Dr. Nicole Barnes

Profile

Educational Foundations

Dr. Nicole Barnes

Office: University Hall 2110
Phone: (973) 655-3028
Email: barnesn@mail.montclair.edu

           Nicole DiDonato headshot

 

Degrees

  • PhD Rutgers University, New Brunswick
  • MEd Rutgers University, New Brunswick
  • BS Rutgers University, New Brunswick

 

Career Appointments 

As an educational psychologist, Dr. Barnes is interested in understanding and improving the teaching-learning process by investigating the features of high-quality classroom assessment practices and the development of students’ self-and co-regulated learning when engaged in assessment tasks. Her previous experience teaching at-risk elementary school students in jeopardy of being retained has inspired her interest in developing assessment techniques that focus on student progress.

 

Publications

Select Publications

Fives, H., Barnes, N., Dacey, C. & Gillis, A. * (2016). Assessing Assessment Texts: Where is Planning? The Teacher Educator. 

Barnes, N. & Gillis, A. (2015). Assessment360: A Promising Assessment Technique for Preservice Teacher Education. The Teacher Educator

Barnes, N. & Urbankowski, D. (2014). Planning, implementing, and assessing an authentic, interdisciplinary task in middle grades classrooms. Middle School Journal, 45(5), 17-24.

Barnes, N. & Hatchard, C. (2014). Real Development. A multi-media video and interactive assessment series to accompany Hauser-Cram, P., Nugent, J.K., Thies, K., & Travers, J. (2013). Child development. Hoboken, NJ: Wiley. 

Barnes, N., Fives, H. & Dacey, C. M.* (2014). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill, (Eds.). The Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge. 

DiDonato-Barnes, N., Fives, H., & Krause, E.S. (2013). Using a Table of Specifications to improve teacher-constructed traditional tests: An experimental design. Assessment in Education: Principles, Policy & Practice, DOI:10.1080/0969594X.2013.808173

Fives, H. & DiDonato-Barnes, N. (2013). Classroom test construction: The power of a table of specifications. Practical Assessment, Research, and Evaluation, 18, 1-7. 

Rogat, T.K., Linnenbrink-Garcia, L. & DiDonato, N. (2013). Motivation in collaborative groups. Hmelo-Silver, C., O’Donnell, A., Chan, C. & Chinn, C. (Eds.), International Handbook of Collaborative Learning. Taylor & Francis, Inc. 

DiDonato, N.C. (2012). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic tasks. Instructional Science, 41, 25-47. DOI: 10.1007/s11251-012-9206-9

DiDonato, N.C. (2011). The interaction between cognitive and motivational co-regulated processes on a collaborative task. International Journal of Learning, 18(1), 463-476.

McInernery, C., DiDonato, N.C., Giagnacova, R., & O’Donnell, A.M. (2007). Students’ choice of information technology majors and careers: A qualitative approach. Information Technology, Learning and Performance Journal, 24, 35-53.

 

Presentations

No information available

 

Service

Professional Association Memberships

  • American Psychological Association (APA) Division 15 Affiliate
  • American Education Research Association (AERA)
  • European Association for Research on Learning and Instruction
  • Motivation in Education SIG
  • Studying and Self-regulated learning SIG
  • Association for Supervision and Curriculum Development (ASCD)

Reviewer for the following professional journals

  • Educational Psychologist
  • International Journal of Learning

Other Types of Reviews

  • American Education Research Association, Conference Proposal Reviews

 

Awards 

No information available

 

Projects

Program of Specialty

  • Educational Psychology

Scholarly Interests and Specialties

  • Empirically-supported classroom assessment techniques to improve teaching and learning
  • How pre-service and practicing teachers use assessment data to make instructional decisions
  • Pre-service and practicing teachers’ beliefs about assessment
  • How peers can potentially support the development of each other's self-regulated learning through co-regulated efforts on collaborative tasks
  • Teacher-supports and task characteristics that sustain and develop students' self-regulation in middle school classrooms
  • Development and assessment of performance-based tasks
  • Urban Education