Results showed that fluency did not account for unique variance in reading␣comprehension and that few individuals had problems in fluency separate from word recognition accuracy or listening comprehension. Thus, it does not appear that a separate fluency component should be added to the Simple View of Reading. 相似文献
54.
55.
56.
Rodney Yates Suzanne Carrington Jenna Gillett-Swan Hitendra Pillay 《International Journal of Inclusive Education》2019,23(1):79-92
ABSTRACTThis study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support. 相似文献
57.
58.
Klodiana Kolomitro Natasha Kenny Suzanne Le-May Sheffield 《International Journal for Academic Development》2020,25(1):5-18
ABSTRACTThere is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers. 相似文献
59.
Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined. 相似文献
60.
The spelling errors of third graders who fit phonological andsurface profiles of developmental dyslexia were analyzed, alongwith the errors of younger (reading level matched) andchronologically age matched non-dyslexic comparison groups. InStudy 1, errors were analyzed as phonologically constrained,unconstrained, or inaccurate and as either orthographicallyacceptable or unacceptable. Study 2 extended the errorclassification system to nonword spellings. The main finding wasthat different types of dyslexics produced different types oferrors. Both studies found that children produced spelling errorsconsistent with their type of dyslexia. The phonological groupshowed poor knowledge of phoneme-grapheme correspondences,consistent with the existence of a phonological deficit. Thesurface group's spelling error profile differed from thephonological group and closely resembled the younger normalcomparison group. This pattern is consistent with other evidencethat surface dyslexia represents a general delay in acquiringliteracy skills. The studies provide converging evidence, from aspelling task, that developmental dyslexia is a non-homogeneouscategory consisting of at least two major subtypes with distinctetiologies and behavioral sequelae. 相似文献