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Dr. McNabb has served on national leadership
committees for educational standards and program evaluation. Most recently
she served as panelist for the WestEd alignment study of the 12th
Grade Reading Assessment for the National Assessment Governing Board and as
reviewer for the U.S.
Department of Education’s Race to the Top state competition. She has served as
a reviewer for the National Science Foundation and currently serves on peer
review boards for the International Reading Association's Journal of
Adolescent & Adult Literacy,
the Journal of Educational Computing Research published by Baywood Publishing Company, and the India-based Journal
of Educational Technology published by i-Manager
Publications. Among the programs for which she has provided
evaluation services are the Vanderbilt University How People Learn National Consortium, the Leading the Future Gates Foundation program in Michigan, the
nation-wide Hewlett-Packard High-Achieving High-Poverty schools laptop
program, the Language, Literacy &
Vocabulary informal science curricula from the National Geographic
Society, NatureStart
at the Chicago Zoological Society and several STEM programs at the Illinois
Mathematics and Science Academy. Dr. McNabb has first-hand
experience collaborating with professionals at many levels within learning organizations
including federal program officers, state departments of education, grant
directors, curriculum developers, trainers, teachers and learners. She has
provided valuable evaluation services to calibrate informal education
programs in corporate and non-profit settings as well as academic programs in
K-16 public school settings. Her credentials include Doctor of Education in
policy leadership and instructional technology and Master of Science in
Educational Psychology from From 1996 to 2000, she served
as senior program associate and then director of research in educational technology
for the North Central Regional Educational Laboratory. During her time at
NCREL, she coauthored a number of widely distributed products on planning and
evaluating uses of technology in formal and informal educational settings.
She worked closely with the Office of Educational Technology, U.S. Department
of Education, on national and regional conferences providing technical
assistance to state teams evaluating uses of technology in K-16 settings. She
served as NCREL's partner on the leadership committee
developing the National Educational Technology Standards for Teachers and
assisted with informal education projects for the North Central Eisenhower
Mathematics and Science Consortium. During 2000-01, Dr. McNabb held a
one-year term as research scientist for the University of Denver Research
Institute where she served on the core group of evaluators at the program
level for Preparing Tomorrow's Teachers to Use Technology (PT3) to revise
GPRA program measures, and co-directed the PT3 Vision Quest project. While
teaching as an adjunct faculty member at several institutions of higher
education prior to joining NCREL, she helped infuse technology into the
reading, writing, and preservice education
curricula. |
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Publications
McNabb, M.L. (May, 2006). Portable data empowers school
leaders. Learning & Leading with Technology, 33(8), pp.
24-27.
McNabb, M.L. (April-June, 2006). Taking a closer look at
reading online. Journal of Educational Technology, 3(1), pp.
25-30. [
McNabb, M.L. (December/January 2006). Navigating the maze
of hypertext. Educational Leadership,
63(4), pp. 76-79.
McNabb, M.L. with Thurber, B.B., Dibuz,
B., McDermott,
McNabb, M.L. (Fall, 2005).
Raising the bar on technology research in English Language Arts. Journal of
Research on Technology in Educational, 38(1), pp. 113-119.
Svedkauskaite, A. & McNabb, M. (2004). Critical Issue: Multiple
dimensions of assessment that support student progress in science and
mathematics. Pathways to School Improvement. [Available online at http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc700.htm]
McNabb, M.L., Cradler, J., Freeman, M. & Cradler, R.
(November, 2002) On the horizon: Electronic student performance assessments for
higher-order thinking. Learning & Leading with Technology, 30(3),
pp. 50-53, 59.
McNabb, M.L. & Vandersall,
K. (October-December, 2002).
Cradler, J., Freeman, M., McNabb, M.L. (September, 2002).
Research implications for preparing teachers to use technology. Learning
& Leading with Technology, 30(3), pp. 50-53, 59.
