全文获取类型
| 收费全文 | 93篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 74篇 |
| 科学研究 | 9篇 |
| 各国文化 | 1篇 |
| 体育 | 5篇 |
| 信息传播 | 4篇 |
出版年
| 2022年 | 1篇 |
| 2020年 | 7篇 |
| 2019年 | 6篇 |
| 2018年 | 5篇 |
| 2017年 | 7篇 |
| 2016年 | 4篇 |
| 2015年 | 2篇 |
| 2014年 | 1篇 |
| 2013年 | 23篇 |
| 2012年 | 1篇 |
| 2011年 | 2篇 |
| 2010年 | 2篇 |
| 2009年 | 1篇 |
| 2008年 | 1篇 |
| 2007年 | 1篇 |
| 2006年 | 1篇 |
| 2005年 | 5篇 |
| 2003年 | 4篇 |
| 2002年 | 3篇 |
| 2001年 | 1篇 |
| 2000年 | 1篇 |
| 1999年 | 1篇 |
| 1996年 | 3篇 |
| 1995年 | 1篇 |
| 1994年 | 1篇 |
| 1992年 | 1篇 |
| 1989年 | 1篇 |
| 1987年 | 2篇 |
| 1979年 | 2篇 |
| 1978年 | 1篇 |
| 1955年 | 1篇 |
排序方式： 共有93条查询结果，搜索用时 15 毫秒
1.
Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact that both fields seem to be seated in similar radical processes of challenging, questioning, destabilising, deconstructing, and empowering. We unravel issues of power and exclusion by exploring: what feminist theories might add to SaP; embedded binaries and what they reveal about power relations within the language of SaP; and ways of writing about SaP that are inclusive. We aim to step away from dominant understandings, incite acts of self-reflection, and open possibilities for future research and practice by questioning the boundaries and binaries that currently shape the institutions of higher education. 相似文献
2.
3.
4.
5.
This paper reports 3 studies comparing thereading and phonological skills of childrenwith Down syndrome (DS) and younger normallydeveloping children of similar reading level.In Study 1, the two groups did not differ insight word or nonword reading, but the childrenwith DS did marginally less well on syllablesegmentation, rhyme and phoneme detectiontasks. Group differences in syllable andphoneme awareness appeared attributable todifferences in verbal ability (BPVS, vocabularyknowledge); however, a significant impairmentin rhyme detection remained in an analysis ofsub-groups equated in vocabulary knowledge. Thedeficit in rhyme observed in DS was replicatedin Studies 2 and 3 using simplified tests ofrhyme judgement, with the majority of childrenwith DS performing at chance on the rhymemeasures. In contrast, the two groups did notdiffer in their ability to detect phonemes inany of the 3 studies and performed above chancein initial phoneme detection and alliterationjudgement tasks, although the identification offinal phonemes was at a much lower level. Correlational analyses indicated a relationshipbetween phonological skills and reading inboth groups. However, for children with DS,letter-sound knowledge did not predict readingwhereas it did for normal controls. It issuggested that children with DS do not possessfull phoneme awareness; although they canidentify initial phonemes in words, they do notunderstand phoneme invariance and may rely lesson phonological skills for reading thancontrols. 相似文献
6.
In British schools, educational software is normally used by children working under the supervision of a teacher, who will have set them specific tasks and organize them to work at the computer in pairs or groups. However, those theories of learning which have most influenced research into the design and use of educational software have been essentially concerned with individualized learning, and are insensitive to the nature of teaching and learning as a communicative, culturally-based process. The present paper discusses an alternative theoretical perspective, one derived from the work of Vygotsky. This is used in an analysis of interventions made by teachers in the computer-based activities of their pupils, using observational data gained from video-recordings of primary school classrooms. The usefulness of the theoretical perspective is evaluated, and implications for the development of computer-based activities are discussed. 相似文献
7.
Kathryn Gibbs K. Louise Mercer Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD. 相似文献
8.
9.
10.