Noreen M Webb
Biographic Data
| ID | 3597802 |
|---|---|
| NAME | Noreen M Webb |
| GIVEN NAMES | Noreen M |
| FAMILY NAME | Webb |
| SIGNATURE | WEBB N M |
| AFFILIATIONS | University of California, Los Angeles |
| ORCID | 0000-0001-7346-797X |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 79 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
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…
Engaging with others’ mathematical ideas
Generalizability Theory
This paper reviews the developments in generalizability theory from 1973 to 1980. The first section presents a sketch of generalizability theory. The second section reviews theoretical contributions about (1) problems associated with estimating variance components, including sampling variability and negative estiamtes, (2) fixed facets, (3) criterion-referenced measurement, (4) symmetry, (5) multivariate generalizability, and (6) sampling in obse…
The teacher's role in promoting collaborative dialogue in the classroom
BackgroundResearch on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours.AimsThis paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teacher…
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…
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally ben-efits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-a…
Productive Helping in Cooperative Groups
It has been hypothesized that continuously releasing drug molecules into the tumor over an extended period of time may significantly improve the chemotherapeutic efficacy by overcoming physical transport limitations of conventional bolus drug treatment. In this paper, we present a generalized space- and time-dependent mathematical model of drug transport and drug-cell interactions to quantitatively formulate this hypothesis. Model parameters desc…
Group Discussion and Large-Scale Language Arts Assessment
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the effects of collaboration on students' cognitive processes and performance on such tests. The present study compared, student performance on language arts tests in which they either were or were not permitted to discuss the story they were required t…
Equity Issues in Collaborative Group Assessment
This study investigated the effects of group ability composition on group processes and outcomes in science performance assessments. Students in 21 eighth-grade science classes worked on science assessments first individually, then in groups, and finally individually again. Group composition had a major impact on group discussion quality and on student achievement. Groups with above-average students produced more accurate and high-quality answers…
Assessing students in small collaborative groups
1997). Assessing students in small collaborative groups. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 205-213
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics…
Task-Related Verbal Interaction and Mathematics Learning in Small Groups
The past fifteen years have shown a resurgence of interest in small-group, peer-directed learning in the classroom. This article reviews and analyzes the research linking task-related verbal interaction to learning in small groups in mathematics classrooms, as well as factors that have been shown to predict peer interaction in mathematics groups, and discusses strategies for shaping group interaction. Critical features of group interaction includ…
Peer interaction and learning in small groups
Generalizability theory
Using Generalizability Theory in Counseling and Development
(1988). Using Generalizability Theory in Counseling and Development. Measurement and Evaluation in Counseling and Development: Vol. 21, No. 2, pp. 81-90
Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming
This study investigated the planning and debugging strategies and group processes that predicted learning of computer programming in small groups. Thirty students aged 11 to 14 learned Beginners All-Purpose Symbolic Instructional Code (BASIC) in 2-person groups. Students showed little advance planning; their style of planning and debugging was opportunistic. Specific planning and debugging variables that predicted learning included high-level pla…
Verbal interaction and learning in peer-directed groups
Group Interaction and Achievement in Small Groups
This study investigated (a) the relationships among student and group characteristics, group interaction, and achievement in small groups in junior high school mathematics classrooms, and (b) the stability of these relationships over time. One hundred and five students in four classrooms participated in two studies. All students first learned a unit on consumer mathematics. Three months later, half the students learned a unit on area and perimete…
An Analysis of Group Interaction and Mathematical Errors in Heterogeneous Ability Groups
S ummary . This study investigated group interaction and mathematical errors of 11th‐grade students working individually and in four‐person heterogeneous ability groups. Averaging over all types of errors, high‐ability students did best in the individual condition, low‐ability students did best in the group condition, and medium‐ability students did equally well in both conditions. When types of errors were distinguished, for high‐ability student…
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics…
The teacher's role in promoting collaborative dialogue in the classroom
BackgroundResearch on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours.AimsThis paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teacher…
Equity Issues in Collaborative Group Assessment
This study investigated the effects of group ability composition on group processes and outcomes in science performance assessments. Students in 21 eighth-grade science classes worked on science assessments first individually, then in groups, and finally individually again. Group composition had a major impact on group discussion quality and on student achievement. Groups with above-average students produced more accurate and high-quality answers…
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…
Productive Helping in Cooperative Groups
It has been hypothesized that continuously releasing drug molecules into the tumor over an extended period of time may significantly improve the chemotherapeutic efficacy by overcoming physical transport limitations of conventional bolus drug treatment. In this paper, we present a generalized space- and time-dependent mathematical model of drug transport and drug-cell interactions to quantitatively formulate this hypothesis. Model parameters desc…
Assessing students in small collaborative groups
1997). Assessing students in small collaborative groups. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 205-213
Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming
This study investigated the planning and debugging strategies and group processes that predicted learning of computer programming in small groups. Thirty students aged 11 to 14 learned Beginners All-Purpose Symbolic Instructional Code (BASIC) in 2-person groups. Students showed little advance planning; their style of planning and debugging was opportunistic. Specific planning and debugging variables that predicted learning included high-level pla…
Group Discussion and Large-Scale Language Arts Assessment
