S. B. Nolen Brief Vita

Susan Bobbitt Nolen

Professor of Educational Psychology
Human Development & Cognition; Cognitive Studies
Associate Director of Teacher Education
University of Washington
322 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 Publications
    Motivation:

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

Nolen, S. B. (2007). The development of motivation to read and write in young children: Development in social contexts. Cognition & Instruction, 25(2), .

Nolen, S. B., & Valencia, S. W. (2006). Classroom portfolio assessment: Implications for writing motivation. Età Evolutiva.

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.

Nolen, S. B. (1996). Why study? How reasons for learning influence strategy selection. Educational Psychology Review, 8, 335-355.

Nolen, S. B. (1995). The effects of a visible author in statistical texts. Journal of Educational Psychology, 87, 47-65.

Thorkildsen, T. A., Nolen, S. B., and Fournier, J. (1994). What's fair? Children's critiques of practices that influence motivation. Journal of Educational Psychology.

Nolen, S. B., & Nicholls, J. G. (1994). A place to begin (again) in research on student motivation: teachers' beliefs. Teaching and Teacher Education, 10, 57-69.

Nolen, S. B., & Nicholls, J. G. (1993). Elementary school pupils' views on the effectiveness of motivational strategies in mathematics. British Journal of Educational Psychology, 63, 416-431

Nolen, S. B. (1986). Reasons for studying: Motivational orientations and study strategies. Cognition & Instruction, 5, 269-287.

    Assessment:

Taylor, C. S., & Nolen, S. B. (2008). Classroom assessment: Supporting teaching and learning in real classrooms. Upper Saddle River, NJ: Pearson Education (2nd Edition).

Taylor, C., & Nolen, S. B. (1996). What does the psychmetrician's classroom look like? Reframing assessment concepts in the context of learning. Educational Policy & Analysis Archives, 4, No. 17.

Taylor, C., & Nolen, S. B. (1996). A contextualized approach to teaching teachers about classroom-based assessment. Educational Psychologist, 31, 77-88.

Nolen, S. B., Haladyna, T. M., & Haas, N. S. (1992). Uses and abuses of standardized test scores. Educational Measurement: Issues & Practice, 11, 9-15.

Haladyna, T. H., Nolen, S. B., & Haas, N. S. (1991). Raising standardized achievement test scores and the origins of test score pollution. Educational Researcher, 20, 2-7.