全文获取类型
收费全文 | 124篇 |
免费 | 2篇 |
专业分类
教育 | 105篇 |
科学研究 | 3篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 10篇 |
出版年
2021年 | 1篇 |
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 7篇 |
2017年 | 6篇 |
2016年 | 8篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 31篇 |
2011年 | 3篇 |
2010年 | 1篇 |
2009年 | 7篇 |
2008年 | 6篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 4篇 |
2002年 | 6篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1915年 | 1篇 |
1887年 | 1篇 |
排序方式: 共有126条查询结果,搜索用时 156 毫秒
11.
12.
John E. Roueche Dr. Oscar G. Mink Michael L. Abbott 《Community College Journal of Research & Practice》2013,37(2):111-118
Abstract This study was conducted in order to determine whether or not one semester of individualized instruction is enough time to create in students an increased sense of being able to control payoffs in life and to lead students to develop a more realistic appraisal of their ability to control payoffs in an academic environment. Paradoxically, the converse may occur. When first confronted with a success-oriented instructional process and opportunities for self-pacing, students with failure histories may become more external, anxious, or uncertain. In order to examine these notions, a sample of 126 educationally deficient students who were beginning their first semester of study in a community college were selected from 18 different sections of math, English, and history and tested twice—once at the beginning of the term and again late in the term just prior to finals. 相似文献
13.
Infantile stimulation, activity, and learning by cats 总被引:1,自引:0,他引:1
14.
Beginning literacy: links among teacher knowledge, teacher practice, and student learning 总被引:2,自引:0,他引:2
McCutchen D Abbott RD Green LB Beretvas SN Cox S Potter NS Quiroga T Gray AL 《Journal of learning disabilities》2002,35(1):69-86
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning. 相似文献
15.
Frank Abbott 《Interchange》1983,15(1):107-123
16.
Berninger VW Abbott RD Zook D Ogier S Lemos-Britton Z Brooksher R 《Journal of learning disabilities》1999,32(6):491-503
Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. 相似文献
17.
Virginia W. Berninger Ana C. Cartwright Cheryl M. Yates H. Lee Swanson Robert D. Abbott 《Reading and writing》1994,6(2):161-196
Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems. 相似文献
18.
This study investigated whether the presence of learning disabilities (LD) at age 10 was related to later schooling, employment, income, receipt of public aid, involvement in crime, and feeling of victimization at ages 21 and 24. Confidential self-report data were collected in a prospective, longitudinal panel study from a sample of 571 students, of whom 60 (10.5%) were children with LD. After controlling for gender, ethnicity, and socioeconomic status, the following results were obtained: The highest postsecondary school attainment for young adults with LD was not significantly different from that of their peers without LD, both at age 21 and age 24. The rate of employment and amount of earned income of young adults with LD were not significantly lower than those of their peers without LD both at age 21 and age 24. Young adults with LD were not significantly different from their peers without LD at age 21 and age 24 with respect to having children, but young adults with LD received significantly more public aid (such as food stamps, supplemental security income, and unemployment compensation) at age 21 but not at age 24. Young adults with LD were not significantly different from their peers without LD in committing crimes or feeling victimized at age 21 and age 24. 相似文献
19.
20.
This research, funded by the Economic and Social Research Council–Teaching and Learning Research Programme (ESRC–TLRP), explored student and beginning teachers' experiences of teacher education in Northern Ireland. Within a situation of teacher over-supply, many newly qualified teachers have little or no induction. This paper focuses on the views of key induction providers on the effectiveness of partnership arrangements. These stakeholders believed that an improved model of partnership was needed, particularly for induction, and a more collegial model could offer a positive reconceptualisation of early teaching experience enabling reciprocal professional learning. 相似文献