RESEARCHER PROFILE

Eloise Thomson

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Melbourne Polytechnic

Artificial Intelligence in EducationTeacher Education and Leadership StudiesEarly Childhood Education and DevelopmentEthics and Social Impacts of AIStudent Assessment and Feedback

Eloise Thomson works in Artificial Intelligence in Education, Teacher Education and Leadership Studies, Early Childhood Education and Development, Ethics and Social Impacts of AI, Student Assessment and Feedback. Recorded institutional associations include Melbourne Polytechnic.

10Publications
11Citations
2H-index

ORCID

Inclusion identifies researchers whose recorded research contributions may inform their university’s understanding of its research community. It does not rank individual research quality or establish current employment.

Selected research works

Up to 100 highly cited works; DOI links open the original research. Counts reflect the collected record, not real-time citation totals.

  1. Exploring bias in artificial intelligence: stereotypes and gendered narratives in digital imagery of early childhood educators

    2025 · 7 citations

  2. Lesson Planning with Generative Artificial Intelligence: Insights from Preservice Teachers

    2026 · 2 citations

  3. Wicked problems in early childhood education: Navigating workforce, equity and trust

    2025 · 1 citations

  4. From bias to agency: empowering early childhood educators to challenge AI-generated stereotypes

    2026 · 1 citations

  5. Building partnerships with families using Web 2.0 technologies: A case study of using new technologies to build partnerships with families.

    2020 · 0 citations

  6. Compliance to compassion: how COVID-19 changed the way educators use social media to collaborate with families

    2025 · 0 citations

  7. Design principles for the development and implementation of teaching performance assessments

    2026 · 0 citations

  8. Reframing biased AI-generated imagery: children as democratic co-interpreters in early childhood education

    2026 · 0 citations

  9. The recognition gap: Professional identity and early childhood teachers’ transitions to primary schooling

    2026 · 0 citations

  10. Beyond artificial encouragement: Why pre-service teachers value critical over positive feedback

    2026 · 0 citations

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