Faculty Directory

Nathaniel Brown

Associate Research Professor

Department

MESA Measurement, Evaluation, Statistics & Assessment

Publications

Journal Articles

  • Brown, N. J. S., Afflerbach, P. P., & Croninger, R. G. (2014). Assessment of critical-analytic thinking. Educational Psychology Review, 26, 543-560.
  • Brown, N. J. S., & Wilson, M. (2011). A model of cognition: The missing cornerstone in assessment. Educational Psychology Review, 23, 221-234.
  • Brown, N. J. S., Furtak, E. M., Timms, M., Nagashima, S. O., & Wilson, M. (2010). The Evidence-Based Reasoning Framework: Assessing scientific reasoning. Educational Assessment, 15, 123-141.
  • Brown, N. J. S., Nagashima, S. O., Fu, A., Timms, M., & Wilson, M. (2010). A framework for analyzing scientific reasoning in assessments. Educational Assessment, 15, 142-174.

Edited Volumes

  • diSessa, A. A., Levin, M., & Brown, N. J. S. (Eds.). (2016). Knowledge and interaction: A synthetic agenda for the learning sciences. New York, NY: Routledge.
  • Brown, N. J. S., Duckor, B., Draney, K., & Wilson, M. (Eds.). (2011). Advances in Rasch measurement (Vol. 2). Maple Grove, MN: JAM Press.

Book Chapters

  • Brown, N. J. S., Maderer, S. S., & Wood, J. (2016). Assessing physical and earth and space science in the context of the NRC Framework for K-12 Science Education and the Next Generation Science Standards. In H. Braun (Ed.), Meeting the challenges to measurement in an era of accountability (pp. 349-386). New York, NY: Routledge.
  • Brown, N. J. S., Danish, J. A., Levin, M., & diSessa, A. A. (2016). Competence reconceived: The shared enterprise of Knowledge Analysis and Interaction Analysis. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 11-29). New York, NY: Routledge.
  • Brown, N. J. S. (2016). Feedback-relevant places: Interpreting shifts in explanatory narratives. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 403-425). New York, NY: Routledge.
  • Brown, N. J. S., Dai, S., & Svetina, D. (2016). Analyzing NAEP data at the item level. In P. Kloosterman, D. Mohr, & C. Walcott (Eds.), What mathematics do students know and how is that knowledge changing? Evidence from the National Assessment of Educational Progress (pp. 33-44). Charlotte, NC: Information Age.
  • Brown, N. J. S., Svetina, D., & Dai, S. (2016). Analyzing NAEP data at the construct level. In P. Kloosterman, D. Mohr, & C. Walcott (Eds.), What mathematics do students know and how is that knowledge changing? Evidence from the National Assessment of Educational Progress (pp. 315-334). Charlotte, NC: Information Age.
  • Kloosterman, P., Walcott, C., Brown, N. J. S., et al. (2015). Using NAEP to analyze eighth-grade students’ ability to reason algebraically. In J. A. Middleton, J. Cai, & S. Hwang (Eds.), Large-scale studies in mathematics education (pp. 179-207). New York, NY: Springer.

Recent Grants

  • VideoReView: Support for Teachers’ Collection and Interpretation of Classroom Video to Improve Science Understanding and Argumentation. (NSF DRK-12: $2,296,031). S. Doubler (PI), S. Guler (co-PI), N. J. S. Brown (co-PI).
  • Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge. (NSF DRK-12: $1,999,836). S. Lacy (PI), N. J. S. Brown (co-PI), R. Tobin (co-PI).
  • Psychometric and Growth Modeling of Complex Patterns of Learning Resulting From the Interrelationships Between Multiple Learning Progressions. (NSF REESE: $951,997). N. J. S. Brown (PI).

Awards

  • Spencer Foundation Dissertation Fellow, 2004—2005
  • National Science Foundation Graduate Research Fellow, 1999—2002
  • Winston Churchill Foundation Fellow, 1998—1999