Susan L.

Profile: Susan L. Golbeck

Associate Professor
Faculty

I'm interested in how children become autonomous thinkers in dynamic social contexts.

Professional Affiliations:

American Educational Research Association
American Psychological Association
Jean Piaget Society

Education

Ph.D., Pennsylvania State University

Research Work With Students

My research interests focus on children's cognitive development. I am particularly interested in spatial thinking in early and middle childhood. Currently I am studying the effects of peer collaboration on spatial problem solving and the role of conflict in cognitive change. I am also interested in the applications of developmental theory to problems in early care and education. This includes the role of teachers' and caregivers' beliefs about learning and development, the design of developmentally appropriate instruction, and the effects of media-based toys on children's play.

Recent & Selected Publications

Golbeck, S. L. & Ginsburg, H. P. (2004).   Guest Editors.  Special Issue on early learning in math and science.  Early Childhood Research Quarterly19(1).

Eberly, J. & Golbeck, S. (in press).   Blocks, building and mathematics:  Influences of task format and gender of play partner among preschoolers.  Advances in early care and education.

Ginsburg, H.P. & Golbeck, S. L. (2004).   Thoughts on the future of research on mathematics and science learning and education.  Early Childhood Research Quarterly,19(1).

Eberly, J. & Golbeck, S.  (2002)  Teachers perceptions of children’s block play:  How accurate are they?  Journal of Research in Early Childhood Teacher Education, 22, 63-67.

Golbeck, S. (2002). Instructional models for early childhood education.   ERIC Digest.  September, 2002, ED 468565.  (translated into Spanish, Modelos de instruccion para la educacion en la ninez temprana, ERIC Digest, October, 2002, ED470214)

Golbeck, S. (2001).  Psychological perspectives on early childhood education:  Reframing dilemmas in research and practice, Mahwah: Lawrence Erlbaum Associates.

Golbeck, S. & Young, E. (1999). Early childhood educators' conceptions of development: A comparison of preservice and in-service teachers. Journal of Research in Early Childhood Teacher Education, 301-315.

De Lisi, R., & Golbeck, S. (1999). The implications of Piagetian theory for peer learning. In A. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Golbeck, S. (1998). Peer collaboration and children's representation of the horizontal surface of liquid. Journal of Applied Developmental Psychology, 19.

Golbeck, S., & Harlan, S. (1997). Family child care as a context for early intervention. In Thurman, K., Cornwell, J. R., & Gottwald, S. R.(Eds.). Contexts of early intervention: Systems and settings. Baltimore: Paul H. Brookes.