J M Bailey
Biographic Data
| ID | 1521708 |
|---|---|
| NAME | J M Bailey |
| GIVEN NAMES | J M |
| FAMILY NAME | Bailey |
| SIGNATURE | BAILEY J M |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0001-9563-2016 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Beliefs and experience shape language teachers’ integration of generative AI in speaking instruction
Facilitating student argumentation around socioscientific issues through productive discourse and negotiation toward consensus
Space for all
Existing research in astronomy education is largely centred on undergraduates. We conducted this qualitative study to explore examples of astronomy education internationally, providing context to the quantitative study by Salimpour et al. (Citation2021). Our methods included an online survey (N = 68) and 10 interviews with select participants to discover the methods of learning and teaching astronomy in K12. We used thematic analysis to contrast …
The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
This qualitative cross-case study explores three US preservice secondary science teachers' conceptions of their science teacher identities and contexts within which they draw upon those science identities for teaching. Grounded in a figured worlds framework, data analysis revealed that participants view their science teacher identity separate from their science identity, with only the latter being part of their “core” identity. Participants view …
The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
This qualitative cross-case study explores three US preservice secondary science teachers' conceptions of their science teacher identities and contexts within which they draw upon those science identities for teaching. Grounded in a figured worlds framework, data analysis revealed that participants view their science teacher identity separate from their science identity, with only the latter being part of their “core” identity. Participants view …
The hierarchical (not fluid) nature of preservice secondary science teachers' perceptions of their science teacher identity
This qualitative cross-case study explores three US preservice secondary science teachers' conceptions of their science teacher identities and contexts within which they draw upon those science identities for teaching. Grounded in a figured worlds framework, data analysis revealed that participants view their science teacher identity separate from their science identity, with only the latter being part of their “core” identity. Participants view …
Space for all
Existing research in astronomy education is largely centred on undergraduates. We conducted this qualitative study to explore examples of astronomy education internationally, providing context to the quantitative study by Salimpour et al. (Citation2021). Our methods included an online survey (N = 68) and 10 interviews with select participants to discover the methods of learning and teaching astronomy in K12. We used thematic analysis to contrast …
Facilitating student argumentation around socioscientific issues through productive discourse and negotiation toward consensus
Beliefs and experience shape language teachers’ integration of generative AI in speaking instruction
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Sociology (3 works) · Diverse Educational Innovations Studies (2 works) · Social science (2 works) · AI in Service Interactions (1 work) · Archaeology (1 work)