Louis S Nadelson
Datos Biográficos
| ID | 1502377 |
|---|---|
| NOMBRE | Louis S Nadelson |
| NOMBRES | Louis S |
| APELLIDO | Nadelson |
| FIRMA | NADELSON L S |
| AFILIACIONES | University of Central Arkansas |
| ORCID | 0000-0002-6007-6555 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
The use of generative artificial intelligence in K-12 education
To open this special issue of The Journal of Educational Research, I have collected a range of research reports on teaching and learning with generative artificial intelligence (GAI). To guide readers in exploring the contents of this special issue, I have provided a summary of each of the included research reports. I have organized the articles by educational context to provide readers with additional context for the articles and enhance the pot…
Generative artificial intelligence in teaching and learning
As generative artificial intelligence (GAI) expands in complexity, offers diverse applications (i.e., text, graphics, sounds, music), and grows easier to access, it will inevitably impact K-12 teaching and learning. To document the phenomenon, we conducted a cross-sectional exploratory research project to document how teachers used GAI, how they supported their students’ GAI use, their concerns and ethical considerations, and differences in these…
Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments
The increasing integration of artificial intelligence (AI) into daily life has sparked growing interest in its role in education, particularly in the context of how students use AI tools to complete school assignments. The aim of this study is to explore the usage patterns, motivations, and concerns of K-12 students regarding the application of AI technologies in their academic work. The study examines the prevalence of AI use and the types of to…
Integration or relocation? the lived experiences of those directly affected by Brown vs. Board of education
Building Knowledge Structures in Context
In this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that engineering academic making spaces afford students with collaborative spaces for collective discovery centered around the application of manufacturing…
Light Blue Walls and Tan Flooring
The motivation for this exploratory qualitative study is to understand what a culture of belonging may look like across six engineering education making spaces in institutions of higher education in the U.S. The research question for this study was: In what ways are the management, instructors, and staff operating engineering education making spaces influencing a culture of belonging (if any) for engineering students? We examined the transcripts …
Makerspaces for rethinking teaching and learning in K–12 education
(2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research: Vol. 114, Makerspaces for Rethinking Teaching and Learning in K–12 Education, pp. 105-107
Understanding Equity of Access in Engineering Education Making Spaces
The goal of our exploratory study was to examine how management and staff in engineering education making spaces are enacting equitable access amongst their users (e.g., students). We examined six different making space types categorized by Wilczynsky’s and Hoover’s classification of academic makerspaces, which considered scope, accessibility, users, footprint (size), and management and staffing. We reviewed research memos and transcripts of inte…
Leaders in the Classroom
There is a gap in the comprehensive understanding of the teacher leader identity due to a lack of research on teachers’ perceptions of being leaders in the context of classroom teaching. To address the gap we examined teachers expression of leader identity attributes in the context of classroom teaching. The responses of the 91 K-12 teachers who participated in our exploratory study, revealed variations in levels of leader identity attributes bas…
What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching
The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature b…
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
I Just Don't Trust Them
Trust in science and scientists can greatly influence consideration of scientific developments and activities. Yet, trust is a nebulous construct based on emotions, knowledge, beliefs, and relationships. As we explored the literature regarding trust in science and scientists we discovered that no instruments were available to assess the construct, and therefore, we developed one. Using a process of data collection from science faculty members and…
A Shifting Paradigm
Effective teaching in multicultural settings requires the awareness and ability to adapt to diverse needs and viewpoints. Teachers’ multicultural efficacy may be gained from coursework or interactions within diverse communities. In this study the authors determined preservice teachers’ multicultural efficacy using the Multicultural Efficacy Scale (MES) and its relationship to education and personal characteristics. Study results revealed average …
A Shifting Paradigm
Effective teaching in multicultural settings requires the awareness and ability to adapt to diverse needs and viewpoints. Teachers’ multicultural efficacy may be gained from coursework or interactions within diverse communities. In this study the authors determined preservice teachers’ multicultural efficacy using the Multicultural Efficacy Scale (MES) and its relationship to education and personal characteristics. Study results revealed average …
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
A Shifting Paradigm
