Thomas P Carpenter
Datos Biográficos
| ID | 343059 |
|---|---|
| NOMBRE | Thomas P Carpenter |
| NOMBRES | Thomas P |
| APELLIDO | Carpenter |
| FIRMA | CARPENTER T P |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0002-6967-5044 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 186 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1985 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 6 |
Individual Differences in Implicit Bias Can Be Measured Reliably by Administering the Same Implicit Association Test Multiple Times
The use of the Implicit Association Test (IAT) as a measure of individual differences is stymied by insufficient test–retest reliability for assessing trait-level constructs. We assess the degree to which the IAT measures individual differences and test a method to improve its validity as a “trait” measure: aggregating across IATs. Across three studies, participants (total n = 960) completed multiple IATs in the same session or across multiple se…
A prospective study of firefighters’ PTSD and depression symptoms
Objective: Firefighters are an important sample of convenience to study traumatic exposure and symptom development. This study assessed trauma exposure inside and outside of fire service, diagnosed posttraumatic stress disorder (PTSD) and associated disorders using clinical interviews and self-report measures, then tested the hypothesis that trauma exposure would predict distress in firefighters over the first 3 years in service. Method: In total…
Survey-software implicit association tests
Dispositional self-forgiveness in firefighters predicts less help-seeking stigma and fewer mental health challenges
Social Support, Stress, and Suicidal Ideation in Professional Firefighters
The association between occupational stress and suicidal ideation may be reduced by social support. Further research on this topic is warranted
Implementing Self-Collection of Biological Specimens with a Diverse Sample
Collecting saliva is the most noninvasive way to detect changing levels of cortisol, a stress hormone of interest to behavioral and health scientists, where there are benefits from multiple samples taken over a period of days. Various self-collection strategies have been employed, ranging from treated cards to cotton swabs and passive drool methods. The current study investigates the effectiveness of a variety of reminder techniques in encouragin…
Religious coping, stress, and depressive symptoms among adolescents
This study examined prospective associations between religious coping, stress, and depressive symptoms in a community sample of 111 adolescents (80 female). We hypothesized that religious coping would moderate the relationship between stress and depressive symptoms, with negative religious coping exacerbating the effects of stress on depressive symptoms and positive religious coping buffering the effects of stress on depressive symptoms. We furth…
An Examination of Religious Priming and Intrinsic Religious Motivation in the Moral Hypocrisy Paradigm
Reliable individual differences have not yet been identified in moral hypocrisy. This research examined whether intrinsic religious motivation combined with an experimental religious priming manipulation would predict decreased moral hypocrisy. A sample of Christian college students (N=142) completed the Religious Orientation Scale-Revised, and the moral motivation paradigm, which tests whether participants will act in accordance with their moral…
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
Understanding teachers’ self-sustaining, generative change in the context of professional development
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
New Perspectives on Gender Differences in Mathematics
Making Mathematics Problematic
Cognitively Guided Instruction
In this article we propose that an understanding of students' thinking can provide coherence to teachers' pedagogical content knowledge and their knowledge of subject matter, curriculum, and pedagogy. We describe a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. Our major thesis is that children enter school with a…
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
Using Children's Mathematical Knowledge in Instruction
This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher's knowled…
Teachers' attributions and beliefs about girls, boys, and mathematics
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
This study investigated teachers’ use of knowledge from research on children’s mathematical thinking and how their students’ achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children’s development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were a…
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching
This study investigated teachers' use of knowledge from research on children's mathematical thinking and how their students' achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children's development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were a…
How Children Solve Simple Word Problems
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
This study investigated teachers’ use of knowledge from research on children’s mathematical thinking and how their students’ achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children’s development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were a…
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
Understanding teachers’ self-sustaining, generative change in the context of professional development
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
An Examination of Religious Priming and Intrinsic Religious Motivation in the Moral Hypocrisy Paradigm
Reliable individual differences have not yet been identified in moral hypocrisy. This research examined whether intrinsic religious motivation combined with an experimental religious priming manipulation would predict decreased moral hypocrisy. A sample of Christian college students (N=142) completed the Religious Orientation Scale-Revised, and the moral motivation paradigm, which tests whether participants will act in accordance with their moral…
New Perspectives on Gender Differences in Mathematics
Making Mathematics Problematic
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
How Children Solve Simple Word Problems
Using Knowledge of Children’s Mathematics Thinking in Classroom Teaching
This study investigated teachers’ use of knowledge from research on children’s mathematical thinking and how their students’ achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children’s development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were a…
Using Knowledge of Children's Mathematics Thinking in Classroom Teaching
