Susan Bobbitt Nolen
Professor
of Educational Psychology
Human Development & Cognition; Cognitive Studies
University of Washington
322C Miller Hall, Box 353600
University of Washington
Seattle, WA 98195-3600
Phone: 206-616-6378
Fax: 206-616-6311
sunolen@u.washington.edu
Education
Ph.D.
Purdue University, 1986: Educational Psychology
M.Ed. Lewis & Clark College, 1976: Education of the Hearing-Impaired
B.A. Portland State University, 1975: Speech Pathology & Audiology
Research interests
My
main research interest is in how motivation to learn develops over time in
social contexts. Most of this work focuses on the perspectives of learners and
teachers. Current projects include a case-based ethnography of the development
of motivation and identity in teacher education contexts. A second interest is
in assessment in schools, and the effects of various policies and practices on
teacher and student motivation.
Selected Recent Publications
- Nolen, S. B., Ward, C.
J., & Horn, I. S. (forthcoming). Motivation, engagement, and identity:
Opening a conversation. In D. McInerney, R.
Walker & G. A. D. Liem (Eds.), Sociocultural theories of learning and motivation:
Looking back, looking forward. Greenwich, CT: Information Age Press.
- Nolen, S. B., Ward, C. J. , & Horn, I. S. (forthcoming). Studying the
development of motivation, identity and learning in multiple social
contexts: A situative approach. European
Journal of Psychology in Education.
- Nolen, S. B.
(forthcoming) The role of educational systems in
the link between formative assessment and motivation. Theory Into Practce.
- Frey, K. S., Newman, J.,
Nolen, S. B., & Hirschstein, M.
(forthcoming) Reducing bullying and contributing peer behaviors:
Addressing transactional relationships within the school social ecology.
To appear in S. R. Jimerson, A. B. Nickerson, M.
J. Mayer, & M. J. Furlong (Eds.), The handbook of school violence and
school safety: international research and practice. NY: Routledge.
- Nolen, S. B., Horn, I.
S., Ward, C. J., & Childers, S. (2011). Novice teacher learning and
motivation across contexts: Assessment tools as boundary objects. Cognition & Instruction, 27 (1),
88-122.
- Frey, K. S., & Nolen, S. B. (2010). Taking “Steps” toward ecological change:
A transactional model of school-wide social competence and bullying
intervention. In J. Meece & J. Eccles (Eds.), Schooling Effects on
Children: Theory, Methods, & Applications. Hillsdale, NJ: Erlbaum.
- Horn, I. S., Nolen, S. B., Ward, C. J., Campbell, S. S.
(2008) Developing practices in multiple worlds: The role of identity in
learning to teach. Teacher Education Quarterly, 35(3), 61-72
- Taylor, C. S., & Nolen, S. B. (2008). Classroom
assessment: Supporting teaching and learning in real classrooms. Upper
Saddle River, NJ: Pearson Education (2nd Edition).
- Nolen, S. B. (2007). The development of motivation to
read and write in young children: Development in social contexts. Cognition
& Instruction, 25(2),219-270.
- Frey, K. S., Nolen, S. B., Eckstrom,
L. V. S., & Hirschstein, M. K. (2005).
Effects of a school-based social competence program: Linking goals,
attributions, and behavior. Applied Developmental Psychology, 26(2),
171-200.
- Nolen, S. B. (2003) Learning environment, achievement,
and motivation in high school science. Journal of Research in Science
Teaching, 40, 347-368..
- Nolen, S. B. (2001). Constructing literacy in the kindergarten: Task
structure, collaboration and motivation. Cognition &
Instruction, 19, 95-142.