Jessica Boyle
PhD Student, Special Education
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Automated feedback, Learning analytics, Teacher preparation and professional development
Jess is a PhD student with a background in special education and behavior analysis. Her research aims to improve outcomes for students with academic and behavioral support needs by enhancing teacher professional development and pre-service teacher training. She leverages large language models and classroom recordings to measure teacher practice. Jess is particularly interested in how automated feedback can support and improve teachers’ high-leverage teaching practices.