Valeska Grau
Biographic Data
| ID | 6510784 |
|---|---|
| NAME | Valeska Grau |
| GIVEN NAMES | Valeska |
| FAMILY NAME | Grau |
| SIGNATURE | GRAU V |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0002-4487-838X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
The role of inner speech in the effect of argumentation among peers on learning
Different studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in t…
Relationship between shared regulation and argumentative discourse
The purpose of this study was to explore the nature, emergence and maintenance of episodes of shared regulation and their relationship with argumentative discourse during collaborative work in the sciences. It consisted of an exploratory case study that tracked two groups in the fourth year of primary school (eight participants) through four collaborative activities. The sessions were filmed and analysed for their social regulation and argumentat…
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
Productive failure and learning through argumentation
Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-grad…
The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning
The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. I…
Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined w…
Commentary
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership an…
Introduction
Curriculum materials support teachers in the promotion of argumentation in science teaching
The development of two observational tools for assessing metacognition and self-regulated learning in young children
The development of two observational tools for assessing metacognition and self-regulated learning in young children
Curriculum materials support teachers in the promotion of argumentation in science teaching
The Effect of Peer-Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge
Experimental evidence has shown the effect of peer-group argumentation on scientific concept development. However, questions regarding how and why it happens remain. The aim of this study is to contribute, with experimental evidence gathered in naturalistic settings (classrooms), to the understanding of the relationship between peer-group argumentation and content knowledge learning, exploring the role that individual argumentative skills play. I…
Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined w…
Commentary
As indicated in the introductory article, this special issue has attempted to represent and illustrate developments in theoretical, methodological, and empirical work related to the role of primary classroom dialogue in supporting children's self-regulation. The articles included report studies carried out in the United Kingdom and Chile (two quite different cultural contexts) originally supported by a British Academy International Partnership an…
Introduction
The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning
Productive failure and learning through argumentation
Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-grad…
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
The role of inner speech in the effect of argumentation among peers on learning
Different studies suggest that collaborative argumentation among peers promotes school learning, especially the comprehension of concepts. However, the available evidence shows that the relationship between argumentation and learning is not direct but instead mediated by development processes that, in turn, promote learning. The goal of this study is to understand the mediating role that the development of argumentative inner speech may play in t…
Relationship between shared regulation and argumentative discourse
The purpose of this study was to explore the nature, emergence and maintenance of episodes of shared regulation and their relationship with argumentative discourse during collaborative work in the sciences. It consisted of an exploratory case study that tracked two groups in the fourth year of primary school (eight participants) through four collaborative activities. The sessions were filmed and analysed for their social regulation and argumentat…
Does Pretend Play Predict Later Creativity Development? Exploring Creative Trajectories from Pre-Kindergarten Through First Grade
Creativity is widely recognized as a core skill for the twenty-first century, yet its early developmental pathways remain insufficiently understood. This longitudinal study examined trajectories of creativity in a sample of 230 children aged 4–7, assessed across five waves from pre-kindergarten to first grade. Using group-based trajectory modeling, we identified three distinct patterns: “Accelerated Growth” (22.3%), “Gradual Growth” (72.6%), and …
Psychology (10 works) · Innovative Teaching and Learning Methods (9 works) · Mathematics education (7 works) · Argumentation theory (5 works) · Cognition (5 works) · Pedagogy (5 works) · Political science (5 works) · Argumentative (4 works) · Computer Science (4 works) · Epistemology (4 works)