Michael Hebert
Biographic Data
| ID | 5181050 |
|---|---|
| NAME | Michael Hebert |
| GIVEN NAMES | Michael |
| FAMILY NAME | Hebert |
| SIGNATURE | HÉBERT M |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0003-4235-1266 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Use of Artificial Intelligence in Nursing Education
BACKGROUND: The application of artificial intelligence (AI) in nursing education is increasingly prevalent, yet there remains a limited understanding of its current state. This scoping review examines how AI tools, large language models, and chatbots are used in nursing education, their effects on educational outcomes, and their challenges. METHOD: This review, which adhered to Joanna Briggs Institute guidelines and registered on the Open Science…
Can teaching writing enhance students’ writing self-efficacy
Comparing the quality of human and ChatGPT feedback of students’ writing
Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters
Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when s…
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Examining Human and Automated Ratings of Elementary Students’ Writing Quality
We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to optimize writing assessment. Students ( n = 113) included subsamples of struggling writers and non-struggling writers in Grades 3–5 drawn from a larger study. Students wrote six essays across three genres. All essays were hand-scored by four raters and a…
Do children with reading difficulties experience writing difficulties? A meta-analysis
In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = −1.25) when all writ…
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing pe…
Formative Assessment and Writing
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students’ writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and…
Writing to Read
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Writing to Read
Formative Assessment and Writing
To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students’ writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and…
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( k = 39 studies) and (b) typically developing younger peers with similar language capabilities ( k = six studies). Children classified with SLI scored lower on writing measures than their typically developing pe…
Do children with reading difficulties experience writing difficulties? A meta-analysis
In this meta-analysis, we examined whether children identified with reading difficulties (RD) evidence writing difficulties. We included studies comparing children with RD with (a) typically developing peers matched on age (k = 87 studies) and (b) typically developing younger peers with similar reading capabilities (k = 24 studies). Children identified with RD scored lower on measures of writing than their same age peers (g = −1.25) when all writ…
Impacts of the Covid-19 Pandemic on Elementary School Teachers’ Practices and Perceptions Across the Spring and Fall 2020 Semesters
Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when s…
Impacts of the Covid-19 Pandemic on Student Learning and Opportunity Gaps Across the 2020–2021 School Year
Although many school districts made efforts to provide instruction during the COVID-19 pandemic (including in-person, remote, and blended/hybrid options the length of instruction time and delivery models have varied from district to district. This disruption in education has been projected to result in a significant learning loss, which may be particularly profound for students from disadvantaged backgrounds, leading to widening opportunity gaps.…
Examining Human and Automated Ratings of Elementary Students’ Writing Quality
We used multivariate generalizability theory to examine the reliability of hand-scoring and automated essay scoring (AES) and to identify how these scoring methods could be used in conjunction to optimize writing assessment. Students ( n = 113) included subsamples of struggling writers and non-struggling writers in Grades 3–5 drawn from a larger study. Students wrote six essays across three genres. All essays were hand-scored by four raters and a…
Comparing the quality of human and ChatGPT feedback of students’ writing
The Use of Artificial Intelligence in Nursing Education
BACKGROUND: The application of artificial intelligence (AI) in nursing education is increasingly prevalent, yet there remains a limited understanding of its current state. This scoping review examines how AI tools, large language models, and chatbots are used in nursing education, their effects on educational outcomes, and their challenges. METHOD: This review, which adhered to Joanna Briggs Institute guidelines and registered on the Open Science…
Can teaching writing enhance students’ writing self-efficacy
Psychology (8 works) · Mathematics education (7 works) · Pedagogy (5 works) · Writing and Handwriting Education (4 works) · Computer Science (3 works) · Medical education (3 works) · Medicine (3 works) · Student Assessment and Feedback (3 works) · Writing assessment (3 works) · COVID-19 and Mental Health (2 works)