全文获取类型
收费全文 | 50篇 |
免费 | 0篇 |
专业分类
教育 | 35篇 |
科学研究 | 2篇 |
各国文化 | 8篇 |
体育 | 4篇 |
信息传播 | 1篇 |
出版年
2021年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2017年 | 1篇 |
2016年 | 2篇 |
2014年 | 3篇 |
2013年 | 12篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 1篇 |
2006年 | 1篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2001年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1975年 | 1篇 |
排序方式: 共有50条查询结果,搜索用时 671 毫秒
1.
Adolescents (n=43) previously diagnosed as dyslexic/reading disabled had markedly lower IQ scores on the newly standardized Wechsler Intelligence Scale for Children (WISC-III) than on the earlier administered WISC-R. The declines for Verbal, Performance, and Full Scale IQs were 10, 12, and 11 points, respectively, which were twice as great as in a subset of the standardization sample given both versions of the WISC. The adolescents did not show a significant decline in standard scores from the Wide Range Achievement Test (Level I to Level II). However, only two subjects had current reading and spelling standard scores above the 25th percentile. The impact of lower WISC-III IQs on guidelines for classification of students as learning disabled is discussed. 相似文献
2.
3.
4.
5.
Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
6.
7.
8.
9.
10.