The Air‐gap Phenomenon in Young Children's Pictures     

Maureen V. Cox  Lynne Chapman 《教育心理学》1995,15(3):313-322

In Experiment 1, 221 children aged 5;l‐10;2 were asked to crayon or paint an outdoor scene. The shift from leaving an air‐gap to filling in the sky occurred at approximately 8 years of age whether crayons or paint were used. In Experiment 2 four groups of children (mean age, 6;8) who normally left an air‐gap were asked to draw a photographic slide of an outdoor scene projected onto a screen. We manipulated the amount of exposure to the slide and also the information about it given by the experimenter. More children relinquished their air‐gap response when the experimenter had drawn their attention, verbally, to the full sky. When children received this information and were able to view the slide throughout the drawing session, there was also a tendency for more of them to draw the full sky and for those who left an air‐gap to draw the sky significantly deeper.  相似文献   

Editorial     

L. John Chapman 《Literacy》1987,21(1):1-1

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Scientific language and the high school pupil: Part 1     

P. Lynch  P. Benjamin  T. Chapman  R. Holmes  R. McCammon  A. Smith  R. Symons 《Research in Science Education》1978,8(1):175-182

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Computer-Assisted Communication for Language Development     

B L M Chapman  P Lees 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(3):222-234

This paper argues that educational software should be written in such a way that teachers have access to the program's educational content. One such program, a computer-mediated reading and language development scheme, is discussed. The program allows each word of traditional orthography to be replaced by a graphic symbol if the teacher wishes.  相似文献   

A letter from the President of UKRA     

John Chapman 《Literacy》1980,14(1):3-4

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Exploring the effects of a social communication intervention for improving requests and word diversity in preschoolers with disabilities     

Tina L. Stanton‐Chapman  Christopher B. Denning  Kristen Roorbach Jamison 《Psychology in the schools》2008,45(7):644-664

This study examined the effects of a multicomponent social communication intervention to promote language learning and peer‐directed social interactions in preschool children with disabilities. Participants were eight children with developmental disabilities who met the specified criteria for the study. The intervention consisted of three components: (a) a planning period for instructional purposes, (b) a play session to practice skills, and (c) a brief reporting period to review skill performance. A multiple baseline design across two dyads replicated across two additional dyads was used. Results indicated an increase in peer‐directed requests, verbal requests, and word diversity for 6 of the 8 participants postintervention. Implications of the results are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

Academic culture in Malaysia: sources of satisfaction and frustration     

Chang Da Wan  David W. Chapman  Ahmad Nurulazam Md Zain  Sigrid Hutcheson  Molly Lee  Ann E. Austin 《Asia Pacific Education Review》2015,16(4):517-526

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Development and validation of an instrument to measure online assessment acceptance in higher education     

Caleb Or  Elaine Chapman 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(4):977-997

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Understanding mathematics education through teachers’ perspectives     

Olive Chapman 《Journal of Mathematics Teacher Education》2014,17(3):199-200

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Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms   总被引：1，自引：0，他引：1  

Todd Campbell  Nor Hashidah Abd-Hamid  Heather Chapman 《Journal of Science Teacher Education》2010,21(1):13-30

This study describes the development of two instruments to investigate the extent to which students are engaged in scientific inquiry. As a result of the instrument development process employed, each finalized instrument consisted of 20-items separated into five categories. Both instruments were found to be internally consistent, with high reliability estimates. Factor analysis showed two factors for each instrument that, while not clustering the items into the five categories, did show item clustering that is consistent with research literature about students’ engagement in inquiry experiences. Based on the analyses completed, the instruments appear to be useful instruments for use in comprehensive assessment packages for assessing the extent to which students are experiencing inquiry in science classrooms.  相似文献