Papers and Presentations
Evidence is critical to successful teaching and learning. Our philosophical assumptions in conducting research are transformational. We believe in research to improve students' and teachers' lives. Leveraging data from quantitative pieces combined with a narrative provides LEAs with a plethora of data to make sound decisions. Whenever possible, we promote action research because the data has less value when applied without all stakeholders' input.
Eshelman, T.C. & Rosario, J. (2025). How K-12 school district administrators and board directors develop AI policies within existing institutional frameworks: A systematic literature review. Under Review at the Educational Evaluation and Policy Analysis (EEPA).
Eshelman, T. C. (2024). Exploring High School Teacher and Student Engagement with the Wisdom. K12 Automated Writing Evaluation Tool in the Northeastern United States: A Multiple Case Study. Turkish Online Journal of Educational Technology-TOJET, 23(4), 87-101.
Eshelman, T. & Hogue, M. (2024). Impact of a micro-course intervention on pre-service teachers’ ability to find, select, adapt, and apply educational technology in 21st-century learning: A single-group experimental quantitative study. PAECT: Technology Education Research Journal, 6(1). In publication.
Eshelman, T. C., & Hogue, M. (2023). Pre-Service Teacher Perceptions on TPACK Instructional Design Micro-Course: A Case Study in the Northeastern United States. Turkish Online Journal of Educational Technology-TOJET, 22(1), 161-180.
Eshelman, T. C. (2022). How Liaisons Leverage Self-Regulated Learning During Transitions to Online Learning at a Mid-Western Urban School District: A Transcendental Phenomenological Study. digitalcommons.liberty.edu
Eshelman, T. (2022). Homelessness Liaisons’ Strategies to Promote School Connectedness During Extended School Closures. Turkish Online Journal of Educational Technology, 115.
Eshelman, T. C. (2022). How Liaisons Leverage Self-Regulated Learning during Transitions to Online Learning at Midwestern Urban School District: A Transcendental Phenomenological Study. Liberty University.Eshelman, T. (2017). Digital game-based learning (DGBL) impact on foreign language vocabulary learning. ITEC - TASET. doi: 10.13140/RG.2.2.32197.14568
PUBLICATIONS
PRESENTATIONS
GOVERN for IMPACT (October 29, 2025). Integrating AI Into Education to Enhance Creativity and Critical Thinking - Governance Considerations.
PSBA-PASA (October 20, 2025). How K-12 school district administrators and board directors develop AI policies within existing institutional frameworks
●Three Rivers Educational Technology Conference (TRETC). (2025). Leveraging Automated Evaluation Programs (AWE) in middle and high school English and Social Studies classrooms. Pittsburgh Technology Council.
● International Educational Technology Conference (2024). Exploring High School Teacher and Student Engagement with the Wisdom. K12 Automated Writing Evaluation Tool in the Northeastern United States: A Multiple Intrinsic Case Study. Harvard University. Cambridge, MA.
●PAECT (2023). Leveraging TPACK and instructional design models to support experiential and authentic learning.
●PSBA-PASA (2022). Homelessness Liaisons and Self-regulated Learning: Altering Homeless Environments to Improve Learning During Transitions to Virtual Learning
●ITEC-TASET- Cyprus (2022). Homelessness Liaisons and the School Connectedness Theory
●ITEC-TASET- Cyprus (2022). TPACK_ID: A Successful Intervention for Pre-Service Teachers to Integrate Technology with Fidelity
●TRETC, ASCD, OETC, and PAETC (2021). The impact of self-regulation on digital and e-Learning ●TRETC (2020): Leveraging TPACK to improve educational technology integration in the classroom●ISTE- Philadelphia, Pennsylvania (2019). Integrating Technology in the Classroom to Promote Global Citizenship
●ITEC- TASET, Harvard School of Education, Cambridge, Massachusetts (2017) Digital Game-Based Learning Impact on Foreign Language Acquisition
Presented at Harvard University
August 23, 2024
The purpose of this multiple intrinsic case study was to describe how Northeastern United States middle school teachers and students engaged with a new automated writing evaluation tool used to score and provide feedback on extended essay assignments to improve teaching and learning writing. Richard Elmore's (1993) instructional core framework is the theory guiding this study. The study's central research question is: How do public and private middle school students and teachers engage with the automated writing evaluation program WisdomK12? The study leveraged an intrinsic case study design and triangulated data from educational artifacts, individual interviews, and questionnaires. Results indicated that students and teachers found WisdomK12 to save time, provide relevant, encouraging, and authentic feedback, and inspire them to write more. Implications and future research are discussed.
