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Barron,
Brigid
Associate Professor of Education
Co-Director, Bermuda Computing Curriculum Project |
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"Typically, the main functions of classroom assessment have been to assign grades and document the achievement of basic skills as mandated by state regulations. . . . New assessment standards are geared toward encouraging teachers to use assessments formatively in the context of instruction to facilitate instructional decision making and promote self assessment by students."
- from "A SMART Model of New Standards and Assessments in Mathematics" (coauthored)
Dr. Barron's research focuses on social influences on children's learning and cognitive development in school settings. She addresses these issues in two lines of research. She investigates the benefits of peer collaboration for initial performance on complex problems and for individual's competence on similar problems when working alone. Secondly, in collaboration with the Cognition and Technology Group at Vanderbilt, Barron is developing and studying the use of technological tools to support the development of innovative classroom environments. She is particularly interested in how technology can be used to facilitate social interactions that lead to deeper, more reflective learning and how features of the larger classroom ecology (such as assessment practices around problem- and project-based activities) influence students' motivation and independence in improving the quality of their work. |
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* PhD (Clinical and Developmental Psychology), Vanderbilt University, 1992;
* MA (Psychology), Vanderbilt University, 1989;
* BS (Psychology), University of California at Santa Cruz , 1984 |
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* Senior Research Associate, Learning Technology Center, Vanderbilt University (1992-1995);
* Instructor, Peabody College, Vanderbilt University (1992-1993);
* Intern in Child Clinical Psychology, University of Washington (1991-1992). |
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* Since 1996.
* Classes include Doctoral Seminar in Social Processes in Learning and Development; Child Development in the Context of School. |
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| * Processes and products of collaboration in the context of inquiry-based learning environments, learning through project-based computer curriculum, design and assessment of community technology centers. |
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* Learning, Design & Technology (229D);
* Child Development and Schooling (344X);
* Social Processes in Learning and Development (372X)
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* "Achieving Coordination in Collaborative Problem Solving Groups" (2000);
* "Problem Solving in Video-Based Microworlds: Collaborative and Individual Outcomes of High Achieving Sixth Grade Students" (2000);
* "Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning" (with Schwartz, Moore, Petrosino, Zech & Bransford, 1998);
* "SMART Environments that Support Monitoring, Reflection, and Revision" in Metacognition in Educational Theory and Practice (with N.J. Vye, D.L. Schwartz, J.D. Bransford, L. Zech and CTGV, 1998). |
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| * Member, Advisory Board, Technology Task Force for SPEAK-UP! Leadership Program for Girls; Consultant, Plugged-In Technology Access Center - Community Kids Children's Program |
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* Phone: (650) 725 0194
* Email: barronbj@stanford.edu
* Home page: http://bermuda.stanford.edu
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