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Faculty/Staff Directory

Department of Educator Preparation and Leadership

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. Dr. Singer chairs the Department of Educator Preparation & Leadership. At UMSL, Dr. Singer co-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.

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.

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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

  • "Connecting with LEAs: Missouri Example." CEEDAR Center National Convening. Chicago, IL: June 2017.
  • "Debunking the Myth that Candidates Don't Make an Impact." Missouri Assocation of Colleges of Teacher Education. Lake Ozark, MO; October 2016.
  • "This is My Ferguson! Students (Re)Storying Their Community." National Writing Project Urban Sites Conference. New Orleans, LA; April, 2015.
  • "Learning In and Through Practice: Three Practice-Rich Models." American Association of Colleges of Teacher Education. Atlanta, GA; February 2015.
  • "Successful Long-Term Professional Development Strategies." National Writing Project Annual Meeting, Washington, D.C.; November 2014.
  • “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.

Publications

  • Kohnen, A. M., Saul, E. W., & Singer, N. (2016). Developing support for teachers and students in secondary science classrooms through writing criteria. In S. Plane, C. Bazerman, & C. Donahue (Eds.), Writing research from multiple perspectives. Lorraine, France: Centre de Recherche sure les Médiations, pp. 211-232.
  • Cordova, R. A., Taylor, A., Whitacre, M., Singer,N.R., Cummings, K., & Koscielski, S. (2015). “Three Durable Practices for Approaching Video as a Reflective Tool: From Siloed to Connected Cultures in Educator Preparation.” In Evan Ortlieb, Lynn E. Shanahan, Mary B. McVee (ed.) Video Research in Disciplinary Literacies: Literacy Research, Practice and Evaluation, Volume 6. Emerald Group Publishing Limited, pp.167-188.Lannin, A., Kohnen, A., Kline, K., Singer, N., Stokes, V., & Knowles, A. (2014). “From English Language Arts Teacher to Literacy Expert: Reimagining our Roles.” English Journal, 104, (2), p. 54-60.
  • 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.