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Lynch School of Education

Nathaniel J.S. Brown

visiting assistant professor

brown headshot


Campion Hall 301D

Curriculum Vitae (PDF)

Ph.D., University of California, Berkeley
M.Sc., Cambridge University
B.S., Harvey Mudd College

Quantitative methods, including measurement, psychometrics, statistics, and research design

Qualitative methods, including video analysis, interaction analysis, and cognitive ethnography

Embedded classroom assessment for learning and large-scale standardized assessment of learning

Conceptual change and embodied cognition in the learning sciences and science education


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.). (in preparation). Knowing and learning in interaction. 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.


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).

What Mathematics Do Students Know? Implications from NAEP for Curriculum and Policy. (NSF REESE: $1,356,030). P. W. Kloosterman (PI), C. Walcott (co-PI), D. J. Mohr (co-PI),


Spencer Foundation Dissertation Fellow, 2004—2005

National Science Foundation Graduate Research Fellow, 1999—2002

Winston Churchill Foundation Fellow, 1998—1999

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