首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   66篇
  免费   1篇
教育   55篇
各国文化   1篇
体育   3篇
信息传播   8篇
  2023年   1篇
  2022年   2篇
  2021年   1篇
  2020年   1篇
  2019年   1篇
  2018年   2篇
  2017年   4篇
  2016年   5篇
  2015年   3篇
  2014年   5篇
  2013年   20篇
  2012年   2篇
  2011年   1篇
  2007年   3篇
  2006年   1篇
  2005年   1篇
  2003年   1篇
  2001年   2篇
  1999年   1篇
  1995年   1篇
  1993年   1篇
  1990年   1篇
  1989年   1篇
  1983年   2篇
  1982年   1篇
  1972年   1篇
  1970年   1篇
  1934年   1篇
排序方式: 共有67条查询结果,搜索用时 46 毫秒
11.
12.
13.
This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework is to synthesize best practices within the field of early childhood education and special education, providing a template to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported.  相似文献   
14.
15.
The purpose of this study was to investigate the perceived high turnover of teachers working with pupils with severe and profound general learning disabilities in Ireland. Questionnaires and interviews were used to explore the situations in which teachers worked and their reasons for leaving or staying in teaching this group of pupils. The study found that while teachers were positive about working with this group, their working conditions and the level of support that they received were crucial factors in determining whether they remained in post. These factors and the implications for practice are discussed.  相似文献   
16.
This paper presents a review of the use of computer technology as a medium to teach personal safety skills to young people with severe learning difficulties. The authors, working from the Psychology Department of Glasgow Caledonian University, present two main areas which they considered when designing teaching materials for these pupils. Firstly, pupils with severe learning difficulties may not understand the appropriate language for sexual issues. Materials based on the ability to speak, listen, read or write will not produce a deep level of understanding about the topic. Secondly, pupils with severe learning difficulties may find acting out a situation through role play difficult. The authors describe their use of computer technology as a possible solution to these areas and illustrate the personal experiences of educators following this novel use of multimedia.  相似文献   
17.
18.
This study examined whether high performers performed better (a) under individual and group incentive pay than under hourly pay and (b) under individual incentive pay than under group incentive pay. Participants were 11 college students. An ABCDC within‐subject design was used in which A was hourly pay with individual feedback, B was individual incentives with individual feedback, C was individual incentives with individual and group feedback, and D was group incentives with individual and group feedback. Participants performed better under both individual and group incentive pay than under hourly pay (p<.01). They did not significantly decrease performance when switched from individual to group incentives, but increased their performance when switched back to individual incentives (p<.01). Individual incentive pay was rated as the most preferred and most satisfying of the three pay systems, and group incentive pay as the least preferred, least satisfying and most stressful. These data suggest that high performers perform better under individual than group incentive pay after exposure to both and are highly likely to prefer individual incentive pay.  相似文献   
19.
The advantages and disadvantages of single-sex schooling continue to be a source of policy and public debate. Previous empirical evidence is somewhat ambiguous, with some studies finding a positive impact of single-sex schooling on education achievement and others finding no differences across school types. The relationship between single-sex schooling on academic outcomes is typically problematic to examine, as in most countries single-sex schools are selective and the numbers attending them are relatively small. In Ireland, a high proportion of secondary school children (~1/3) attend a single-sex school. In addition, these schools are largely state-funded and non-selective but differing in composition compared to mixed-sex schools. For this reason, the Irish educational system provides an interesting setting for exploring the outcomes of single-sex schooling. In this context, this study utilises the 2018 PISA data for Ireland to examine the relationship between single-sex education and mathematics, reading and science literacy performance for boys and girls, respectively, as well as differences across gender in these outcomes. We find significant raw gaps in reading, science and mathematics scores between females in single-sex and mixed-sex schools and in mathematics scores for males across the same school types. However, after controlling for a rich set of individual, parental and school-level factors we find that, on average, there is no significant difference in performance for girls or boys who attend single-sex schools compared to their mixed-school peers in science, mathematics or reading. In terms of heterogeneous analysis, this finding is consistent across the performance distribution.  相似文献   
20.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号