This study investigated teachers' use of knowledge from research on children's mathematical thinking and how their students' achievement is influenced as a result. Twenty first grade teachers, assigned randomly to an experimental treatment, participated in a month-long workshop in which they studied a research-based analysis of children's development of problem-solving skills in addition and subtraction. Other first grade teachers (n = 20) were a…
Teachers' attributions and beliefs about girls, boys, and mathematics
Using Children’s Mathematical Knowledge in Instruction
This article describes how knowledge of children’s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards ( NCTM, 1989 ). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher’s knowl…
Using Children's Mathematical Knowledge in Instruction
This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher's knowled…
Cognitively Guided Instruction
In this article we propose that an understanding of students' thinking can provide coherence to teachers' pedagogical content knowledge and their knowledge of subject matter, curriculum, and pedagogy. We describe a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. Our major thesis is that children enter school with a…
A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction
Elizabeth Fennema, Thomas P. Carpenter, Megan L. Franke, Linda Levi, Victoria R. Jacobs, Susan B. Empson, A Longitudinal Study of Learning to Use Children's Thinking in Mathematics Instruction, Journal for Research in Mathematics Education, Vol. 27, No. 4 (Jul., 1996), pp. 403-434
Problem Solving as a Basis for Reform in Curriculum and Instruction
We argue that reform in curriculum and instruction should be based on allowing students to problematize the subject. Rather than mastering skills and applying them, students should be engaged in resolving problems. In mathematics, this principle fits under the umbrella of problem solving, but our interpretation is different from many problem-solving approaches. We first note that the history of problem solving in the curriculum has been infused w…
Making Mathematics Problematic
Understanding teachers’ self-sustaining, generative change in the context of professional development
A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking
One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1…
New Perspectives on Gender Differences in Mathematics
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, New Perspectives on Gender Differences in Mathematics: A Reprise, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 19-21
A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking
Elizabeth Fennema, Thomas P. Carpenter, Victoria R. Jacobs, Megan L. Franke, Linda W. Levi, A Longitudinal Study of Gender Differences in Young Children's Mathematical Thinking, Educational Researcher, Vol. 27, No. 5 (Jun. - Jul., 1998), pp. 6-11
New Perspectives on Gender Differences in Mathematics
Capturing Teachers’ Generative Change
This study documents how teachers who participated in a professional development program on understanding the development of students’ mathematical thinking continued to implement the principles of the program 4 years after it ended. Twenty-two teachers participated in follow-up interviews and classroom observations. All 22 teachers maintained some use of children’s thinking and 10 teachers continued learning in noticeable ways. The 10 teachers e…
An Examination of Religious Priming and Intrinsic Religious Motivation in the Moral Hypocrisy Paradigm
Reliable individual differences have not yet been identified in moral hypocrisy. This research examined whether intrinsic religious motivation combined with an experimental religious priming manipulation would predict decreased moral hypocrisy. A sample of Christian college students (N=142) completed the Religious Orientation Scale-Revised, and the moral motivation paradigm, which tests whether participants will act in accordance with their moral…
Religious coping, stress, and depressive symptoms among adolescents
This study examined prospective associations between religious coping, stress, and depressive symptoms in a community sample of 111 adolescents (80 female). We hypothesized that religious coping would moderate the relationship between stress and depressive symptoms, with negative religious coping exacerbating the effects of stress on depressive symptoms and positive religious coping buffering the effects of stress on depressive symptoms. We furth…
Implementing Self-Collection of Biological Specimens with a Diverse Sample
Collecting saliva is the most noninvasive way to detect changing levels of cortisol, a stress hormone of interest to behavioral and health scientists, where there are benefits from multiple samples taken over a period of days. Various self-collection strategies have been employed, ranging from treated cards to cotton swabs and passive drool methods. The current study investigates the effectiveness of a variety of reminder techniques in encouragin…
Social Support, Stress, and Suicidal Ideation in Professional Firefighters
The association between occupational stress and suicidal ideation may be reduced by social support. Further research on this topic is warranted
Survey-software implicit association tests
Dispositional self-forgiveness in firefighters predicts less help-seeking stigma and fewer mental health challenges
A prospective study of firefighters’ PTSD and depression symptoms
Objective: Firefighters are an important sample of convenience to study traumatic exposure and symptom development. This study assessed trauma exposure inside and outside of fire service, diagnosed posttraumatic stress disorder (PTSD) and associated disorders using clinical interviews and self-report measures, then tested the hypothesis that trauma exposure would predict distress in firefighters over the first 3 years in service. Method: In total…
Individual Differences in Implicit Bias Can Be Measured Reliably by Administering the Same Implicit Association Test Multiple Times
The use of the Implicit Association Test (IAT) as a measure of individual differences is stymied by insufficient test–retest reliability for assessing trait-level constructs. We assess the degree to which the IAT measures individual differences and test a method to improve its validity as a “trait” measure: aggregating across IATs. Across three studies, participants (total n = 960) completed multiple IATs in the same session or across multiple se…
Psychology (24 obras) · Mathematics education (16 obras) · Mathematics Education and Teaching Techniques (12 obras) · Cognitive and developmental aspects of mathematical skills (10 obras) · Computer Science (10 obras) · Mathematics (8 obras) · Clinical Psychology (6 obras) · Pedagogy (6 obras) · Social Psychology (5 obras) · Teaching method (5 obras)