Clark R Coffman
Biographic Data
| ID | 9976094 |
|---|---|
| NAME | Clark R Coffman |
| GIVEN NAMES | Clark R |
| FAMILY NAME | Coffman |
| SIGNATURE | COFFMAN C R |
| AFFILIATIONS | Iowa State University |
| ORCID | 0000-0002-6751-2620 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Preparing future teachers for AI-enhanced science classrooms
Grounded in qualitative data from 30 elementary teacher candidates (ETCs) in the Midwestern U.S., this case study examines ETCs’ readiness for AI-enhanced classrooms and finds that ETCs hold moderate to low confidence in teaching biology, yet express a desire to teach it more engaging for young learners. Although many ETCs had negative or vague prior perceptions of Artificial Intelligence in education (AIEd), guided classroom experiences helped t…
Confidence Through Community
Self-efficacy—one’s belief in their ability to take the actions necessary to succeed—is a critical determinant of student success and retention, particularly during the transitional first two years of undergraduate study. Learning communities that incorporate peer mentors have been identified as promising structures for fostering self-efficacy, yet the mechanisms by which intentional peer mentoring within structured career development contexts sh…
No prominent works on this page.
Preparing future teachers for AI-enhanced science classrooms
Grounded in qualitative data from 30 elementary teacher candidates (ETCs) in the Midwestern U.S., this case study examines ETCs’ readiness for AI-enhanced classrooms and finds that ETCs hold moderate to low confidence in teaching biology, yet express a desire to teach it more engaging for young learners. Although many ETCs had negative or vague prior perceptions of Artificial Intelligence in education (AIEd), guided classroom experiences helped t…
Confidence Through Community
Self-efficacy—one’s belief in their ability to take the actions necessary to succeed—is a critical determinant of student success and retention, particularly during the transitional first two years of undergraduate study. Learning communities that incorporate peer mentors have been identified as promising structures for fostering self-efficacy, yet the mechanisms by which intentional peer mentoring within structured career development contexts sh…
Career Development and Diversity (1 work) · Community of practice (1 work) · Diverse Interdisciplinary Research Innovations (1 work) · Educational research (1 work) · Feeling (1 work) · Higher Education Practises and Engagement (1 work) · Innovative Teaching Methods (1 work) · Intelligent Tutoring Systems and Adaptive Learning (1 work) · Learning community (1 work) · Multimethodology (1 work)