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给出了实时内存数据库的定义、存储结构和数据特征,在此基础上,提出了一个合理的数据安置策略,引入了存储类的概念,使系统能够有效利用有限的内存空间,提高系统的性能。 相似文献
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物理是一门以实验为基础的学科.设计性实验对于考查学生综合运用所学知识,解决实际问题,提高学生的综合素质和科学素养;培养学生的创新意识和创造能力,以适应未来社会对人才的要求,具有积极的意义.在2001年高考说明中,明确指出"能灵活地运用已学过的物理理论,实验方法和实验仪器去处理问题."下面举例说明. 相似文献
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The present study investigated the etiological relationship between two disorders: dyslexia or reading disability (RD) and
phonological disorder (PD). These disorders manifest at different ages and have typically been studied by researchers in different
disciplines. However, a growing body of evidence suggests that the disorders overlap at symptomatic, cognitive, and etiological
levels of analysis. In previous studies, each disorder has been found to be heritable, and there is also evidence that RD
and PD run together in families, but no studies to date have documented whether there is a shared genetic influence between
the two disorders. The present study examined this question in a sample of RD and non-RD twins. Subjects with a history of
PD were identified and the etiological relation between the two disorders was examined. Results indicated that in the present
sample, RD and PD are each heritable on their own. Further, even when correcting for RD, the two disorders were found to be
coheritable, indicating that the finding of cofamiliality of RD and PD is at least partially driven by genetic influences.
The implications of these results for the conceptualization, identification, and treatment of these two disorders are discussed. 相似文献
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Jacques du Toit 《Assessment & Evaluation in Higher Education》2016,41(4):560-574
The 2010 Western Cape graduate destination survey utilised a sequential mixed-mode design in which an initial web survey was augmented with an equivalent telephonic survey. This article examines mode effect in the Western Cape survey in terms of overall effect size and the bearing it had on the main outcome of the study. Standardised residuals and Cramér’s V are used to determine mode effect across two scenarios, a full sample vs. a subsample, and using two categorical questions with different numbers of response categories. Overall effect size appears to be small in the first question, but increases noticeably together with non-responses in the second question that has many more response categories. Web responses to alumni or graduate destination surveys can perhaps be augmented with telephonic responses if necessary, provided response categories are kept to a minimum, and interviewers are trained properly and monitored for possible interviewer misbehaviour. The benefit of obtaining larger samples should then also outweigh the benefit of using web surveys alone. 相似文献
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AbstractExperiential learning is touted as an effective way of imparting research skills. This suggests that master’s students undergoing training in research psychology should be exposed to managing projects and supervising interdisciplinary research teams and projects before entering the workplace. The Department of Psychology and Department of Town and Regional Planning at a South African university developed a near-peer mentoring programme in which the psychology master’s students mentored undergraduate urban planning students who were writing their final-year research reports. Focus group discussions with the psychology students about their experiences of the programme were analysed using phenomenography. The psychology students experienced their role as mentor in five hierarchical variations. The first four were seen as challenging, while the benefits were only experienced at the highest level of the hierarchy. Lessons learnt from the mentoring relationship that mirror certain workplace research skills are discussed followed by recommendations for improving the mentoring programme. 相似文献
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Previous research indicates that beginning teachers are not fully prepared for what awaits them in the workforce. This study highlights the value of partnerships among higher education providers, schools and employers and links the experiences of beginning teachers to initial teacher education (ITE). Real-life experiences from the field provide information regarding beginning teachers’ complex teaching positions that is beneficial to prospective teachers and teacher educators. This transnational qualitative study, completed in Norway, South Africa and Australia, adopted a Vygotskian social constructivist theoretical stance. Gadamer’s hermeneutic philosophy was applied to offer an in-depth understanding of the effects of classroom experiences on beginning teachers’ professional identities and feelings of ‘belonging’ and ‘at homeness’ in their positions. The results of this study highlight the school leaders’ perceptions of how well graduate teachers are prepared to meet the demands of the workforce. The study concludes by demonstrating the value of linking beginning teachers’ experiences to interventions and the development of ITE programmes. This study’s evidence-based findings support its recommendations for policy-makers and its reflections on the link between ITE and employment. 相似文献
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Steve Sider Kimberly Maich Jhonel Morvan Mélissa Villella Paul Ling Chantelle Repp 《Journal of Research in Special Educational Needs》2021,21(3):233-241
As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. 相似文献