Susan Bobbitt Nolen
Biographic Data
| ID | 2231049 |
|---|---|
| NAME | Susan Bobbitt Nolen |
| GIVEN NAMES | Susan Bobbitt |
| FAMILY NAME | Nolen |
| SIGNATURE | NOLEN S B |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0003-2240-4447 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 47 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
In both K‐12 and university settings, instructors and curriculum developers need to create learning experiences that provide students opportunities to engage in the disciplinary practices of science and engineering. However, instructional contexts pose challenges in developing such tasks. Using a framework focusing on conceptual and material epistemic practices and tools, we used a within‐subjects comparison to explore two different types of task…
Affordances of Virtual and Physical Laboratory Projects for Instructional Design
Contribution: Student engagement and interest in engineering is compared between virtual and physical laboratory projects, designed to be realistic and replicate engineering practice. Reported motivation and engagement was greater in the virtual project than the physical projects. Results are interpreted in terms of the different affordances for instructional design using physical and virtual laboratories. Background: Interest is increasing in in…
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
Executive Summaries
The Quest for Deeper Learning and Engagement in Advanced High School Courses
GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school
The Role of Educational Systems in the Link Between Formative Assessment and Motivation
Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (CitationBrophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative assessment practices and the realities of the social systems in which they are employed. In t…
A place to begin (again) in research on student motivation
Elementary school pupils' beliefs about practices for motivating pupils in mathematics
Pupils in the second ( N = 304) and fifth grades ( N = 272) and their teachers ( N = 35) rated the effectiveness of a variety of teacher strategies for motivating pupils to learn maths. Factor analysis indicated that older pupils made finer distinctions among types of strategy than did younger pupils. Second‐graders endorsed most strategies, while fifth‐graders were more selective, rejecting evaluative praise (e.g., ‘Good boy’), teacher attributi…
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
A Construct Validation of Measures of Students' Study Strategy Beliefs and Perceptions of Teacher Goals
This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabiliti…
Reasons for Studying
This study explored the relationship among (a) individual differences in three motivational or goal orientations and (b) valuing and use of study strategies by eighth graders reading expository passages. Task orientation (the goal of learning or understanding for its own sake) was positively correlated with both perceived value and use of strategies requiring deep processing of information. To a lesser degree, task orientation correlated with val…
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
The Role of Educational Systems in the Link Between Formative Assessment and Motivation
Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (CitationBrophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative assessment practices and the realities of the social systems in which they are employed. In t…
A place to begin (again) in research on student motivation
Reasons for Studying
This study explored the relationship among (a) individual differences in three motivational or goal orientations and (b) valuing and use of study strategies by eighth graders reading expository passages. Task orientation (the goal of learning or understanding for its own sake) was positively correlated with both perceived value and use of strategies requiring deep processing of information. To a lesser degree, task orientation correlated with val…
A Construct Validation of Measures of Students' Study Strategy Beliefs and Perceptions of Teacher Goals
This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabiliti…
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
Elementary school pupils' beliefs about practices for motivating pupils in mathematics
Pupils in the second ( N = 304) and fifth grades ( N = 272) and their teachers ( N = 35) rated the effectiveness of a variety of teacher strategies for motivating pupils to learn maths. Factor analysis indicated that older pupils made finer distinctions among types of strategy than did younger pupils. Second‐graders endorsed most strategies, while fifth‐graders were more selective, rejecting evaluative praise (e.g., ‘Good boy’), teacher attributi…
A place to begin (again) in research on student motivation
Executive Summaries
The Quest for Deeper Learning and Engagement in Advanced High School Courses
GLEF and a research team from the University of Washington worked with Washington's Bellevue School District to develop and assess the impact of project-based learning on upper-level courses in high school
The Role of Educational Systems in the Link Between Formative Assessment and Motivation
Formative assessment has been widely promoted as a means to support student learning and motivation. This practice has potential for communicating to students the value of what they are learning, both in the classroom and beyond (CitationBrophy, 2008). To make good on those promises, however, requires an understanding of the connections between formative assessment practices and the realities of the social systems in which they are employed. In t…
Beyond Breadth-Speed-Test
We report a mixed-methods design experiment that aims to achieve deeper learning in a breadth-oriented, college-preparatory course—AP U.S. Government and Politics. The study was conducted with 289 students in 12 classrooms across four schools and in an “excellence for all” context of expanding enrollments in AP courses. Contributions include its investigation of a model of deeper learning, development of a test to assess it, and fusion of project…
Affordances of Virtual and Physical Laboratory Projects for Instructional Design
Contribution: Student engagement and interest in engineering is compared between virtual and physical laboratory projects, designed to be realistic and replicate engineering practice. Reported motivation and engagement was greater in the virtual project than the physical projects. Results are interpreted in terms of the different affordances for instructional design using physical and virtual laboratories. Background: Interest is increasing in in…
Connected epistemic practices in laboratory‐based engineering design projects for large‐course instruction
In both K‐12 and university settings, instructors and curriculum developers need to create learning experiences that provide students opportunities to engage in the disciplinary practices of science and engineering. However, instructional contexts pose challenges in developing such tasks. Using a framework focusing on conceptual and material epistemic practices and tools, we used a within‐subjects comparison to explore two different types of task…
Psychology (11 works) · Mathematics education (8 works) · Pedagogy (7 works) · Computer Science (5 works) · Innovative Teaching and Learning Methods (4 works) · Social Psychology (4 works) · Curriculum (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Developmental psychology (2 works)