Effective teaching in multicultural settings requires the awareness and ability to adapt to diverse needs and viewpoints. Teachers’ multicultural efficacy may be gained from coursework or interactions within diverse communities. In this study the authors determined preservice teachers’ multicultural efficacy using the Multicultural Efficacy Scale (MES) and its relationship to education and personal characteristics. Study results revealed average …
I Just Don't Trust Them
Trust in science and scientists can greatly influence consideration of scientific developments and activities. Yet, trust is a nebulous construct based on emotions, knowledge, beliefs, and relationships. As we explored the literature regarding trust in science and scientists we discovered that no instruments were available to assess the construct, and therefore, we developed one. Using a process of data collection from science faculty members and…
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Leaders in the Classroom
There is a gap in the comprehensive understanding of the teacher leader identity due to a lack of research on teachers’ perceptions of being leaders in the context of classroom teaching. To address the gap we examined teachers expression of leader identity attributes in the context of classroom teaching. The responses of the 91 K-12 teachers who participated in our exploratory study, revealed variations in levels of leader identity attributes bas…
What about research and evidence? Teachers’ perceptions and uses of education research to inform STEM teaching
The use of research evidence to inform practice has become an expectation of those working in many professions. There is a dearth of research on teacher use of scholarship to inform their practice. While there is an abundance of research that can be used to inform teacher practice, there are unknowns about how much teachers seek, access, read, apply and share evidence from research to inform their teaching. We address this gap in the literature b…
Light Blue Walls and Tan Flooring
The motivation for this exploratory qualitative study is to understand what a culture of belonging may look like across six engineering education making spaces in institutions of higher education in the U.S. The research question for this study was: In what ways are the management, instructors, and staff operating engineering education making spaces influencing a culture of belonging (if any) for engineering students? We examined the transcripts …
Makerspaces for rethinking teaching and learning in K–12 education
(2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research: Vol. 114, Makerspaces for Rethinking Teaching and Learning in K–12 Education, pp. 105-107
Understanding Equity of Access in Engineering Education Making Spaces
The goal of our exploratory study was to examine how management and staff in engineering education making spaces are enacting equitable access amongst their users (e.g., students). We examined six different making space types categorized by Wilczynsky’s and Hoover’s classification of academic makerspaces, which considered scope, accessibility, users, footprint (size), and management and staffing. We reviewed research memos and transcripts of inte…
Building Knowledge Structures in Context
In this study, we explored how constructionism theory principles were integrated across six engineering academic making spaces to support student learning outcomes. Using a qualitative approach, we conducted a thematic analysis of semi-structured faculty and staff interviews. The data suggests that engineering academic making spaces afford students with collaborative spaces for collective discovery centered around the application of manufacturing…
Integration or relocation? the lived experiences of those directly affected by Brown vs. Board of education
The use of generative artificial intelligence in K-12 education
To open this special issue of The Journal of Educational Research, I have collected a range of research reports on teaching and learning with generative artificial intelligence (GAI). To guide readers in exploring the contents of this special issue, I have provided a summary of each of the included research reports. I have organized the articles by educational context to provide readers with additional context for the articles and enhance the pot…
Generative artificial intelligence in teaching and learning
As generative artificial intelligence (GAI) expands in complexity, offers diverse applications (i.e., text, graphics, sounds, music), and grows easier to access, it will inevitably impact K-12 teaching and learning. To document the phenomenon, we conducted a cross-sectional exploratory research project to document how teachers used GAI, how they supported their students’ GAI use, their concerns and ethical considerations, and differences in these…
Analysis of the use of artificial intelligence (AI) by elementary and secondary school students in the context of completing school assignments
The increasing integration of artificial intelligence (AI) into daily life has sparked growing interest in its role in education, particularly in the context of how students use AI tools to complete school assignments. The aim of this study is to explore the usage patterns, motivations, and concerns of K-12 students regarding the application of AI technologies in their academic work. The study examines the prevalence of AI use and the types of to…
Psychology (11 obras) · Mathematics education (10 obras) · Pedagogy (9 obras) · Computer Science (7 obras) · Sociology (7 obras) · Political science (5 obras) · Engineering (3 obras) · Online Learning and Analytics (3 obras) · Perception (3 obras) · Social Psychology (3 obras)