Browsing by Author "Strasser, Katherine"

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    Aprendizaje activo y pedagogías de la práctica para la formación inicial de educadoras y educadores
    (Ediciones UC, 2021) Meneses, Alejandra; Strasser, Katherine; Barra, Gabriela
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    Chilean children's essentialist reasoning about poverty
    (WILEY, 2011) Francisca del Rio, Maria; Strasser, Katherine
    Two studies are reported that examine the hypothesis that children construct representations of poverty based on a theory of causal essentialism. One hundred and twenty Chilean kindergartners, half from low socio-economic status (SES) schools and the other half from high-SES schools, participated in the study. The results showed children's tendency towards an essentialist reasoning about poverty. All children in the study privileged internal features over external ones when deciding who is poor, and also used wealth category as a preferred clue to make inferences about people's attributes. However, only high-SES children's answers were consistent with the belief that poverty is inherited and resistant to growth. Implications of these findings for theory and practice, as well as remaining questions, are addressed.
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    ¿Cómo enseñar a enseñar lenguaje?: prácticas esenciales para la formación inicial de educadoras de párvulos
    (2021) Louzano, Paula; Lagos, Claudia; Meneses, Alejandra; Strasser, Katherine; Barraz, Gabriela; Mendive, Susana; Villallón, Malva; Bertoglio, Marcela; Romero, Silvia; Concha, Soledad; Manrique, María Soledad; Rosemberg, Celia; Rolla, Andrea, Orellana, Pelusa; Rolla, Andrea; Meneses, Alejandra; Concha, Soledad; Levy, Denise; Castro, Trinidad
    Este libro se centra en la enseñanza del lenguaje en la formación inicial de educadoras y educadores de párvulos. Se trata de una problemática que se inscribe en el desafío más amplio de mejorar la calidad de la formación inicial docente tanto en nuestro país como en Latinoamérica.Fruto de la colaboración entre instituciones formadoras, se proponen contenidos y metodologías para enseñar a implementar en el aula prácticas que la evidencia ha reconocido como esenciales para el desarrollo del lenguaje y la alfabetización inicial. Una cuestión clave es que estas prácticas exigen una adaptación reflexiva a la luz de conocimientos disciplinarios y pedagógicos-disciplinarios sobre niños y niñas y sobre cada contexto, un tipo de razonamiento docente que debe desarrollarse en el marco de la formación inicial.En suma, este libro invita a la comunidad nacional y regional a involucrarse en la formación inicial basada en la práctica y enfocada en la puesta en acto reflexiva de prácticas esenciales que pueden tener efectos duraderos sobre las próximas generaciones.
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    Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2009) Strasser, Katherine; Lissi, Maria Rosa
    The study examines the home literacy experiences, emergent literacy skills, and instructional experiences of a sample of Chilean kindergarten children (n = 126) and kindergarten families (n = 188) nested in 12 kindergarten classrooms from different socioeconomic status groups and types of schools. Descriptive information is given showing the level of literacy knowledge of the children and the literacy experiences that they encounter both at home and in the classroom. Multiple regression is used to test the effect of home and instruction variables on emergent literacy learning in kindergarten and later in first grade. Findings show that Chilean children in the sample are exposed to less literacy experiences than children in developed countries, at home and at school. Results also show that, in spite of little explicit code instruction going on in classrooms, this measure had a positive significant effect on literacy growth in kindergarten. Results are compared with those of developed countries, especially the United States.
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    Language and therapeutic change: A speech acts analysis
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2008) Reyes, Lucia; Aristegui, Roberto; Krause, Mariane; Strasser, Katherine; Tomicic, Alemka; Valdes, Nelson; Altimir, Carolina; Ramirez, Ivonne; De La Parra, Guillermo; Dagnino, Paula; Echavarri, Orietta; Vilches, Oriana; Ben Dov, Perla
    Drawing on the speech acts theory, a linguistic pattern was identified that could be expected to be associated to therapeutic change, characterized by being uttered in the first person singular and present indicative, and by being self-referential in its propositional content. The frequency of the pattern was examined among verbalizations defined as change moments in three therapies with different theoretical orientation. Results show that the majority of change moments have the specified pattern, and that this pattern is significantly more frequent in change moments than in random non-change-related verbalizations, and so, it does not pertain to therapeutic conversation in general. Implications are discussed concerning the possibility of using the linguistic pattern as an additional and complementary criterion in the identification of moments of change in the therapeutic process.
