全文获取类型
收费全文 | 309篇 |
免费 | 5篇 |
专业分类
教育 | 200篇 |
科学研究 | 13篇 |
各国文化 | 3篇 |
体育 | 8篇 |
文化理论 | 3篇 |
信息传播 | 87篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 1篇 |
2019年 | 6篇 |
2018年 | 12篇 |
2017年 | 17篇 |
2016年 | 10篇 |
2015年 | 7篇 |
2014年 | 5篇 |
2013年 | 69篇 |
2012年 | 7篇 |
2011年 | 7篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2005年 | 7篇 |
2004年 | 7篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 4篇 |
2000年 | 8篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 13篇 |
1995年 | 13篇 |
1994年 | 12篇 |
1993年 | 11篇 |
1992年 | 9篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1987年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1974年 | 2篇 |
1969年 | 1篇 |
1938年 | 1篇 |
1935年 | 1篇 |
1910年 | 7篇 |
1900年 | 1篇 |
1897年 | 1篇 |
排序方式: 共有314条查询结果,搜索用时 265 毫秒
1.
2.
3.
Hazel Richards 《Support for Learning》2021,36(2):204-221
In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings. 相似文献
4.
Annie Dupuis Maheshan Indralingam Andre Chevrier Jennifer Crosbie Paul Arnold Christie L. Burton Russell Schachar 《Child development》2019,90(2):e263-e272
Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments. 相似文献
5.
6.
Michael Christie Hetty Grunefeld Gerda Thibautt 《European Journal of Engineering Education》2001,26(4):441-450
This article argues that the increase in the number of teaching and learning centres in universities of technology in recent years is bound up with concerns about the quality of university education. Universities that have set up such centres have been motivated to do so for two main reasons. They are keen to improve the image and the capacity of their teaching faculty. They also hope to attract students at a time when many school leavers prefer immediate, well-paid employment to four or more years of study. There has been outside pressure as well. Governments have demanded that tertiary institutions become more accountable. Governments are insisting that taxpayers get value for their money, especially in the area of teaching and learning. The question asked in this article is whether or not teaching and learning centres should be modelling quality issues as well as teaching and learning issues. Our conclusion is that the centres should be proactive in this matter, providing their institution with both theoretical and practical models of quality management and assurance. 相似文献
7.
Drew Polly Christie S. Martin Jennifer R. McGee Chuang Wang Richard G. Lambert David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669
This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement. 相似文献
8.
Count us in: the role of schools and colleges in meeting the mental health needs of young people with learning disabilities 总被引:1,自引:0,他引:1
In December 2002, the Foundation for People with Learning Disabilities' Committee of Inquiry into the mental health needs of young people with learning disabilities produced its report.
Barry Carpenter, Chief Executive at Sunfield and Chair of the committee, and Hazel Morgan, head of the Foundation for People with Learning Disabilities, take this opportunity to share some insights into the workings of the committee and summarise the key findings. The committee drew evidence from a range of sources, but placed the voices and experiences of young people with learning disabilities at the centre of their proceedings. The committee's findings and recommendations were wide ranging and will have far-reaching implications, but there are immediate messages that schools and colleges should hear. It is upon these messages, taking account of pastoral provision, the curriculum, transition and inter-agency work, that Barry Carpenter and Hazel Morgan focus in this article. 相似文献
Barry Carpenter, Chief Executive at Sunfield and Chair of the committee, and Hazel Morgan, head of the Foundation for People with Learning Disabilities, take this opportunity to share some insights into the workings of the committee and summarise the key findings. The committee drew evidence from a range of sources, but placed the voices and experiences of young people with learning disabilities at the centre of their proceedings. The committee's findings and recommendations were wide ranging and will have far-reaching implications, but there are immediate messages that schools and colleges should hear. It is upon these messages, taking account of pastoral provision, the curriculum, transition and inter-agency work, that Barry Carpenter and Hazel Morgan focus in this article. 相似文献
9.
10.
A series of experiments by Wheldall and Poborca (1980) have demonstrated that more young children can conserve liquid volume when tested using a novel, nonverbal paradigm than when tested by conventional verbal assessment procedures. The present experiment attempted to replicate their findings and simultaneously assess the effects of two modifications to their original procedure. The results showed that the two modifications to the Wheldall and Poborca procedure—(i) inviting subjects to transform the liquid quantities themselves, instead of merely observing the experimenter do so and (ii) using an extended elaborated form of response training—did not significantly increase the number of children able to conserve liquid volume. However, the original Wheldall and Poborca findings were replicated, showing that some children are likely to be falsely classified as non‐conservers if assessed using traditional verbal assessment methods.