全文获取类型
收费全文 | 125篇 |
免费 | 1篇 |
专业分类
教育 | 101篇 |
科学研究 | 6篇 |
各国文化 | 2篇 |
体育 | 1篇 |
文化理论 | 1篇 |
信息传播 | 15篇 |
出版年
2023年 | 1篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 4篇 |
2019年 | 9篇 |
2018年 | 8篇 |
2017年 | 7篇 |
2016年 | 3篇 |
2015年 | 3篇 |
2014年 | 4篇 |
2013年 | 24篇 |
2012年 | 4篇 |
2011年 | 3篇 |
2010年 | 2篇 |
2009年 | 1篇 |
2008年 | 2篇 |
2007年 | 2篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 4篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1968年 | 2篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有126条查询结果,搜索用时 17 毫秒
1.
V. J. Hinton D. C. De Vivo R. Fee E. Goldstein Y. Stern 《Learning disabilities research & practice》2004,19(3):146-154
Duchenne Muscular Dystrophy (DMD) is a neurogenetic developmental disorder that presents with progressive muscular weakness. It is caused by a mutation in a gene that results in the absence of specific products that normally localize to muscle cells and the central nervous system (CNS). The majority of affected individuals have IQs within the normal range, generally with lower verbal than performance IQ scores. Prior work has demonstrated selective deficits on tests of verbal span and immediate memory. For the current study, 26 boys with DMD (and normal intellectual function) and their unaffected siblings were evaluated. Paired comparisons demonstrated that the children with DMD had significantly poorer academic achievement scores than their siblings, even though their vocabulary levels and home and educational environments were comparable. Children with DMD also had more behavioral concerns, physical disabilities, and poorer verbal memory spans. Linear regression indicated that behavioral concerns, executive function, and physical disability did not contribute substantially to academic performance, whereas performance on verbal span did. DMD presents with a selective developmental aberration in verbal span that has wide‐ranging consequences on learning skills. 相似文献
2.
3.
Sara Prewett Daryl F. Mellard Donald D. Deshler Justin Allen Ryan Alexander Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147
Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions. 相似文献
4.
A. D. C. Peterson Brian Holmes G. De Landsheere Helena W. F. Stellwag Oskar Anweiler J. O. J. Vanden Bossche Abraham Robinson F. I. Calvert H. H. Stern J. F. Willatt Sydney Taylor M. J. Langeveld M. A. Brimer T. N. Postlethwaite Alexandre Vexliard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):106-126
5.
6.
Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
7.
8.
9.
David Stern 《Economics of Education Review》1982,2(2):157-173
Investing in on-the-job training (OJT) is risky because the value of specific human capital is lost if a permanent separation occurs between the employer and employee. An efficient contract between the two parties can reduce but not eliminate the risk. In theory, some form of “training insurance” could further reduce the risk or eliminate it entirely by pooling risk among employees or employers. The merits of this idea in practice could be determined by field tests, as could the value of ideas for improving the actual process of OJT. 相似文献
10.