Teresa M Ober
Biographic Data
| ID | 9589716 |
|---|---|
| NAME | Teresa M Ober |
| GIVEN NAMES | Teresa M |
| FAMILY NAME | Ober |
| SIGNATURE | OBER T M |
| AFFILIATIONS | University of Notre Dame |
| ORCID | 0000-0001-9698-9543 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers’ perceptions of culturally responsive personalised learning
This study explored teachers’ perceptions of culturally responsive personalised learning (CRPL), a pedagogical approach which draws on practices associated with personalised learning and culturally responsive teaching to integrate students’ contexts into teaching. CRPL emphasises adapting teaching to meet students’ individual needs, fostering student engagement and agency, and promoting equity and inclusion in education. Drawing from a nationally…
A Framework for Designing an AI Chatbot to Support Scientific Argumentation
As large language models (LLMs) are increasingly used to support learning, there is a growing need for a principled framework to guide the design of LLM-based tools and resources that are pedagogically effective and contextually responsive. This study proposes a framework by examining how prompt engineering can enhance the quality of chatbot responses to support middle school students’ scientific reasoning and argumentation. Drawing on learning t…
The utility of culturally responsive assessment for organizational science
Purpose As the global labor force becomes increasingly diverse, assessments must be culturally responsive to different demographic groups and their intersections. While culturally responsive assessment (CRA) has gained traction in education, it remains underexplored in organizational research. This study aims to examine how organizations can integrate CRA principles into employee selection, training and performance management. Design/methodology/…
Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes
Prediction of differential performance between advanced placement exam scores and class grades using machine learning
Introduction Past studies have found students to perform differently between class grades and standardized test scores – two essential and complementary measures of student achievement. This study examines predictors of the relative performance between these two measures in the context of the advanced placement (AP) program, namely, we compared students’ AP exam scores to the class grade they received in the corresponding AP course. For example, …
Detecting patterns of engagement in a digital cognitive skills training game
Linking self-report and process data to performance as measured by different assessment types
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Detecting patterns of engagement in a digital cognitive skills training game
Linking self-report and process data to performance as measured by different assessment types
Prediction of differential performance between advanced placement exam scores and class grades using machine learning
Introduction Past studies have found students to perform differently between class grades and standardized test scores – two essential and complementary measures of student achievement. This study examines predictors of the relative performance between these two measures in the context of the advanced placement (AP) program, namely, we compared students’ AP exam scores to the class grade they received in the corresponding AP course. For example, …
Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes
A Framework for Designing an AI Chatbot to Support Scientific Argumentation
As large language models (LLMs) are increasingly used to support learning, there is a growing need for a principled framework to guide the design of LLM-based tools and resources that are pedagogically effective and contextually responsive. This study proposes a framework by examining how prompt engineering can enhance the quality of chatbot responses to support middle school students’ scientific reasoning and argumentation. Drawing on learning t…
The utility of culturally responsive assessment for organizational science
Purpose As the global labor force becomes increasingly diverse, assessments must be culturally responsive to different demographic groups and their intersections. While culturally responsive assessment (CRA) has gained traction in education, it remains underexplored in organizational research. This study aims to examine how organizations can integrate CRA principles into employee selection, training and performance management. Design/methodology/…
Teachers’ perceptions of culturally responsive personalised learning
This study explored teachers’ perceptions of culturally responsive personalised learning (CRPL), a pedagogical approach which draws on practices associated with personalised learning and culturally responsive teaching to integrate students’ contexts into teaching. CRPL emphasises adapting teaching to meet students’ individual needs, fostering student engagement and agency, and promoting equity and inclusion in education. Drawing from a nationally…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Online Learning and Analytics (3 works) · Student engagement (3 works) · Academic achievement (2 works) · Applied Psychology (2 works) · Artificial Intelligence (2 works) · Cultural diversity (2 works) · Psychometric Methodologies and Testing (2 works)