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    National Disparities Favoring Males Are Reflected in Girls' Implicit Associations About Gender and Academic Subjects
    (2024) Cvencek, Dario; Sanders, Elizabeth A.; del Rio, M. Francisca; Susperreguy, Maria Ines; Strasser, Katherine; Brecic, Ruzica; Gacesa, Dora; Skala, David; Tomasetto, Carlo; Galdi, Silvia; Cadinu, Mara; Kapur, Manu; Passolunghi, Maria Chiara; Ferreira, Tania I. Rueda; Mirisola, Alberto; Mariani, Beatrice; Meltzoff, Andrew N.
    Based on data for N = 2,756 children (1,410 girls; Mage = 8.10 years) from 16 data sets spanning five nations, this study investigated relations between national gender disparities and children's beliefs about gender and academic subjects. One national-level gender disparity involved inequalities in socioeconomic standing favoring adult males over females (U.N. Human Development Index). The other involved national-level gaps in standardized math achievement, favoring boys over girls (Trends in International Mathematics and Science Study Grade 4). Three novel findings emerged. First, girls' results from a Child Implicit Association Test showed that implicit associations linking boys with math and girls with reading were positively related to both national male advantages in socioeconomic standing and national boy advantages in Trends in International Mathematics and Science Study. Second, these relations were obtained for implicit but not explicit measures of children's beliefs linking gender and academic subjects. Third, implicit associations linking gender to academic subjects increased significantly as a function of children's age. We propose a psychological account of why national gender disparities are likely to influence children's developing implicit associations about gender and academic subjects, especially for girls.
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    Playfulness and the quality of classroom interactions in preschool
    (Elsevier Ltd, 2024) Strasser, Katherine; Balladares, Jaime; Grau, Valeska; Marín, Anneliese; Preiss, David D.; Jadue, Daniela
    © 2024 Elsevier LtdBackground: A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities. Aims: The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities. Sample: Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country. Methods: The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms. Results: Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.
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    Shared storybook reading and vocabulary learning in preschoolers: An effectiveness study
    (FUNDACION INFANCIA APRENDIZAJE, 2012) Larrain, Antonia; Strasser, Katherine; Lissi, Maria Rosa
    Two studies examined the effects of specific reading styles on vocabulary learning of at-risk preschool Chilean children (aged 3-5 yrs.) during shared book reading. Study 1 examined the effect of explicit instruction of new words on vocabulary acquisition, comparing the effect of shared book reading with and without word elaboration, with 112 children. Study 2 examined the effect of more complex word elaboration and additional work with words in new contexts on vocabulary acquisition, with 62 children. The question was whether this method may help to overcome the differential effect of word learning according to initial vocabulary knowledge (Matthew effect). Results suggest that: (7) Word elaboration has a positive effect on new word learning but does not overcome the Mathew effect; (2) Simpler definitions are more effective than complex ones and additional work with words in new contexts is equally effective than working them during shared book reading.
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    The evolution of therapeutic change studied through generic change indicators
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2007) Krause, Mariane; De la Parra, Guillermo; Aristegui, Roberto; Dagnino, Paula; Tomicic, Alemka; Valdes, Nelson; Echavarri, Orietta; Strasser, Katherine; Reyes, Lucia; Altimir, Carolina; Ramirez, Ivonne; Vilches, Oriana; Ben Dov, Perla
    Ongoing change and therapeutic outcome were studied in five psychotherapeutic processes: three brief psychodynamic therapies, one social constructionist family therapy, and one group therapy of a comprehensive nature for drug abuse patients. Using qualitative methodology, in-session and extrasession change moments were identified and classified in a hierarchy of generic change indicators. Additionally, all patients were administered Lambert's Outcome Questionnaire. Results show that (a) extrasession change moments are more frequent toward the end of therapy, (b) therapy types differ in the frequency of some change indicators but not others, and (c) change indicators observed at the beginning of therapy are of lower level than those occurring at the end.
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    Un mundo de palabras: Vocabulario clave para el aprendizaje.
    (2023) Meneses, Alejandra; Strasser, Katherine; Marín, Anneliese; Iturra, Carolina