Janet D. Filer
This is a likely match — the affiliation was inferred from OpenAlex, ORCID, and web sources but has not been fully confirmed. Treat with appropriate caution.
Associate Professor
Also affiliated: Eastern Kentucky University (1999); Akron Children's Hospital (1996); Children's Hospital of Oklahoma (1996); University of Maryland, College Park (1992–1993)
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Janet D. Filer's research has explored various aspects of education and intervention, with a focus on student perceptions and the effectiveness of early support systems. Her work includes studies on students' views of effective college teachers, utilizing mixed-methods analysis to examine evaluation forms. Filer has also investigated the responsiveness of early intervention programs to family needs and priorities. Additional research areas include science process skills and attitudes of preservice elementary teachers, as well as factors influencing teachers' beliefs on discipline.
Her publications also address the inclusion of students with and without disabilities in school settings and the application of social story interventions for individuals with Autism Spectrum Disorder. Filer has collaborated with researchers including Louis S. Nadelson, Brandy Walthall, Evan W. Faidley, and Kathleen M. T. Collins on shared publications. Her scholarly output is marked by an h-index of 7 and 15 total publications, accumulating 553 citations.
Metrics
- h-index: 7
- Publications: 15
- Citations: 553
Positions
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Associate Professor publications 1999–2026University of Central Arkansas Institution web page
Selected Publications
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To Innovate or Not to Innovate: Faculty Willingness and Reluctance to Integrate Generative AI in Higher Education (2026)
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Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use (2025)
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Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis (2007)
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School Intervention for Inclusion of Students With and Without Disabilities (1999)
Collaboration Network
Top Collaborators
- Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use
- To Innovate or Not to Innovate: Faculty Willingness and Reluctance to Integrate Generative AI in Higher Education
- School Intervention for Inclusion of Students With and Without Disabilities
- School Intervention for Inclusion of Students With and Without Disabilities
- Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
- Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
- Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
- Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
- Students’ Perceptions of Characteristics of Effective College Teachers: A Validity Study of a Teaching Evaluation Form Using a Mixed-Methods Analysis
- Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use
- Generative artificial intelligence in teaching and learning: Concerns, practices, and supporting students use
- To Innovate or Not to Innovate: Faculty Willingness and Reluctance to Integrate Generative AI in Higher Education
- To Innovate or Not to Innovate: Faculty Willingness and Reluctance to Integrate Generative AI in Higher Education
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