Browsing by Author "Strasser, Katherine"
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- ItemAdolescents' Academic Self-Efficacy and Emotions During the COVID-19 Pandemic: A Latent Profile Analysis of Family and School Risk Factors(2023) Strasser, Katherine; Arias, Pablo; Alessandri, Francisco; Turner, Pia; Villarroel, Tania; Aldunate, Consuelo Paz; Montt, Maria ElenaThe study sought to identify family conditions and school actions associated with academic self-efficacy and emotional well-being of adolescents during the COVID-19 pandemic in Chile. School closures are likely to have affected students' sense of academic efficacy and emotional well-being by removing support factors such as teacher and peer support for both academic and social tasks. At the same time, family stressors caused by the pandemic are also likely to have affected children. Data were collected by a Chilean school district about the family conditions and well-being of 5th-12th-grade students (N = 1,941) during lockdown. Exploratory factor analysis and latent profile analysis were applied to parents' and students' reports about family processes and material conditions. Family profiles and school responses to lockdown were used to predict students' academic self-efficacy and emotions. Family profiles were mainly differentiated by parenting processes, material conditions, and parenting stress. Regression analyses showed that the family profile predicted students' negative emotions and low self-efficacy. Specifically, children of families with higher scores in all dimensions were less at risk of reporting low academic self-efficacy and negative emotions, but the two average profiles-with high and low stress-were not different in this regard. Student gender and age were predictors of negative emotions but not self-efficacy. In contrast to family factors, school actions during the pandemic did not predict academic self-efficacy and well-being. Results suggest that family processes continue to be relevant beyond early infancy. Implications for the targeting of policies to support parenting are discussed.
- ItemAprendizaje activo y pedagogías de la práctica para la formación inicial de educadoras y educadores(Ediciones UC, 2021) Meneses, Alejandra; Strasser, Katherine; Barra, Gabriela
- ItemArgumentation Skills Mediate the Effect of Peer Argumentation on Content Knowledge in Middle-School Students(2021) Larrain, Antonia; Singer, Vivian; Strasser, Katherine; Howe, Christine; Lopez, Patricia; Pinochet, Jorge; Moran, Camila; Sanchez, Alvaro; Silva, Maximiliano; Villavicencio, ConstanzaThere is compelling evidence that arguing with peers in educational contexts fosters students' content knowledge and argumentation skills. Indeed, curricula have already been developed that, through tailored support for peer argumentation. promote both content knowledge and argumentation skills simultaneously. However, we do not yet know how to optimize the occurrence of peer argumentation, although there are suggestions in the literature that computers may have a role to play. Likewise, there are uncertainties about the mechanisms through which the benefits of peer argumentation are achieved, especially whether (and how) there is interdependence across the two types of benefit. In this paper, we report a quasi-experimental study randomized at class level, which addresses these two issues. A total of 502 fourth-grade students and 20 classes and teachers covered a module in science under three conditions: (1) using a curriculum that was already known to promote peer argumentation and content knowledge (standard support). (2) using the same curriculum but with additional computer-based support (computer-enhanced support), and (3) a routinely taught control group. Students' argumentation skills and content knowledge were assessed. Content knowledge was assessed prior to and after the intervention, with immediate and delayed posttests. Multiple regression analyses showed that peer argumentation was indeed most frequent in the computer-enhanced condition. Moreover, on the basis of a multilevel path analysis, we found that individual contributions to peer argumentation had a direct effect on posttest argumentation skills and an indirect effect on posttest content knowledge, both immediate and delayed. The indirect effect of argumentation on delayed posttest content knowledge was mediated by immediate posttest knowledge and posttest argumentation skills.
- ItemChilean children's essentialist reasoning about poverty(WILEY, 2011) Francisca del Rio, Maria; Strasser, KatherineTwo 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.
- Item¿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, TrinidadEste 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.
- ItemDisciplinary vocabulary and mastery of educational objectives in first-grade(2024) Strasser, Katherine; Meneses, Alejandra; Iturra, Carolina; Marin, AnnelieseBackground: In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions. Aims: To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives. Sample: One-hundred-and-seventy-four Chilean first-grade students in 26 schools. Methods: We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals. Results: Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory. Conclusions: Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.
- ItemHome and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2009) Strasser, Katherine; Lissi, Maria RosaThe 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.
- ItemLanguage 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, PerlaDrawing 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.
- ItemNational 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.
- ItemPlayfulness 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.
- ItemShared storybook reading and vocabulary learning in preschoolers: An effectiveness study(FUNDACION INFANCIA APRENDIZAJE, 2012) Larrain, Antonia; Strasser, Katherine; Lissi, Maria RosaTwo 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.
- ItemStudy of a set of reading precursors among Chilean children with Down syndrome(2023) Arango, Paulina S.; Escobar, Jose P.; Orellana, Pelusa; Aparicio, Andres; Strasser, Katherine; Rosas, Ricardo; Tenorio, MarcelaLearning to read for children with Down syndrome is relevant because of the impact this ability has on learning and the development of autonomy. Previous research has described reading development in this population, but it is not clear if the process and precursors are the same in a transparent language like Spanish. This study explores performance in a set of precursors (phonological awareness, visual recognition, vocabulary, letter knowledge and verbal reasoning) in 42 children with Down syndrome between 6:0 and 10:11 years. We hypothesized that the participants would have a lower performance than previously reported with children with typical development, particularly in tasks of phonological awareness, because the method for reading instruction in Chile with this population is usually the global method. Our results show that the precursors improve with age, that there are differences in performance between the skills assessed, and the ceiling effect was not observed as would be expected for children with typical development for the abilities assessed at these ages, which suggests that in the children assessed the precursors are not consolidated at these ages. These results suggest that the stimulation of phonological awareness and other reading precursors in children with Down syndrome is important for reading development.
- ItemThe 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, PerlaOngoing 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.
- ItemUn mundo de palabras: Vocabulario clave para el aprendizaje.(2023) Meneses, Alejandra; Strasser, Katherine; Marín, Anneliese; Iturra, Carolina