Jill V Jeffery
Biographic Data
| ID | 6207061 |
|---|---|
| NAME | Jill V Jeffery |
| GIVEN NAMES | Jill V |
| FAMILY NAME | Jeffery |
| SIGNATURE | JEFFERY J V |
| AFFILIATIONS | City University of New York |
| ORCID | 0000-0002-5874-3048 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Text features associated with students’ generative AI use
The release of generative AI tools has changed the way that educators interact with student writing, as they grapple with the problem of assessing texts for students’ use of generative AI. To investigate how teachers have responded, this article focusses on a qualitative content analysis of an open survey item in which a subset of 129 Norwegian teachers who participated in a larger survey ( N = 530) shared their perceptions of generative AI for w…
Forum
While many adolescents in US school settings do not achieve basic levels of writing proficiency, new standards and assessments hold all students, regardless of academic performance history and language background, to higher standards for disciplinary writing. In response to calls for research that can characterize a range of adolescents’ writing experiences, this study investigated the amount and kinds of writing adolescents with different academ…
In and of the City
This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and …
Subjectivity, Intentionality, and Manufactured Moves
Composition theorists concerned with students’ academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists have suggested that English language learners may be disadvantaged by the practice of emphasizing voice in the evaluation of student writing. Despite these criticisms, however, voice continues to frequently appear as a goal in guidelines for teaching writing…
In and of the City
This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and …
Subjectivity, Intentionality, and Manufactured Moves
Composition theorists concerned with students’ academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists have suggested that English language learners may be disadvantaged by the practice of emphasizing voice in the evaluation of student writing. Despite these criticisms, however, voice continues to frequently appear as a goal in guidelines for teaching writing…
In and of the City
This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and …
Forum
While many adolescents in US school settings do not achieve basic levels of writing proficiency, new standards and assessments hold all students, regardless of academic performance history and language background, to higher standards for disciplinary writing. In response to calls for research that can characterize a range of adolescents’ writing experiences, this study investigated the amount and kinds of writing adolescents with different academ…
Text features associated with students’ generative AI use
The release of generative AI tools has changed the way that educators interact with student writing, as they grapple with the problem of assessing texts for students’ use of generative AI. To investigate how teachers have responded, this article focusses on a qualitative content analysis of an open survey item in which a subset of 129 Norwegian teachers who participated in a larger survey ( N = 530) shared their perceptions of generative AI for w…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Discourse Analysis in Language Studies (2 works) · Mathematics education (2 works) · Perception (2 works) · Action (physics (1 work) · Action research (1 work) · AI in Service Interactions (1 work) · Artificial Intelligence in Healthcare and Education (1 work)