全文获取类型
收费全文 | 114篇 |
免费 | 2篇 |
专业分类
教育 | 68篇 |
科学研究 | 27篇 |
各国文化 | 6篇 |
体育 | 7篇 |
信息传播 | 8篇 |
出版年
2023年 | 1篇 |
2021年 | 4篇 |
2019年 | 3篇 |
2018年 | 2篇 |
2017年 | 2篇 |
2016年 | 7篇 |
2015年 | 3篇 |
2014年 | 5篇 |
2013年 | 27篇 |
2012年 | 4篇 |
2011年 | 4篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2004年 | 3篇 |
2003年 | 3篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1994年 | 3篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1904年 | 1篇 |
1902年 | 1篇 |
1887年 | 1篇 |
1880年 | 5篇 |
1868年 | 1篇 |
1866年 | 1篇 |
1859年 | 2篇 |
1835年 | 3篇 |
1830年 | 5篇 |
1828年 | 1篇 |
排序方式: 共有116条查询结果,搜索用时 46 毫秒
1.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
2.
James Tooley Pauline Dixon Isaac Amuah 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(4):389-415
A census and survey of schools in the district of Ga, Ghana, explored the nature and extent of private education, and compared
inputs to public and private schooling. Three quarters of all schools found were private, with almost as many unregistered
private as government schools. Several important differences between registered and unregistered private schools were noted,
including age, fee levels charged, teacher salaries and class size. A range of inputs, such as teacher activity, availability
of desks, chairs, libraries, toilets and drinking water, were used to compare inputs to government, unregistered and registered
private schools. Some conclusions are explored about the potential role for the private sector in helping meet “education
for all” targets. 相似文献
3.
This paper addresses the developmental nature of sexually abusive behaviors as they apply to juvenile male sexual offenders. Socialization and sexual victimization are discussed. Three case histories elucidate and support the discussion of the development of victim offending. Significant treatment issues of juvenile male sexual offenders center around the sexual assault cycle which provides a framework for sexual offenders to conceptualize and understand the cognitive, behavioral, psychological, and situational factors which have resulted in their offense(s). Although sexual offenders and sexual offenses are each unique, the sexual assault cycle offers a means of addressing essential commonalities in the treatment of juvenile sexual offenders. Sexual offender specific treatment is viewed as essential for decreasing the risk of further sexual offenses, and thus decreasing the incidence of sexual victimization. 相似文献
4.
5.
6.
7.
8.
9.
Schools create an inclusive environment and cultures and enact inclusive practices to cater for the learning and social needs of learners. Using an adapted Ghana Inclusive Education Monitoring Tool (IEMT), which is based on the Index for Inclusion, we collected data from 74 headteachers of primary schools. Data analysis involved percentages and frequencies of multiple-scaled items of the adapted IEMT. Findings revealed headteachers admit learners with special needs and disabilities (LwSEND) to set the stage for inclusion, while teachers accept these learners in schools. Collaborative cultures among teachers, parents, and other community stakeholders support inclusive education. While classrooms had somewhat good ventilation and lighting, school facilities were less accessible to all learners. Knowledge to adapt the curriculum and the flow of inclusive knowledge among teachers was limited. Suggestions to improve inclusive education include school-wide professional development for sharing inclusive knowledge, enhancing teachers' pedagogical competence and promoting supportive inclusive cultures. 相似文献
10.