B CHRIS NASH
Biographic Data
| ID | 5707080 |
|---|---|
| NAME | B CHRIS NASH |
| GIVEN NAMES | B CHRIS |
| FAMILY NAME | NASH |
| SIGNATURE | NASH B C |
| AFFILIATIONS | Institute for Christian Studies |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 1984 |
| H-INDEX | 1 |
Kindergarten Task Management and Grade 2 Perceptions of Teacher‐learner Roles
S ummary . A double‐blind follow‐up study of Grade 2 children showed that those who had experienced a kindergarten programme stressing personal task‐management skills were more likely to perceive themselves as responsible for their own learning than those from teacher‐directed kindergartens
The Effects of Classroom Spatial Organisation on Four- and Five-year-old Children's Learning
In a three-year cumulative study, children's learning in 19 randomly arranged classrooms (R) was compared with that in 19 classrooms (S) in which space was deliberately arranged to promote learning. Time scheduling, equipment, materials and teacher-child communication patterns were similar for all classrooms. Over 250 four-year-olds and 250 five-year-olds were observed in each setting (N = 1072). Creative productivity and skills, generalisation o…
Kindergarten Programmes and the Young Child's Task Orientation and Understanding About Time Scheduling
S ummary . In a cumulative study over five years, detailed evaluation of kindergarten programmes was made along the dimensions of teacher treatment of time, classroom spatial arrangement, equipment and materials, and communication between people. After preliminary studies, four types of programme varying in time scheduling and planning for and reinforcement of task orientation were defined. The effects of the programmes on four‐ and five‐year‐old…
The Effects of Classroom Spatial Organisation on Four- and Five-year-old Children's Learning
In a three-year cumulative study, children's learning in 19 randomly arranged classrooms (R) was compared with that in 19 classrooms (S) in which space was deliberately arranged to promote learning. Time scheduling, equipment, materials and teacher-child communication patterns were similar for all classrooms. Over 250 four-year-olds and 250 five-year-olds were observed in each setting (N = 1072). Creative productivity and skills, generalisation o…
Kindergarten Programmes and the Young Child's Task Orientation and Understanding About Time Scheduling
S ummary . In a cumulative study over five years, detailed evaluation of kindergarten programmes was made along the dimensions of teacher treatment of time, classroom spatial arrangement, equipment and materials, and communication between people. After preliminary studies, four types of programme varying in time scheduling and planning for and reinforcement of task orientation were defined. The effects of the programmes on four‐ and five‐year‐old…
The Effects of Classroom Spatial Organisation on Four- and Five-year-old Children's Learning
In a three-year cumulative study, children's learning in 19 randomly arranged classrooms (R) was compared with that in 19 classrooms (S) in which space was deliberately arranged to promote learning. Time scheduling, equipment, materials and teacher-child communication patterns were similar for all classrooms. Over 250 four-year-olds and 250 five-year-olds were observed in each setting (N = 1072). Creative productivity and skills, generalisation o…
Kindergarten Task Management and Grade 2 Perceptions of Teacher‐learner Roles
S ummary . A double‐blind follow‐up study of Grade 2 children showed that those who had experienced a kindergarten programme stressing personal task‐management skills were more likely to perceive themselves as responsible for their own learning than those from teacher‐directed kindergartens
Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Pedagogy (3 works) · Psychology (3 works) · Mathematics education (2 works) · Task (project management) (2 works) · Active listening (1 work) · Collaborative Teaching and Inclusion (1 work) · Communication (1 work) · Education and Technology Integration (1 work)