Susan Bobbit Nolen
Dados Biográficos
| ID | 5741735 |
|---|---|
| NOME | Susan Bobbit Nolen |
| PRENOMES | Susan Bobbit |
| SOBRENOME | Nolen |
| ASSINATURA | NOLEN S B |
| AFILIAÇÕES | University of Washington, 322E Miller Call, DC-12, Seattle, WA 93195. Her specialization is learning and motivation |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 30 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1991 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
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…
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…
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…
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…
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…
Mathematics education (2 obras) · Psychology (2 obras) · Academic achievement (1 obras) · Achievement test (1 obras) · Computer Science (1 obras) · Curriculum (1 obras) · Discipline (1 obras) · Educational Assessment and Improvement (1 obras) · Educational Strategies and Epistemologies (1 obras) · Engineering (1 obras)