Marsha Ing
Biographic Data
| ID | 1606314 |
|---|---|
| NAME | Marsha Ing |
| GIVEN NAMES | Marsha |
| FAMILY NAME | Ing |
| SIGNATURE | ING M |
| AFFILIATIONS | University of California, Riverside |
| ORCID | 0000-0002-4156-8239 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Latin* Student Success After the Covid-19 Pandemic
One notable outcome of the COVID-19 pandemic was the increased availability of online learning opportunities for higher education students. Despite the increased access and flexibility, few studies have examined the impact of Latin* students’ academic outcomes. Using a mixed-methods design, this study utilized administrative and focus group data from students enrolled in a Hispanic-Serving Institution (HSI) to examine the educational outcomes and…
A latent class analysis of students’ openness to learning from diverse others
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course
Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is…
Comparing STEM Majors by Examining the Relationship Between Student Perceptions of Campus Climate and Classroom Engagement
This study built upon research examining the effects of diversity in STEM (science, technology, engineering, and mathematics) fields and higher education by investigating the relationship between student perceptions of campus diversity and classroom engagement for first- and second-year Latinx and White students at two structurally diverse institutions. Findings suggested that perceptions of campus climate have a positive and significant relation…
What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity
In instructional sensitivity research, it is important to evaluate the validity argument about the extent to which student performance on the assessment can be used to infer differences in instructional experiences. This study examines whether three different measures of mathematics instruction consistently identify mathematics assessments as being sensitive to instruction. Mixed findings across fourth-grade ( n = 8,298) and fifth-grade ( n = 9,3…
Engaging with others’ mathematical ideas
The Influence of School Administrators on Teacher Retention Decisions
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school adm…
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
The Influence of School Administrators on Teacher Retention Decisions
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school adm…
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course
Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is…
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
Cognitively Guided Instruction (CGI) researchers have found that while teachers readily ask initial questions to elicit students' mathematical thinking, they struggle with how to follow up on student ideas. This study examines the classrooms of three teachers who had engaged in algebraic reasoning CGI professional development. We detail teachers' questions and how they relate to students' making explicit their complete and correct explanations. W…
The Influence of School Administrators on Teacher Retention Decisions
This article explores the relationship between school contextual factors and teacher retention decisions in New York City. The methodological approach separates the effects of teacher characteristics from school characteristics by modeling the relationship between the assessments of school contextual factors by one set of teachers and the turnover decisions by other teachers in the same school. We find that teachers’ perceptions of the school adm…
Engaging with others’ mathematical ideas
What About the “Instruction” in Instructional Sensitivity? Raising a Validity Issue in Research on Instructional Sensitivity
In instructional sensitivity research, it is important to evaluate the validity argument about the extent to which student performance on the assessment can be used to infer differences in instructional experiences. This study examines whether three different measures of mathematics instruction consistently identify mathematics assessments as being sensitive to instruction. Mixed findings across fourth-grade ( n = 8,298) and fifth-grade ( n = 9,3…
Comparing STEM Majors by Examining the Relationship Between Student Perceptions of Campus Climate and Classroom Engagement
This study built upon research examining the effects of diversity in STEM (science, technology, engineering, and mathematics) fields and higher education by investigating the relationship between student perceptions of campus diversity and classroom engagement for first- and second-year Latinx and White students at two structurally diverse institutions. Findings suggested that perceptions of campus climate have a positive and significant relation…
Is There a Right Way? Productive Patterns of Interaction during Collaborative Problem Solving
Compelling research evidence shows benefits for student learning from explaining one’s ideas and engaging with the ideas of others. However, whether certain patterns of group interaction may engender this productive student participation is unknown. Using data from two third grade mathematics classrooms, and over the course of six days during a five-month span, we investigated how students interacted with each other to solve problems when the tea…
Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course
Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is…
A latent class analysis of students’ openness to learning from diverse others
Latin* Student Success After the Covid-19 Pandemic
One notable outcome of the COVID-19 pandemic was the increased availability of online learning opportunities for higher education students. Despite the increased access and flexibility, few studies have examined the impact of Latin* students’ academic outcomes. Using a mixed-methods design, this study utilized administrative and focus group data from students enrolled in a Hispanic-Serving Institution (HSI) to examine the educational outcomes and…
Psychology (9 works) · Mathematics education (8 works) · Pedagogy (4 works) · Higher Education Research Studies (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics (3 works) · Mathematics Education and Teaching Techniques (3 works) · Online and Blended Learning (3 works) · Sociology (3 works) · Computer Science (2 works)