全文获取类型
收费全文 | 875篇 |
免费 | 24篇 |
专业分类
教育 | 739篇 |
科学研究 | 15篇 |
各国文化 | 12篇 |
体育 | 19篇 |
文化理论 | 4篇 |
信息传播 | 110篇 |
出版年
2023年 | 5篇 |
2022年 | 5篇 |
2021年 | 9篇 |
2020年 | 16篇 |
2019年 | 25篇 |
2018年 | 23篇 |
2017年 | 36篇 |
2016年 | 35篇 |
2015年 | 27篇 |
2014年 | 28篇 |
2013年 | 195篇 |
2012年 | 27篇 |
2011年 | 30篇 |
2010年 | 17篇 |
2009年 | 21篇 |
2008年 | 21篇 |
2007年 | 18篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 21篇 |
2003年 | 15篇 |
2002年 | 17篇 |
2001年 | 29篇 |
2000年 | 18篇 |
1999年 | 12篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 12篇 |
1995年 | 11篇 |
1994年 | 10篇 |
1993年 | 10篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1988年 | 9篇 |
1987年 | 3篇 |
1986年 | 9篇 |
1985年 | 8篇 |
1984年 | 7篇 |
1983年 | 9篇 |
1982年 | 5篇 |
1980年 | 9篇 |
1979年 | 4篇 |
1978年 | 8篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1973年 | 3篇 |
1907年 | 2篇 |
1903年 | 3篇 |
排序方式: 共有899条查询结果,搜索用时 15 毫秒
1.
Mike Cass Dennis Cates Michelle Smith Cynthia Jackson 《Learning disabilities research & practice》2003,18(2):112-120
Abstract. A multiple baseline design was employed to test the effect of manipulative instruction on the perimeter and area problem‐solving performance of middle and high school students who had been diagnosed with LD in the area of mathematics. Modeling, prompting/guided practice, and independent practice in conjunction with manipulative training were employed to teach both perimeter and area problem‐solving skills. Analysis of data revealed that the students rapidly acquired the problem‐solving‐skills, maintained these skills over a two‐month period, and transferred these skills to a paper and pencil problem‐solving format. This research extends previous findings by revealing that use of concrete manipulatives promotes the long‐term maintenance of skills. 相似文献
2.
3.
Elizabeth Bruce PhD, a psychologist in private practice, and Cynthia Schultz PhD, honorary associate at LaTrobe University, both live and work in Australia. Their work on supporting parents who have children with special needs, however, has been published around the world. In this article Bruce and Schultz explore the notion of 'non-finite loss', defined as the ongoing sense of grief experienced by parents caring for children with severe disabilities. The authors discuss the issues that professionals need to consider when working with parents in these circumstances. The article closes with a set of recommendations for promoting more effective partnerships between parents and professionals. 相似文献
4.
5.
6.
7.
8.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
9.
Abstract Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems. 相似文献
10.
Eleanore Fisher 《Roeper Review》2013,35(3):49-51
Research demonstrates that the label “gifted” has different meanings for different groups of parents, but most parents find it difficult to separate the label from the entity of giftedness. 相似文献