全文获取类型
收费全文 | 386篇 |
免费 | 5篇 |
专业分类
教育 | 326篇 |
科学研究 | 12篇 |
各国文化 | 3篇 |
体育 | 11篇 |
文化理论 | 9篇 |
信息传播 | 30篇 |
出版年
2022年 | 3篇 |
2021年 | 1篇 |
2020年 | 6篇 |
2019年 | 14篇 |
2018年 | 17篇 |
2017年 | 13篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 14篇 |
2013年 | 72篇 |
2012年 | 6篇 |
2011年 | 6篇 |
2010年 | 14篇 |
2009年 | 4篇 |
2008年 | 6篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 9篇 |
1999年 | 13篇 |
1998年 | 5篇 |
1997年 | 8篇 |
1996年 | 9篇 |
1995年 | 8篇 |
1994年 | 10篇 |
1993年 | 7篇 |
1992年 | 7篇 |
1991年 | 4篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 1篇 |
1987年 | 6篇 |
1986年 | 1篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有391条查询结果,搜索用时 15 毫秒
41.
This study investigated the effect of depth of processing on second-language reading comprehension. It was hypothesized that questions which entailed shallow cognitive processing would be easier to answer than questions which entailed deeper cognitive processing. Three of the four research hypotheses were confirmed. Previous training (or lack of it) may account for why one of the predictions was not confirmed. This paper concludes with a cautionary note about the types of reading performance teachers can expect, and the recognition of open-ended testing techniques in secondlanguage reading assessment. 相似文献
42.
The Talent Search model of above level standardized testing is a core practice of the Center for Talented Youth (CTY) at The Johns Hopkins University in the USA, where it was introduced in 1971. The Hopkins Model was adapted for use at the Irish Centre for Talented Youth (CTYI) at Dublin City University in 1993, and this adaptation marks the first major international replication, incorporating both the mathematics and verbal portions of the SAT. The SAT proved to be a valuable assessment instrument for these students, whose scores resembled those of American students. 相似文献
43.
Sheila Burton 《Educational Psychology in Practice》2006,22(3):215-236
This paper describes the support of secondary pupils at risk of school exclusion through a course of group work designed to promote individual responsibility for behaviour. Following self‐reflection the young people are encouraged to write their own behavioural targets and consider their progress in working towards them throughout the six‐session course. The results of a study involving a mixed group of five Year 8 pupils are reported. All the pupils increased their self‐rating scores on a social skills assessment form completed before and after the course, and were also rated more highly by their teachers. Seven months later the five pupils had maintained behavioural improvements and had not been excluded. 相似文献
44.
This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings. 相似文献
45.
Jackie Masterson Veronica Laxon Emma Carnegie Sheila Wright Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201
Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability. 相似文献
46.
Sheila Riddell Elisabet Weedon 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):496-512
ABSTRACTThis paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma. 相似文献
47.
Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities 总被引:1,自引:0,他引:1
Sheila Riddell Elisabet Weedon Mary Fuller Mick Healey Alan Hurst Katie Kelly Linda Piggott 《Higher Education》2007,54(4):615-628
This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher
education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation
in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and
face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes
and legislation have had some positive effect on improving access for disabled students; however, local factors and type of
institution also have a major impact on the way that national policies are expressed in particular contexts. 相似文献
48.
ABSTRACTThe Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience. 相似文献
49.
Judith Hodgson Sheila Mattison Ellie Phillips Gloria Pollack 《Educational Psychology in Practice》2001,17(3):263-272
This paper describes a study undertaken with a group of parents whose children had been referred to the Knowsley Child Guidance Service. A qualitative methodology was used to analyse in-depth interviews with parents. The results led to practical recommendations for the improvement of service delivery. These recommendations had implications for schools and other services involved with parents/carers and children. The survey also provided a base from which to develop a questionnaire for the continuing evaluation of good practice within the child guidance service. 相似文献
50.