Nicholas Lux
Biographic Data
| ID | 6770020 |
|---|---|
| NAME | Nicholas Lux |
| GIVEN NAMES | Nicholas |
| FAMILY NAME | Lux |
| SIGNATURE | LUX N |
| AFFILIATIONS | Montana State University |
| ORCID | 0000-0002-7434-0660 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
New to Town
The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that…
Empowering Elementary Students with Community-Based Engineering
This paper presents a case study of an elementary teacher, Holly, who participated in a federally funded summer professional development (PD) program aimed at integrating community-based engineering into elementary education. The study examines how Holly’s teaching practices and beliefs about teaching engineering contributed to the significant improvements in her students’ attitudes toward engineering and their perceptions of engineering as a pot…
Building Primary Preservice Teachers’ Identity as Engineering Educators
The purpose of this qualitative case study was to investigate how two primary preservice teachers built their engineering education identities during a clinical field experience that emphasized engineering education. More specifically, we explored the development of their engineering education identities while facing unforeseen circumstances and unfamiliar engineering content. We used a nested qualitative case study approach that was bounded by a…
Competitive Games as Formative Assessment in Informal Science Learning
No prominent works on this page.
Competitive Games as Formative Assessment in Informal Science Learning
Building Primary Preservice Teachers’ Identity as Engineering Educators
The purpose of this qualitative case study was to investigate how two primary preservice teachers built their engineering education identities during a clinical field experience that emphasized engineering education. More specifically, we explored the development of their engineering education identities while facing unforeseen circumstances and unfamiliar engineering content. We used a nested qualitative case study approach that was bounded by a…
Empowering Elementary Students with Community-Based Engineering
This paper presents a case study of an elementary teacher, Holly, who participated in a federally funded summer professional development (PD) program aimed at integrating community-based engineering into elementary education. The study examines how Holly’s teaching practices and beliefs about teaching engineering contributed to the significant improvements in her students’ attitudes toward engineering and their perceptions of engineering as a pot…
New to Town
The purpose of this instrumental case study, employing both qualitative and quantitative data, was to investigate how novice teachers from non-local and urban areas used community assets and local funds of knowledge (FoK) in their STEM instruction in a remote Montana town. While non-local teachers often make up a large share of many rural communities’ teaching workforce, those teachers might lack the social, cultural, and community knowledge that…
Mathematics education (3 works) · Psychology (3 works) · Biomedical and Engineering Education (2 works) · Engineering (2 works) · Engineering education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Qualitative research (2 works) · Affordance (1 work) · Business (1 work)