University of California, Riverside

Faculty Profile System

Marsha Ing

Marsha Ing

Associate Professor

Graduate School of Education
2137 Sproul Hall
(951) 827-4607

Research Areas

  • Measurement and assessment within the realm of science, mathematics and engineering teaching and learning.


  • B.A., Educational Psychology, University of Hawaii at Manoa
  • M.A., Education Research Methods, University of California, Los Angeles
  • Ph.D., Quantitative Research Methods, University of California, Los Angeles


Marsha Ing is an associate professor of Educational Psychology in the Graduate School of Education at the University of California, Riverside. Her research focuses on measuring mathematics and science teaching and learning. She is particularly interested in applying quantitative methods to understand the mechanisms that influence STEM (science, technology, engineering, and mathematics) student outcomes.


Selected Publications:

  • Ing, M.  (in press). What about the “instruction” in instructional sensitivity? Raising a validity issue in research on instructional sensitivity. Educational and Psychological Measurement. doi:   10.1177/001316441771484
  • Aschbacher, P., &  Ing, M.  (2017). Who wants to learn more science? The role of elementary school science experiences and science self-perceptions.  Teachers College Record 119 (8).
  • Ing, M. , & Nylund-Gibson, K. (2017). The importance of early attitudes towards mathematics and science. Teachers College Record119(5), 1-32.

  • Ing, M., & Victorino, C. (2016). Classroom engagement among Asian American engineering students. Journal of Engineering Education, 105(3), 431-451. doi: 10.1002/jee.20126 
  • Ing, M. (2016). Initial considerations when applying an instructional sensitivity framework: Partitioning the variation between and within classrooms for two mathematics assessments. Applied Measurement in Education, 29(2), 122-131. doi: 10.1080/08957347.2016.1138957 
  • Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Hernandez, C. (2015). Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement? Educational Studies in Mathematics,90(3), 341-356. doi: 10.1007/s10649-015-9625-z
  • Aschbacher, P., Ing, M., & Tsai, S. (2014). Is science me? Exploring middle school students’ STE-M career aspirations. Journal of Science Education and Technology, 23(6), 735-743. doi: 10.1007/s10956-014-9504-x
  • Denson, N., & Ing, M. (2014). Latent class analysis in higher education: An illustrative example using pluralistic orientation. Research in Higher Education, 55(5), 508-526. doi:10.1007/s11162-013-9324-5
  • Ing, M. (2014). Gender differences in the influence of early parental support on mathematics and science achievement and STEM career attainment. International Journal of Science and Mathematics Education, 12(5), 1221-1239. doi: 10.1007/s10763-013-9447-3
  • Ing, M. (2014). Can parents influence student mathematics achievement and persistence in STEM careers? Journal of Career Development, 41(2), 87-103. doi: 10.1177/0894845313481672
  • Ing, M., Aschbacher, P., & Tsai, S. M. (2014). Gender differences in the consistency of middle school students’ interest in engineering and science careers. Journal of Pre-College Engineering Education Research, 4(2), 1-10.
  • Webb, N. M., Franke, M. L., Ing, M., Wong, J., Fernandez, C. H., Shin, N., & Turrou, A. C. (2014). Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices and learning. International Journal of Educational Research, 63(1), 79-93.
  • Ing, M. (2013). What principals do to improve teaching and learning: Comparing the use of informal classroom observations in two school districts. Journal of School Leadership, 23(5), 846-864.
  • Ing, M., & Denson, N. (2013). Entering first-year students’ openness to diversity: A comparison of intended engineering majors with other majors within an ethnically diverse institution. Journal of Women and Minorities in Science and Engineering, 19(4), 349-363.
  • Ing, M., & Nylund-Gibson, K. (2013). Linking early science and mathematics attitudes to long term science, technology, engineering and mathematics career attainment: Latent class analysis with proximal and distal outcomes. Educational Research and Evaluation, 19(6), 510-524.
  • Ing, M., & Shih, J. (2013). Using generalizability theory as a framework for informing measurement issues in middle school settings. Middle Grades Research Journal, 8(2), 25-39.
  • Ing, M., Ward, M., & Haberer, E. (2013). Building on what students know about solar cells: Integrating mathematics and science with engineering design tasks. Science Scope, 36(6), 21-29.
  • Ing, M., & Webb, N. M. (2012). Characterizing mathematics classroom practice: Impact of observation and coding choices. Educational Measurement: Issues and Practice, 31, 14-26.
  • Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333.
  • Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., O’Brien, R., & Wyckoff, J. (2011). The effectiveness and retention of teachers with prior career experience. Economics of Education Review, 30(6), 1229-1241.
  • Ing, M. (2010). Using informal classroom observations to improve instruction. Journal of Educational Administration, 48(3), 337-358.
  • Ing, M., & Montgomery, K. (2010). Watching the game and not just keeping score: How classroom observations help improve instruction. The School Administrator, 10(67), 10-15.
  • Ing, M. (2008). Using instructional sensitivity and instructional opportunities to interpret students’ mathematics performance. Journal of Educational Research and Policy Studies, 8, 23-43.
  • Webb, N. M., Franke, M. L., Ing, M., Chan, A., De, T., Freund, D., & Battey, D. (2008). The role of teacher instructional practices in student collaboration. Contemporary Educational Psychology, 33(3), 360-381.
  • Webb, N. M., Nemer, K. M., & Ing, M. (2006). Small-group reflections: Parallels between teacher discourse and student behavior in peer-directed groups. The Journal of the Learning Sciences, 15, 63-119.

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 7/6/17