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Education as a Positional Good 总被引:2,自引:0,他引:2
Martin Hollis 《Journal of Philosophy of Education》1982,16(2):235-244
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Hollis H 《Bulletin of the Medical Library Association》1944,32(3):318-323
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Peggy McCardle Hollis S. Scarborough Hugh W. Catts 《Learning disabilities research & practice》2001,16(4):230-239
Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers. 相似文献
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Evaluation is an inherent part of education for an increasingly diverse student population. Confidence in one’s test‐taking skills, and the associated testing environment, needs to be examined from a perspective that combines the concept of Bandurian self‐efficacy with the concept of stereotype threat reactions in a diverse student sample. Factors underlying testing reactions and performance on a cognitive ability test in four different testing conditions (high or low stereotype threat and high or low test face validity) were examined in this exploratory study. The stereotype threat manipulation seemed to lower African‐American and Hispanic participants’ test scores. However, the hypothesis that there would be an interaction with face validity was only partially supported. Participants’ highest scores resulted from low stereotype threat and high face validity, as predicted. However, the lowest scores were not in the high stereotype threat/ low face validity condition as expected. Instead, most groups tended to score lower when the test was perceived to be more face valid. Stereotype threat manipulation affected Whites as well as non‐Whites, although differently. Specifically, high stereotype threat increased Whites’ cognitive ability test scores in the low face validity condition, but decreased them in the high face validity condition. Implications for testing and classroom environment design are discussed. 相似文献
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Hollis S. Scarborough 《Annals of dyslexia》1998,48(1):115-136
Concurrent and prospective correlations among reading, spelling, phonemic awareness, verbal memory, rapid serial naming, and
IQ were examined in a longitudinal sample that was studied at Grade 2 and Grade 8. Substantial temporal stability of individual
differences in all of these skills was seen over the six-year period between assessments. The strongest predictors of future
reading and spelling outcomes were different for normally achieving second graders than for those who had been designated
as having reading disabilities. For the former, Grade 2 literacy scores were the best predictors of later achievement. For
the children with reading disabilities, however, prediction of most future reading and spelling skills was substantially improved
by the inclusion of the cognitive-linguistic measures, particularly rapid naming. 相似文献