全文获取类型
收费全文 | 278篇 |
免费 | 13篇 |
专业分类
教育 | 250篇 |
科学研究 | 3篇 |
各国文化 | 1篇 |
体育 | 8篇 |
综合类 | 1篇 |
信息传播 | 28篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 4篇 |
2020年 | 6篇 |
2019年 | 12篇 |
2018年 | 20篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 11篇 |
2014年 | 11篇 |
2013年 | 64篇 |
2012年 | 11篇 |
2011年 | 7篇 |
2010年 | 8篇 |
2009年 | 13篇 |
2008年 | 15篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 7篇 |
2004年 | 12篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1907年 | 1篇 |
排序方式: 共有291条查询结果,搜索用时 8 毫秒
71.
This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7. 相似文献
72.
Tracy A. Stinchfield Nicole R. Hill David M. Kleist 《International journal for the advancement of counseling》2010,32(4):225-239
Triadic supervision has been considered a credible and effective form of clinical supervision within counselor education programs
since being included in the 2001 standards for the Council for Accreditation of Counseling and Related Educational Programs
(CACREP). A phenomenological study was conducted to examine the experiences of masters-level counselor trainees in practicum
with triadic supervision. Several transcendent themes emerged, namely: Initial Apprehensions, Shared Developmental Process,
Vicarious Learning, Multiple Perspectives, and Safety through Trust and Relationship. The results of this study are discussed
as they impact the field of counselor education and supervision. 相似文献
73.
74.
75.
ABSTRACTHuman resource development professionals in Higher Education are continually striving to develop efficient interventions to increase the capabilities of their leaders. As a result of evaluating feedback from an action learning (AL) programme designed and delivered in North West Higher Education Institutions in the UK for women in senior academic and professional service roles, we are able to share how AL can be utilised to transcend and supplement traditional leadership training. The article discusses the approach taken to support participants to develop vital leadership behaviours through the acquisition of critical questioning and reflective habits whilst developing strong supportive cross-institutional relationships with other higher education leaders. 相似文献
76.
The purpose of this study was to examine changes in kindergartners' perceptions of competence and to determine the effects of teachers' verbal behaviors on these perceptions. A sample of 168 kindergartners from 31 classrooms participated in a pre- and posttest administration of the Pictorial Scale of Perceived Competence and Social Acceptance and three classroom observations. Kindergartners in this study generally reported high perceptions of competence. The drop in perceptions documented in previous research was not found in this study, suggesting that the developmental change occurs after kindergarten. A modest significant correlation between perceptions of competence and both academic skills and teacher ratings indicated that children were developing more accurate judgements. Teachers' verbal behaviors were not related to students' perceptions of competence. In contrast, the amount of praise that students received was related to the instructional style of the teacher and the frequency in which students were criticized was related to their academic skills. Implications for educational practice are discussed. © 1997 John Wiley & Sons, Inc. 相似文献
77.
Douglas Fuchs Emma Hendricks Meagan E. Walsh Lynn S. Fuchs Jennifer K. Gilbert Wen Zhang Tracy Samuel Patton III Nicole Davis‐Perkins Wooliya Kim Amy M. Elleman Peng Peng 《Learning disabilities research & practice》2018,33(1):11-23
We conducted a 14‐week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 116 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the two tutoring conditions and a control group. Results indicated that students in the two tutored groups tended to perform comparably on all tests and to outperform controls (more so in grade 5 than grade 3) on near‐transfer but not far‐transfer measures of RC. This differential pattern of program effects for near‐ versus far‐transfer measures raises questions about how tests of near‐transfer and far‐transfer are conventionally understood. 相似文献
78.
79.
80.