Peter M Nelson
Biographic Data
| ID | 6100233 |
|---|---|
| NAME | Peter M Nelson |
| GIVEN NAMES | Peter M |
| FAMILY NAME | Nelson |
| SIGNATURE | NELSON P M |
| AFFILIATIONS | ServeMinnesota, Minneapolis, USA |
| ORCID | 0000-0001-6302-5385 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Holding water
This article theorizes how affect—conceptualized as an embodied intensity of feeling distinct from emotion—can open up alternative pathways of inquiry in social studies classrooms. After discussing prior connections between social studies education research and affect, emotion, and feeling, we focus our analysis on media texts covering two historically significant events: the boat evacuation of Manhattan on September 11, 2001 and the U.S. Capitol…
Examining Failure in Pedagogy and Baseball
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 U.S. Grade 3 students in a community-based supplemental reading intervention program to investigate…
Like a Candle, Burning at Both Ends
This article builds from an exorbitant moment—the invocation of an inspirational quote on the eve of a new school year—to critically explore the larger, commonplace conceptual frame that the best teachers give all of themselves to their students, even to the point of self‐erasure, as it continues to manifest across various discourses in education, research, and policy. We find significant problems emerging from this rhetoric, ones that compromise…
A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from a sa…
Family Involvement in Elementary Reading Intervention
We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was s…
Reading skill profiles of dysfluent readers in grades 2 and 3
Vibrant curriculum
In a world facing climate crisis, a growing divide between rich and poor, racial strife, and a rise of xenophobic populism, social studies educators are obligated to investigate social issues in ways that might lead toward more just, less-destructive futures. This paper theorizes a new materialist social studies curriculum—a curriculum attentive to matter, nonhuman species, and anthropocentric representations of nature and the environment—with th…
Examining the impact of a tutoring program implemented with community support on math proficiency and growth
An evaluation of the incremental impact of math intervention on early literacy performance
This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support ( n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a mul…
A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance
Between aspiration and reality
This conceptual article uses new materialism, and its particular focus on material things, as a lens of analysis in social studies education in order to demonstrate alternative ways in which social studies education researchers and teachers might engage in inquiry. Historically, social studies curriculum and teaching have centered human agency and its domination of the material, natural world. However, this article argues that an attendance to th…
Profiles of reading performance after exiting Tier 2 intervention
A fundamental assumption of multi‐tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third‐grade students who met the criteria to be exited from a Tier 2 reading fluency intervention to answer two research questions. First, we used l…
A Most Necessary Pedagogy
H. James Garrett’s new book, Learning to Be in the World With Others: Difficult Knowledge and Social Studies Education, is a timely addition to the field of social studies education. An existence o
On the accuracy of regulatory cost estimates
This study compares ex ante estimates of the direct costs of individual regulations to ex post assessments of the same regulations. For total costs the results support conventional wisdom, namely that the costs of regulations tend to be overestimated. This is true for 14 of the 28 rules in the data set discussed, while for only 3 rules were the ex ante estimates too low. For unit costs, however, the story is quite different. At least for EPA and …
Church and Power in Brazil
Between aspiration and reality
This conceptual article uses new materialism, and its particular focus on material things, as a lens of analysis in social studies education in order to demonstrate alternative ways in which social studies education researchers and teachers might engage in inquiry. Historically, social studies curriculum and teaching have centered human agency and its domination of the material, natural world. However, this article argues that an attendance to th…
Church and Power in Brazil
On the accuracy of regulatory cost estimates
This study compares ex ante estimates of the direct costs of individual regulations to ex post assessments of the same regulations. For total costs the results support conventional wisdom, namely that the costs of regulations tend to be overestimated. This is true for 14 of the 28 rules in the data set discussed, while for only 3 rules were the ex ante estimates too low. For unit costs, however, the story is quite different. At least for EPA and …
A Most Necessary Pedagogy
H. James Garrett’s new book, Learning to Be in the World With Others: Difficult Knowledge and Social Studies Education, is a timely addition to the field of social studies education. An existence o
Profiles of reading performance after exiting Tier 2 intervention
A fundamental assumption of multi‐tiered systems of support is the bidirectional movement of students between tiers. In comparison to research on when to intensify instruction, less attention has been paid to the validity of decisions to exit students from supplemental supports. We used data from 554 third‐grade students who met the criteria to be exited from a Tier 2 reading fluency intervention to answer two research questions. First, we used l…
An evaluation of the incremental impact of math intervention on early literacy performance
This study examined spring literacy scores among at‐risk prekindergarten students exposed to supplemental support solely in literacy or a combination of literacy and math. Propensity scores were used to match students receiving combined support ( n = 39) with an equivalent number of students receiving only literacy tutoring. Students were matched using fall math scores and fall literacy scores. After confirming baseline equivalence, we used a mul…
A cluster randomized controlled trial of brief follow-up practice sessions on intervention maintenance
Between aspiration and reality
This conceptual article uses new materialism, and its particular focus on material things, as a lens of analysis in social studies education in order to demonstrate alternative ways in which social studies education researchers and teachers might engage in inquiry. Historically, social studies curriculum and teaching have centered human agency and its domination of the material, natural world. However, this article argues that an attendance to th…
Vibrant curriculum
In a world facing climate crisis, a growing divide between rich and poor, racial strife, and a rise of xenophobic populism, social studies educators are obligated to investigate social issues in ways that might lead toward more just, less-destructive futures. This paper theorizes a new materialist social studies curriculum—a curriculum attentive to matter, nonhuman species, and anthropocentric representations of nature and the environment—with th…
Examining the impact of a tutoring program implemented with community support on math proficiency and growth
A Comparison of Decision Rule Accuracy From Curriculum-Based Measurement of Reading and Nonsense Word Fluency
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word fluency [NWF]) and oral reading rate (curriculum-based measurement of reading [CBM-R]). Outcomes from a sa…
Family Involvement in Elementary Reading Intervention
We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 U.S. students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was s…
Reading skill profiles of dysfluent readers in grades 2 and 3
What Environments Support Reading Growth Among Current Compared With Former Reading Intervention Recipients? A Multilevel Analysis of Students and Their Schools
School context can shape relative intervention response in myriad ways due to factors, such as instructional quality, resource allocation, peer effects, and correlations between the school context and characteristics of enrolled students (e.g., higher-poverty students attending higher-poverty schools). In the current study, we used data from 16,000 U.S. Grade 3 students in a community-based supplemental reading intervention program to investigate…
Like a Candle, Burning at Both Ends
This article builds from an exorbitant moment—the invocation of an inspirational quote on the eve of a new school year—to critically explore the larger, commonplace conceptual frame that the best teachers give all of themselves to their students, even to the point of self‐erasure, as it continues to manifest across various discourses in education, research, and policy. We find significant problems emerging from this rhetoric, ones that compromise…
Holding water
This article theorizes how affect—conceptualized as an embodied intensity of feeling distinct from emotion—can open up alternative pathways of inquiry in social studies classrooms. After discussing prior connections between social studies education research and affect, emotion, and feeling, we focus our analysis on media texts covering two historically significant events: the boat evacuation of Manhattan on September 11, 2001 and the U.S. Capitol…
Examining Failure in Pedagogy and Baseball
Pedagogy (9 works) · Psychology (9 works) · Mathematics education (8 works) · Curriculum (6 works) · Reading and Literacy Development (6 works) · Developmental psychology (5 works) · Fluency (5 works) · Intervention (counseling) (5 works) · Sociology (5 works) · Computer Science (4 works)