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the effects of collaboration on students' cognitive processes and performance on such tests. The present study compared, student performance on language arts tests in which they either were or were not permitted to discuss the story they were required t…
Verbal interaction and learning in peer-directed groups
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally ben-efits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-a…
Using Generalizability Theory in Counseling and Development
(1988). Using Generalizability Theory in Counseling and Development. Measurement and Evaluation in Counseling and Development: Vol. 21, No. 2, pp. 81-90
Group Interaction and Achievement in Small Groups
This study investigated (a) the relationships among student and group characteristics, group interaction, and achievement in small groups in junior high school mathematics classrooms, and (b) the stability of these relationships over time. One hundred and five students in four classrooms participated in two studies. All students first learned a unit on consumer mathematics. Three months later, half the students learned a unit on area and perimete…
An Analysis of Group Interaction and Mathematical Errors in Heterogeneous Ability Groups
S ummary . This study investigated group interaction and mathematical errors of 11th‐grade students working individually and in four‐person heterogeneous ability groups. Averaging over all types of errors, high‐ability students did best in the individual condition, low‐ability students did best in the group condition, and medium‐ability students did equally well in both conditions. When types of errors were distinguished, for high‐ability student…
An Analysis of Group Interaction and Mathematical Errors in Heterogeneous Ability Groups
S ummary . This study investigated group interaction and mathematical errors of 11th‐grade students working individually and in four‐person heterogeneous ability groups. Averaging over all types of errors, high‐ability students did best in the individual condition, low‐ability students did best in the group condition, and medium‐ability students did equally well in both conditions. When types of errors were distinguished, for high‐ability student…
Group Interaction and Achievement in Small Groups
This study investigated (a) the relationships among student and group characteristics, group interaction, and achievement in small groups in junior high school mathematics classrooms, and (b) the stability of these relationships over time. One hundred and five students in four classrooms participated in two studies. All students first learned a unit on consumer mathematics. Three months later, half the students learned a unit on area and perimete…
Verbal interaction and learning in peer-directed groups
Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming
This study investigated the planning and debugging strategies and group processes that predicted learning of computer programming in small groups. Thirty students aged 11 to 14 learned Beginners All-Purpose Symbolic Instructional Code (BASIC) in 2-person groups. Students showed little advance planning; their style of planning and debugging was opportunistic. Specific planning and debugging variables that predicted learning included high-level pla…
Using Generalizability Theory in Counseling and Development
(1988). Using Generalizability Theory in Counseling and Development. Measurement and Evaluation in Counseling and Development: Vol. 21, No. 2, pp. 81-90
Peer interaction and learning in small groups
Generalizability theory
Task-Related Verbal Interaction and Mathematics Learning in Small Groups
The past fifteen years have shown a resurgence of interest in small-group, peer-directed learning in the classroom. This article reviews and analyzes the research linking task-related verbal interaction to learning in small groups in mathematics classrooms, as well as factors that have been shown to predict peer interaction in mathematics groups, and discusses strategies for shaping group interaction. Critical features of group interaction includ…
Promoting Helping Behavior in Cooperative Small Groups in Middle School Mathematics
This study compared the effects on achievement and verbal interaction of two instructional programs designed to teach students how to work effectively in small groups: cooperative learning with instruction and practice in basic communication skills and academic helping skills (experimental condition) and cooperative learning with instruction and practice in basic communications skills only (comparison condition). Six 7th-grade general mathematics…
Assessing students in small collaborative groups
1997). Assessing students in small collaborative groups. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 205-213
Equity Issues in Collaborative Group Assessment
This study investigated the effects of group ability composition on group processes and outcomes in science performance assessments. Students in 21 eighth-grade science classes worked on science assessments first individually, then in groups, and finally individually again. Group composition had a major impact on group discussion quality and on student achievement. Groups with above-average students produced more accurate and high-quality answers…
Group Discussion and Large-Scale Language Arts Assessment
Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the effects of collaboration on students' cognitive processes and performance on such tests. The present study compared, student performance on language arts tests in which they either were or were not permitted to discuss the story they were required t…
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance
Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally ben-efits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-a…
Productive Helping in Cooperative Groups
It has been hypothesized that continuously releasing drug molecules into the tumor over an extended period of time may significantly improve the chemotherapeutic efficacy by overcoming physical transport limitations of conventional bolus drug treatment. In this paper, we present a generalized space- and time-dependent mathematical model of drug transport and drug-cell interactions to quantitatively formulate this hypothesis. Model parameters desc…
The teacher's role in promoting collaborative dialogue in the classroom
BackgroundResearch on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours.AimsThis paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teacher…
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…
Generalizability Theory
This paper reviews the developments in generalizability theory from 1973 to 1980. The first section presents a sketch of generalizability theory. The second section reviews theoretical contributions about (1) problems associated with estimating variance components, including sampling variability and negative estiamtes, (2) fixed facets, (3) criterion-referenced measurement, (4) symmetry, (5) multivariate generalizability, and (6) sampling in obse…
Engaging with others’ mathematical ideas
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…
Psychology (18 works) · Innovative Teaching and Learning Methods (15 works) · Mathematics education (15 works) · Pedagogy (8 works) · Mathematics (6 works) · Developmental psychology (5 works) · Mathematics Education and Teaching Techniques (5 works) · Social Psychology (5 works) · Academic achievement (4 works) · Computer Science (4 works)