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91.
Research in Science Education - Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students’ learning, interpret it, and act on... 相似文献
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Mayberry RI del Giudice AA Lieberman AM 《Journal of deaf studies and deaf education》2011,16(2):164-188
The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found statistically significant evidence for PCA skills and half did not. A subset of 25 studies also tested reading proficiency and showed a wide range of effect sizes. Overall PCA skills predicted 11% of the variance in reading proficiency in the deaf participants. Other possible modulating factors, such as task type and reading grade level, did not explain the remaining variance. In 7 studies where it was measured, language ability predicted 35% of the variance in reading proficiency. These meta-analytic results indicate that PCA skills are a low to moderate predictor of reading achievement in deaf individuals and that other factors, most notably language ability, have a greater influence on reading development, as has been found to be the case in the hearing population. 相似文献
93.
Hyerim Oh Margaret Sutherland Niamh Stack Maria del Mar Badia Martín Sheyla Blumen Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166
Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements 相似文献
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María del Pilar Angeles Victor González Castro 《International Journal of Information Management》2013,33(6):940-947
Previous research has been done to identify the best pragmatic approach that DBMSs must follow to manage different workloads. Some approaches have followed the “One size fits all” approach, trying to incorporate all features in a row-oriented DBMS (also called horizontal) to manage both OLTP and DSS workloads. Additionally, there have been specialized DBMS, following a columnar approach (also called vertical), that focuses on the growing demand to efficiently manage DSS workloads. This paper proposes a combination of both vertical and horizontal DBMS to best manage OLTP and DSS workloads. We have used mature, commercially available products from a single vendor and developed a custom middleware Decision Query Module that identifies the best option for most efficient execution of a query. This V + H architecture also offers the functionality of a mirrored DB without paying twice for storage. 相似文献
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Caroline Haythornthwaite Anatoliy Gruzd Sarah Gilbert Marc Esteve del Valle Drew Paulin 《Learning, Media and Technology》2018,43(3):219-235
Learning on and through social media is becoming a cornerstone of lifelong learning, creating places not only for accessing information, but also for finding other self-motivated learners. Such is the case for Reddit, the online news sharing site that is also a forum for asking and answering questions. We studied learning practices found in ‘Ask’ subreddits AskScience, Ask_Politics, AskAcademia, and AskHistorians to develop a coding schema for informal learning. This paper describes the process of evaluating and defining a workable coding schema, one that started with attention to learning processes associated with discourse, exploratory talk, and conversational dialogue, and ended with including norms and practices on Reddit and the support of communities of inquiry. Our ‘learning in the wild’ coding schema contributes a content analysis schema for learning through social media, and an understanding of how knowledge, ideas, and resources are shared in open, online learning forums. 相似文献
99.
Rosa Martín del Pozo Rafael Porlán Ana Rivero 《Journal of Science Teacher Education》2011,22(4):291-312
The purpose of the present work is to describe the progression in the conceptions of prospective primary teachers about school
science content while they were participating in three teacher education courses following the same constructivist oriented
strategy. The participants’ written output was analyzed in various categories—selection of content, types of content and their
relationships, levels of complexity, and presentation of content to pupils. There was evidence for some progress in their
conceptions of the content from a traditional view to another that we termed intermediate since it did not reach the vision
that we consider to be the most complex. Finally, we present a General Itinerary of Progression on school content that could
serve as a referent for initial teacher education. 相似文献
100.
Ana Rivero Pilar Azcárate Rafael Porlán Rosa Martín del Pozo Joao Harres 《Research in Science Education》2011,41(5):739-769
This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories
were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was
conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist
orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the
belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications
for initial teacher education. 相似文献