Vice Chair, Department of Education
- Distinguished Professor of Education
- Vice Chair, Department of Education
- Ph.D., Educational Psychology, Stanford University, 1978
- M.S., Statistics, Stanford University, 1977
- B.A., Mathematics, Swarthmore College, 1973
Teaching & Research Interests
My teaching interests include:
- Quantitative research methodology and statistics
- Human abilities
My research interests include:
- Classroom processes related to learning outcomes
- Small-group problem solving
- Achievement testing in mathematics and science
- Aptitude-treatment interaction research
- Generalizability theory
Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2013). Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning. International Journal of Educational Research. DOI: http://dx.doi.org/10.1016/j.ijer.2013.02.001.
Webb, N. M. (2013). Information processing approaches to collaborative learning (pp. 19-40). In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O’Donnell. (Eds.), The International Handbook of Collaborative Learning. Taylor & Francis, Inc.
Ing, M., & Webb, N. M. (2012). Characterizing mathematics classroom practice: Impact of observation and coding choices. Educational Measurement: Issues and Practice, 31,14-26.
Webb, N. M., Shavelson, R. J., & Steedle, J. (2012). Generalizability theory in assessment contexts (pp. 132-149). In Secolsky, C. (Ed)., Measurement, Assessment and Evaluation in Higher Education. Routledge.
Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). Teachers’ instructional practices and small-group dialogue. Cambridge Journal of Education, 39, 49-70.
Webb, N. M. (2009). The teacher’s role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79, 1-28.
Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., & Battey, D. (2008). The role of teacher instructional practices in student collaboration. Contemporary Educational Psychology, 33, 360-381.
Webb, N. M. (2007). Teacher practices and small-group dynamics in cooperative learning classrooms. In R. M. Gillies et al. (Eds.), The Teacher’s Role in Implementing Cooperative Learning in the Classroom. (pp. 199-219). Springer.