A former ESL teacher, Dr. Nabors Oláh began her career conducting basic research on children’s cognitive development. For her dissertation, she collaborated with the Hungarian Academy of Sciences to investigate predictors of early Hungarian vocabulary growth, while her National Institute of Health-funded post-doctoral work looked at the relationship between reading and mathematics development in early childhood. Both studies employed growth curve modeling to analyze longitudinal data. As a result of this work, Dr. Nabors Oláh became interested in the ways in which mathematical understanding is tested and assessed in schools.
Dr. Nabors Oláh recently completed an National Science Foundation-funded study of the ways in which teachers use assessment results to modify their classroom instruction and the supports and constraints that affect use of these results. She is currently conducting research on intensive professional development for assessment in elementary mathematics and provides technical assistance to the Penn Partnership Schools in assessment and data use. Her work in this area is funded by the William and Flora Hewlett Foundation and the School District of Philadelphia.
Dr. Nabors Oláh also served as Co-Chair of the Harvard Educational Review from 1999-2000.