Nicole Hansen
Biographic Data
| ID | 5762487 |
|---|---|
| NAME | Nicole Hansen |
| GIVEN NAMES | Nicole |
| FAMILY NAME | Hansen |
| SIGNATURE | HANSEN N |
| AFFILIATIONS | Seton Hall University |
| ORCID | 0000-0001-9888-4550 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Requirement Versus Reality
Learning on the job”
Reading literature about disabled children and adolescents
Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparat…
Erasure or empowerment
Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teach…
Structural Repetition in Question Answering
We report an effort to replicate and extend Levelt and Kelter’s (1982) Experiment 3. In their study, experimenters phoned businesses and asked, At what time does your shop close? or What time does your shop close? Participants were more likely to produce prepositional responses (At 7 o’clock) to questions containing a preposition than to questions that did not. Across three experiments, we replicated Levelt and Kelter’s method, and included a num…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Structural Repetition in Question Answering
We report an effort to replicate and extend Levelt and Kelter’s (1982) Experiment 3. In their study, experimenters phoned businesses and asked, At what time does your shop close? or What time does your shop close? Participants were more likely to produce prepositional responses (At 7 o’clock) to questions containing a preposition than to questions that did not. Across three experiments, we replicated Levelt and Kelter’s method, and included a num…
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade
Development of fraction number line estimation was assessed longitudinally over 5 time points between 4th and 6th grades. Although students showed positive linear growth overall, latent class growth analyses revealed 3 distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n = 154); students who started inaccurate but showed steep growth (n = 121); and students who started inaccurate an…
Structural Repetition in Question Answering
We report an effort to replicate and extend Levelt and Kelter’s (1982) Experiment 3. In their study, experimenters phoned businesses and asked, At what time does your shop close? or What time does your shop close? Participants were more likely to produce prepositional responses (At 7 o’clock) to questions containing a preposition than to questions that did not. Across three experiments, we replicated Levelt and Kelter’s method, and included a num…
Erasure or empowerment
Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teach…
Reading literature about disabled children and adolescents
Teachers play a key role in fostering a positive view of disabilities by facilitating classroom conversations that promote awareness, understanding, and acceptance of human differences. However, research has indicated that many teachers are reluctant to talk about disabilities with their students because they are unsure of what to say or fear offending disabled students. Embedding disability studies in education perspectives into teacher preparat…
Learning on the job”
Requirement Versus Reality
Psychology (5 works) · Disability Education and Employment (4 works) · Inclusion and Disability in Education and Sport (4 works) · Pedagogy (4 works) · Sociology (4 works) · Developmental psychology (3 works) · Disability Rights and Representation (3 works) · Mathematics education (3 works) · Qualitative research (3 works) · Mathematics (2 works)