Cradler, J., McNabb, M., Freeman, M. & Burchett, R. (May, 2002). How does technology influence students’
learning? Learning & Leading with Technology, 29(8), pp. 46-50.
McNabb, M.L., Hassel, B., & Steiner, L. (June, 2002). Literacy learning on the net: An exploratory
study. Reading Online. International Reading Association [Available
online at http://www.readingonline.org/articles/mcnabb/
].
McNabb, M.L. (February, 2002). Research windows: Technology as tools for human
development. Learning and Leading with Technology, 29(5), 58-61.
McNabb, M.L. (2001). In Search of Strategic Designs for
Mediating e-Learning. Preparing
Tomorrow’s Teachers to Use Technology Program Technical Report, U.S. Department
of Education.
McNabb, M.L. & McCombs, B.L. (2001). Designs for e-learning: A vision and
emerging framework. Preparing Tomorrow’s Teachers to Use Technology Program
Technical Report, U.S. Department of Education.
McNabb, M.L. (October, 2001). Research windows: In search of appropriate
usage guidelines. Learning and Leading with Technology, 29(2), 50-54.
McNabb, M.L. (March, 2001). Research windows: Literacy skills and the
Internet. Learning and Leading with Technology, 28(5), 50-56.
McNabb, M.L. (2000).
Findings from the regional conferences on evaluating technology in
education: Guiding data-driven decisions toward learning goals.
McNabb, M.L., Hassel, B., et.al.
(2000). Literacy learning on the Net: An exploratory study.
McNabb, M., Cieslik, L. &
Hahn, M. (2000). Planning for
Data-driven decisions about technology [CD-ROM].
McNabb, M.L. (November,
2000). A Work-in-Progress: Using
technology for assessment purposes. Learning and Leading with Technology,
28(3), 54-58.
McNabb, M.L.
(Summer, 2000). Measuring students’ success. NCREL’s Learning Point, pp. 12-14.
McNabb, M., Hawkes, M., & Rouk, U. (1999).
Critical issues in evaluating the effectiveness of technology.
Lauen, D., McNabb,
M., & Valdez U.S. Department of Labor: Washington , D.C.
McNabb, M.L. (October, 1999). Technology tips for
parents. Month of the young
adolescent campaign.
McNabb, M.L. (1999). Technology connections to school
improvement: Teacher's guide. Washington , D.C. : U.S.
McNabb, M.L.,
McNabb, M.L. (1999).
Parenting in a digital age [CD-ROM].
McNabb, M.L. (1998). Using electronic books to enhance
reading comprehension of struggling readers. Yearbook of the National
McNabb, M.L., & Smith, S.C. (1998). Proximal
instruction strategies and assessment tools for managing performance-based
learning. 20th Annual Selected
Research Proceedings of the 1997 National Conference of the Association for
Educational Technology and Communication (pp. 261-279).
Foertsch, M.,
McNabb, M.L.,
McNabb, M.L., & Augsburger,
D. (1996). A Vygotskian approach to using hypermedia
to enhance reading. The
McNabb, M.L. (1996).
Perspectives in education. Learning
through technology (http://www.ncrel.org/tandl/change.htm).
McNabb, M.L. (1996). Hypermedia: New dimensions of
literacy. 1996 Proceedings of the International Visual Literacy Association
Conference.
McNabb, M.L. (1995). Book review of Computers in
education: Social, political, and historical perspectives. Educational Technology Research and
Development, 43(2), 87-88.
McNabb, M.L.
(1995). Collins' theory of cognitive apprenticeship. In D. Guellette
(Ed.), Educational theories' abstracts: Instructional technology (pp.
22-25).
McNabb, M.L. (1995)
Dewey's theory of experience. In D. Guellette (Ed.), Educational theories' abstracts:
Instructional technology (pp. 35-38).
McNabb, M.L.
(1995). Feuerstein's theory of mediated
learning experience. In D. Guellette (Ed.), Educational theories' abstracts: Instructional
technology (pp. 43-47).