Marcy Singer-Gabella

Professor of the Practice of Education

Ph.D., Stanford University, 1991

Research Area

Development of teacher content knowledge for teaching.

Learn More about Marcy Singer-Gabella:

Projects | Courses Taught
Selected Publications | CV | Media Mentions

Selected Publications

Singer-Gabella, M. & Tiedeman, P. (in press). Tasks and trajectories in the preservice teachers’ pedagogical content knowledge. Journal of Curriculum Studies.

Singer-Gabella, M., Iddings, C., Paulsen, K., Smithey, M., Hardenbrook, M., Palmeri, A., Schauble, L., Benbow, C. (in press). From Teacher Education to P-12 Learning Outcomes: The New Burden of Proof. Washington, DC: AACTE. (Draft available online)

Collins, A., Bercaw, L., Palmeri, A., Altman, J., and Singer-Gabella, M. (1999). Good intentions are not enough: A story of collaboration in science, education, and technology. Journal of Science Teacher Education 10(1), 3-20.

Singer Gabella, M. (1998). Formal fascinations and nagging excerpts: The challenge of the arts to curriculum and inquiry. Curriculum Inquiry, 28 (1), 27-56.

Singer Gabella, M. (1996). Post-modern, perhaps. But is it history? A reply to Barbara Norman. Journal of Curriculum Studies, 28 (6), 725-730.

Singer Gabella, M. (1995). Unlearning certainty: Toward a culture of student inquiry. Theory into Practice, 34 (4), 236-242.

Singer Gabella, M. (1995). The art(s) of historical sense: An inquiry into form and understanding. Journal of Curriculum Studies, 27 (2), 139-163.

Singer Gabella, M. (1994). Beyond the looking glass: Bringing students into the conversation of historical inquiry. Theory and Research in Social Education XXII (3), 340-363.

Kinzer, C.K., Gabella, M.S. and Rieth, H.J. (1994). An argument for using multimedia and anchored instruction to facilitate mildly-disabled students’ learning of literacy and social studies. Technology and Disability, 3 (2), 117-128.

Singer, M.J. (1991). Historical sense through the arts. Arts and learning research, 9 (1), 101-117.

Singer, M.J. (1991). Review of James Beane’s Affect in the Curriculum. Journal of Curriculum Studies 23 (6), 583-586.

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