Noreen Webb
Moore Hall 2019A
405 Hilgard Avenue
Los Angeles, CA 90095-1521

P: (310) 825-1897

Curriculum Vitae

Noreen Webb


Other Positions

  • Vice Chair, Education Department


  • 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
  • Measurement
  • 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

Select Publications

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:

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.