全文获取类型
收费全文 | 171篇 |
免费 | 5篇 |
专业分类
教育 | 154篇 |
科学研究 | 4篇 |
各国文化 | 2篇 |
体育 | 1篇 |
信息传播 | 15篇 |
出版年
2022年 | 2篇 |
2019年 | 1篇 |
2018年 | 6篇 |
2017年 | 3篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2013年 | 46篇 |
2012年 | 3篇 |
2011年 | 4篇 |
2010年 | 3篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1967年 | 1篇 |
1947年 | 1篇 |
1935年 | 1篇 |
排序方式: 共有176条查询结果,搜索用时 15 毫秒
72.
Judy Goldfinch Phyllis Laybourn Lucy MacLeod Sheila Stewart 《Assessment & Evaluation in Higher Education》1999,24(1):41-51
Frequently undergraduate project work involves students working in groups. Such groupworking is often problematic owing to poor groupworking skills on the part of the students involved, yet ‘teamwork’ is one of those generic skills highly prized by employers. This study describes a pilot project to involve employers in the development of groupworking skills in undergraduate students, with the aims of increasing student awareness of group dynamics and processes and of promoting more effective groupworking. Students worked in small groups over a period of six to eight weeks on a problem associated with the module being studied. Employers observed students working in their groups and provided feedback to the students on their groupworking skills. The reactions (extremely positive) of students, staff and employers are presented. The procedures and methods used in the pilot are described and evaluated. 相似文献
73.
74.
Phyllis A. Kuehn William M. Stallings C. L. Holland 《Journal of Personnel Evaluation in Education》1990,3(2):151-167
This article is based on a paper presented at the March 1989 AERA annual meeting. 相似文献
75.
The design of Benton and Hoyt's study is discussed, as well as their data analysis. The limitations of the study, including the possible bias toward economic issues of the items and of data interpretation and nonrandom sampling of the subjects, are noted. Benton and Hoyt's discussion of how educational psychologists are affected by the educational reform movement is considered within the larger framework of the shift in educational research from a static normative to a dynamic interactionist approach. This shift has not only affected specific reform proposals, but also shows promise of resolving perceived conflicts in the proposals between excellence and equity and educational psychologists and teacher educators. 相似文献
76.
Phyllis Schneider Barbara Frant Hecht 《International Journal of Disability, Development & Education》1995,42(1):41-56
Mothers and their preschool children with developmental delays participated in a storybook activity. Data analysis focused on the relations between maternal and child behaviours in the activity. Several aspects of mothers’ behaviour were related to children's engagement and responsiveness during the task. The more responsive and engaged the child, the more the mother attempted to involve the child in the book activity. Interviews indicated that children's positive attitude towards reading was associated with frequency of reading activity. We conclude that mothers were sensitive to their children's developmental levels and organized the activity in ways appropriate to the child's ability and willingness to participate. 相似文献
77.
Supplied visuals and imagery instructions in field independent and field dependent children’s recall
Carol Carrier Mary Rae Joseph Cynthia L. Krey Phyllis LaCroix 《Educational technology research and development : ETR & D》1983,31(3):153-160
Does showing children pictures that depict a story help them recall story content? Is having them form mental pictures of the story more effective? Is it better to show the pictures or give instructions to form mental images before or after the children hear the story? Do field independent and field dependent children respond differently? This study involving sixth graders found that imaging was the most effective method of instruction, regardless of whether instructions to image came before or after the listening period. 相似文献
78.
Phyllis Cunningham 《职业技术教育》2001,(33):36-37
因为全球化、主权国家的弱化资金与劳动力的流动以及市场侵入我们的生活世界,我相信社区教育工作在今天的世界是首要的。市民社会在民主社会中一直是很重要的,因为市民需要积极参与影响他们生活品质的决策。今天我想谈的是强有力的市民社区的重要性,以及社会运动及市民行动在促进一个更民主的社会所扮演的角色,我也会谈到为何共同学习的观念在培养一般人成为知识创造者———我称之为有社会实践力的知识分子(organicintellectual)———的过程中日益重要。更重要的是我要强调作为成人教育者,我们的角色是什么,当我们说服务“社区”… 相似文献
79.
Pennington Bruce F. Cardoso-Martins Cláudia Green Phyllis A. Lefly Dianne L. 《Reading and writing》2001,14(7-8):707-755
This study tested the predictions of thephonological and double deficit hypotheses byexperimentally examining speech perception,phoneme awareness, lexical retrieval (serialand discrete), articulatory speed, and verbalSTM in school age child (N = 35) and adolescent(N = 36) dyslexics, and both chronological age(CA) and reading age (RA) controls. Theresults confirmed the findings of previousstudies of a deficit in phoneme awareness indevelopmental dyslexia. At both age levels,dyslexics performed significantly more poorlythan both their CA and RA controls. Althoughdeficits in the other processes investigated,particularly in rapid serial naming, were alsoapparent, they were not as clear-cut as thedeficit in phoneme awareness. In general,definite evidence of a deficit in rapid serialnaming was limited to the more severelyimpaired dyslexics. Furthermore, although rapidserial naming contributed independent variationto various literacy skills, its contributionwas modest relative to the contribution ofphoneme awareness, regardless of whether theliteracy skill relied more or less heavily onphonological or orthographic coding skills. Further analyses suggested that variation inrapid serial skill is particularly importantfor fluent reading of text, whereas phonemeawareness is particularly important for thedevelopment of the ability to read byphonologically recoding letters or groups ofletters in words into their phonological codes.This explains the relatively strongcontribution of phoneme awareness to readingand spelling ability in general. In sum, thephonological hypothesis offers a moreparsimonious account of the present resultsthan the double deficit hypothesis. 相似文献
80.
Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities
下载免费PDF全文
![点击此处可从《Journal of Research in Special Educational Needs》网站下载免费的PDF全文](/ch/ext_images/free.gif)
This article focuses on teachers' pedagogical decision‐making and influences on this decision‐making when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio‐political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssaye's (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers’ pedagogical decision‐making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher‐student pedagogical interactions over curriculum‐teacher or curriculum‐student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. 相似文献