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51.
Parents can form a vital link to literacy and later school success by encouraging literacy and language modeling in their
daily communication with children. This article describes a study in Head Start classrooms in Florida and North Carolina where
teachers used a book lending system and high quality books which they shared with children and families. Strategies for teachers
to assist parents in providing support for emergent literacy are given. Ways to help families see the importance of their
practices and encourage the use of these ideas as part of their daily routines are shared. 相似文献
52.
Lauren Figueredo Connie K. Varnhagen 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(5):721-732
Spelling and grammar checkers help to make surface errors more apparent; do they influence the way in which people revise the content of their writing? We investigated whether the presence of checkers distracts students from making content revisions. Twenty‐five freshmen, 20 English majors and 20 graduate students revised two essays on a computer, one with the spelling and grammar checkers, and the other with a dictionary. These essays were unfamiliar to the students and rigged with content and surface errors. The checkers helped the participants to revise text for surface features but did not affect the students’ other revisions. Our findings suggest that checkers are helpful yet do not inhibit students’ ability to make content revisions. 相似文献
53.
Norman Herr Margaret Holzer Megan Martin Roxie Esterle Connie Sparks 《Journal of Science Teacher Education》1995,6(1):27-32
This material is based upon work supported in part by a grant from the National Science Foundation California State University
Student Teaching Development Project (DOE-9250027) and the W. M. Keck Foundation. Any opinions, findings, and conclusions
or recommendations expressed in this article are those of the authors and do not necessarily reflect the views of the funding
ordanizations. 相似文献
54.
Helen Constantinides Kirk St. Amant Connie Kampf 《Technical Communication Quarterly》2001,10(1):31-58
Professional technical communication often takes place within a larger organizational structure, a structure defined and constrained by both external (national or disciplinary) and internal (organizational) cultures. Thus, theories that help technical communicators analyze and understand organizations can be of especial importance. This bibliography overviews theories of organization from the viewpoint of culture, using five themes of organizational research as a framework. Based on this framework, each section introduces specific theories of international, intercultural, or organizational communication, building upon them through a series of related articles, and showing how they can be applied in the field of technical communication. 相似文献
55.
Larry Barker Karen Gladney Renee Edwards Frances Holley Connie Gaines 《Journal of Applied Communication Research》2013,41(2):101-109
This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed. 相似文献
56.
57.
Brandi D. Tuttle Megan von Isenburg Connie Schardt Anne Powers 《Medical reference services quarterly》2013,32(3):199-210
In 2007, Duke University Medical Center Library instituted an interactive, online PubMed tutorial and quiz for medical students to replace an in-person lecture. This article describes the events leading to this educational paradigm shift and how the tutorial was implemented. Important concerns in the switch to an online approach to PubMed training were student satisfaction and the extent to which searching skills would improve. To determine the effectiveness of the online model, two years of student quizzes and evaluations were examined. Results indicate that students benefit from and appreciate the interactive tutorial. 相似文献
58.
59.
Pakey Pui-man Chik Connie Suk-han Ho Pui-sze Yeung Yau-kai Wong David Wai-ock Chan Kevin Kien-hoa Chung Lap-yan Lo 《Annals of dyslexia》2012,62(1):1-18
This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically
developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese
reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly
less well than the CA controls but similarly to RL controls in most measures. Results of multiple regression analyses showed
that word-level reading-related skills like oral vocabulary and word semantics were found to be strong predictors of reading
comprehension among typically developing junior graders and dyslexic readers of senior grades, whereas morphosyntax, a text-level
skill, was most predictive for typically developing senior graders. It was concluded that discourse and morphosyntax skills
are particularly important for reading comprehension in the non-inflectional and topic-prominent Chinese system. 相似文献
60.
Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment. 相似文献