Department of Educator Preparation, Innovation and Research

Nancy Robb Singer holds B.S. Ed. and M.Ed. degrees from the University of Missouri—Columbia and a Ph.D. from the University of Missouri-St. Louis. At UMSL, Dr. Singer directs the Gateway Writing Project (GWP) and is a faculty lead in the English Education program.

Dr. Singer’s primary teaching responsibilities include undergraduate English education methods courses and graduate courses in composition studies. Her teaching draws upon 14 years’ experience teaching high school and middle school English and journalism.

Her research interests include teacher preparation and induction, composition theory and research, educational technology in teacher education and in composition, and writing assessment.

Dr. Singer is the principal investigator for a National Writing Project (NWP) grant that funds the work of GWP. Broadly, the NWP is concerned with advancing literacy instruction and specifically with improving the teaching of writing. Through GWP, Dr. Singer conducts in-service presentations and research with classroom teachers.

Additionally, Dr. Singer has been actively involved in research that addresses teacher preparation and retention. These projects have included online support of novice teachers, investigation of how teachers create and perceive their professional identities and philosophies, and mentoring teachers preparing for jobs hard-to-staff schools. She has published numerous articles and technical papers in journals including Journal of Writing Assessment, Urban Education, and Teacher Development.

e-mail

singerna@umsl.edu

phone

(314) 516-5517

office

358 Marillac Hall

Nancy Robb Singer holds B.S. Ed. and M.Ed. degrees from the University of Missouri—Columbia and a Ph.D. from the University of Missouri-St. Louis. At UMSL, Dr. Singer directs the Gateway Writing Project (GWP) and is a faculty lead in the English Education program.

Dr. Singer’s primary teaching responsibilities include undergraduate English education methods courses and graduate courses in composition studies. Her teaching draws upon 14 years’ experience teaching high school and middle school English and journalism.

Her research interests include teacher preparation and induction, composition theory and research, educational technology in teacher education and in composition, and writing assessment.

Dr. Singer is the principal investigator for the National Writing Project and Gateway Writing Project. Broadly, the NWP is concerned with advancing literacy instruction and specifically with improving the teaching of writing. Through GWP, Dr. Singer conducts in-service presentations and research with classroom teachers.

Additionally, Dr. Singer is actively involved in research that addresses teacher preparation and retention. These projects have included online support of novice teachers, investigation of how teachers create and perceive their professional identities and philosophies, and mentoring teachers preparing for jobs hard-to-staff schools. She has published numerous articles and technical papers in journals including Journal of Writing Assessment, Urban Education, and Teacher Development.

 

Recent Paper Presentations

  • “Learning about the Art of (Teaching) Argument.” National Writing Project Annual Meeting, Boston, MA; November, 2013.
  • “From ELA Teacher to Literacy Expert: Reimagining Our Roles.” National Council of Teachers of English. Boston, MA; November, 2013.
  • “Creating Science Standards Using Qualitative Methods”. QuaRC, St. Louis, MO; March 2013.
  • “Teaching Extraordinary Sentence Craft.” National Writing Project Annual Meeting, Las Vegas, NV, Nov. 2012.
  • “Teachers at the Center: NWP Philosophy Informing University Writing Programs.” Conference on College Composition and Communication. St. Louis, MO; March 2012.
  • “Information Literacy. A Writing Model for the Future.” National Council of Teachers of English. Chicago, IL; Nov. 2011.
  • “Representation Issues and Method Choices: Online Data.” QuaRC, St. Louis, MO. Feb. 2011.
  • “Science Journalism: Genre, Content, and Audience.” Writing Research Across Borders II, Washington, D.C. Feb. 2011.
Publications
  • Scherff, L., Singer, N.R., & Brown, M.A. (2013). “’We were cheerleaders for them’: Mentoring ‘pre’ preservice teachers in third spaces.” Teacher Education and Practice, 26, (3), 375-392.
  • Scherff, L. & Singer, N.R. “The Preservice Teachers are watching: Framing and reframing the field experience. Teaching and Teacher Education, 28 (2), 263-272
  • Singer, N. R. & LeMahieu, P. (2011) "The effect of scoring order on the independence of holistic and analytic scores." Journal of Writing Assessment, 4 (1).
  • Yonezawa, S., Jones, M. & Singer, N.R. “Teacher resilience in urban schools: The importance of technical knowledge, professional community, and leadership opportunities.” Urban Education, 46, (5), 913-931.
  • Huisman, S. Singer, N.R. & Catapano, S. “Resiliency to success. Supporting novice urban teachers.” Teacher Development, 14, (4), 483-499.
  • Singer, N. R., Catapano, S. & Huisman, S. (2010). "The University's Role in Preparing Teachers for Urban Schools." Teaching Education, 21, (2). 119-130.
  • Singer, N.R. & Scollay, D. (2010). "Building leadership for a sustained district writing improvement program." University of California, Berkeley: National Writing Project, Berkeley, CA. Available
  • Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E., Pearce, L. Hope, J., McCarty, G., and Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In K. Gomez, Lyons, L., & Radinsky, J. (Ed.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 61-68). Chicago, IL: International Society of the Learning Sciences.
  • Scherff, L., Prado, J., & Singer, N. R. (2009, June). Testing and validating Scherff and Singer's Frames for Online Organizations. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 307-311).
  • Scherff, L. & Singer, N.R. (2008). "Framing and re-framing through computer-mediated communication (CMC): Providing pre-service teachers with alternate support structures." Learning Inquiry, 2, 151-167.
  • Singer, N. R. and Scollay, D. (2008). "Building a district-based writing program through the National Writing Project Model." University of California, Berkeley: National Writing Project. Available:
  • Singer, N. R. (2007) "Taking time for inquiry: Revising collaborative teacher inquiry to improve student achievement." English Leadership Quarterly, 29, 7-10.
  • Singer, N.R. and Scollay, D. (2006). "Increasing student achievement in writing through teacher inquiry: An evaluation of professional development impact." University of California, Berkeley: National Writing Project. Available:
  • Singer, N. R. & Zeni, J. (2004). "Building Bridges: Creating an Online Conversation Community for Student Teachers." English Education. 37, 30-49.