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91.
John O. Anderson Huann-Shyang Lin David F. Treagust Shelley P. Ross Larry D. Yore 《International Journal of Science and Mathematics Education》2007,5(4):591-614
Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate
information about levels and types of student achievement in relation to some of the correlates of learning, such as student
background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines
potential research opportunities of one such assessment—the Programme for International Student Assessment (PISA). In order
to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from
PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student,
home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which
has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003
datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006
and what researchers should be attending to in the research reports generated from the OECD and the research interests that
they could follow given access to the datasets generated.
相似文献
John O. AndersonEmail: |
92.
Louise McCuaig Tony Rossi Eimear Enright Karen Shelley 《British Educational Research Journal》2019,45(5):1001-1020
Young people's health and welfare is an enduring, and sometimes contested, underpinning rationale for compulsory schooling. However, a contemporary culture of austerity and accountability has challenged the capacity of schools to address health-related agendas. This article reports on how four Australian teachers negotiate the network of partnerships within and beyond the school when attempting to solve their students’ particular health and welfare needs. Drawing on interview data collected as part of a larger government-funded project, we reveal the labour-intensive, typically risky and often emotionally charged nature of this work. To better understand this ‘health work’ we drew on the idea of ‘teacher as boundary spanner’ to get a clearer sense of the type of work undertaken within an education sector that operates under the conditions of what Fraser calls progressive neoliberalism. We conclude that there is a compelling need to better support those particular teachers who are, to all intents and purposes, human safety nets called upon to care for some of the most vulnerable children in our schools. 相似文献
93.
Hsiu-Lan Shelley Tien 《Asia Pacific Education Review》2011,12(4):559-568
The purpose of the study was to investigate the relationship between vocational interests and work values among 206 adults
in Taiwan. The instruments were the Career Interest Inventory developed based on Holland’s RIASEC typology and the Work Value
Inventory developed based on Super’s theory. The results of multivariate analysis of variance indicated significant gender
differences in overall vocational interests and overall work values. In addition, the gender differences were found in three
vocational interests (Realistic, Artistic, and Social) and three types of work value (Achievement, Economic Return, and Way
of life). The results of canonical correlation analyses showed similar, but not exactly the same, patterns in correlation
of interests and values between men and women. These results were discussed in terms of their implications for research and
practice. 相似文献
94.
95.
96.
Bruce F. Pennington Dianne L. Lefly Guy C. Van Orden Myra O. Bookman Shelley D. Smith 《Annals of dyslexia》1987,37(1):62-89
A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important
early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this
assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific
predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional
design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote,
whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling
performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that
dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close
the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls
on measures of phonological coding skill should be observed early rather than late in development.
None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop
in nondyslexics until adulthood. It accounted for a substantial (32–53 percent) portion of the variance in reading and spelling
performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion
of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic
coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA])
controls in phonological coding skill only in adulthood.
This research was supported by the following grants to the first author: A NIMH RSDA (MH00419-05) and project grants from
NIMH (MH38820-04), NICHD (HD19423-02) and the March of Dimes (12-135). Author Smith’s work was supported by a project grant
from NICHD (HD 19423-02). 相似文献
97.
98.
Laura A. Hogarth William A. Roberts Shelley Roberts Benjamin Abroms 《Learning & behavior》2000,28(1):43-58
We performed six experiments in order to examine the ability of rats to use moving beacons and landmarks as cues to the location of reward on an eight-arm radial maze. In Experiments 1–4, the cues and goals were moved before each trial, and groups in which a single beacon was placed on the rewarded arm, a single landmark indicated that reward was on the arm immediately to the left of a landmark, or two landmarks were placed on each side of the reward arm were compared. The rats rapidly learned to track the reward in the beacon condition, failed to find the reward sooner than chance expectation with a single landmark, and did only slightly better than chance with two landmarks. In Experiments 5 and 6, the rats were trained in five trials per day, with the landmark and goal locations constant over daily rewarded trials, and in two extinction trials that were inserted among the rewarded trials. The rats found the goal arm at substantially better than chance expectancy with both one and two landmarks. Our results, in agreement with data from recent swimming pool experiments (A. D. L. Roberts & Pearce, 1998), show that rats will use the relationship between moving landmarks and a goal in order to find reward. 相似文献
99.
100.
Shelley Stagg Peterson Shakina Rajendram Nazila Eisazadeh 《Early Years: An International Journal of Research and Development》2019,39(4):392-407
AbstractThis research explores young Indigenous children’s multimodal meaning-making to carry out social intentions in dramatic and construction/materials play settings. The participants are two teachers and 21 children from two Northern Canadian Indigenous communities. Underpinned by social semiotic theory, the research involves inductive analyses of six videos of children’s play. Our findings show a richness in Indigenous children’s meaning-making, as they used verbal and non-verbal modes to carry out 26 specific social intentions that we grouped into four broad social intention categories: Getting Along, Expressing Emotion/Interest, Satisfying Own Needs and Directing. The social intention carried out most frequently was showing interest in an activity. Participating children were more likely to use non-verbal modes, particularly in construction/materials play contexts. They also combined verbal and non-verbal modes to achieve their social intentions, but did not use verbal modes exclusively. When children used verbal modes to any great extent, it was primarily in a dramatic play context where the teacher took a role in children’s dramatic play. Our research indicates a need for greater attention by educators, curriculum developers and researchers to multimodal meaning-making in Indigenous children’s play, given the cultural importance of non-verbal communication and participating Indigenous children’s remarkable multimodal meaning-making during play. 相似文献