Marcy Singer-Gabella

Marcy Singer-Gabella
Vanderbilt University | Vander Bilt · Department of Teaching and Learning

About

16
Publications
897
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243
Citations

Publications

Publications (16)
Article
In this article, we describe a personalized approach to meeting individual and community health needs that foregrounds relational learning. This article analyzes how relational approaches to learning expand participants’ objectives and result in more enduring learning. We report on mixed methods data from interviews, focus groups, surveys, and goal...
Article
Full-text available
Background: Health behavior change interventions that target childhood obesity in minority populations have led to inconsistent and short-lived results. The purpose of this study was to test a novel intervention that was personalized and family-based in a Latino population to reduce childhood obesity. Methods: Competency-Based Approaches to Commun...
Article
Competency-Based Approaches to Community Health (COACH) is a randomized controlled trial of a family-centered, community-based, and individually-tailored behavioral intervention for childhood obesity among Latino pre-school children. COACH focuses on improving personal agency for health behavior change by tailoring content to overcome contextual ba...
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Our work brings together theories and methodologies from public health and the learning sciences to develop a culturally relevant community-based intervention aimed at promoting healthy childhood development. We present our approach to personalising a community-based family intervention to prevent childhood obesity that aims to enhance participants...
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Central to ambitious teaching is a constellation of practices we have come to call “leveraging student thinking.” In leveraging, teachers position students’ understanding and reasoning as a central means to drive learning forward. While leveraging typically is described as a feature of mature practice, in this article we examine approximations of l...
Article
Full-text available
In this article we argue that standardized teaching performance assessments (TPAs) offer a uniquely valuable resource for learning and improvement of practice in teacher education. The affordances of TPAs as opportunities for learning are identified at four levels, including those for teacher candidates, individual faculty, organizational learning...
Article
Background/Context Over the past decade, scholars of teaching and teacher education have concluded that the field lacks a common conceptual vocabulary to undergird systematic investigation of practice. Absent a shared language, we can neither articulate common questions nor establish common tools—essential elements for building knowledge and advanc...
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Starting from the assertion that traditional and reform mathematics pedagogy constitute two distinct figured worlds of teaching and learning, the authors explore the initiation of prospective teachers into the figured world of reform mathematics pedagogy. To become successful teachers in reform-oriented classrooms, prospective teachers must learn m...
Article
University-based teacher-education programmes in the USA confront mounting pressure to demonstrate that graduates will have a significant and positive impact on student achievement. Such pressure has forced teacher educators to wrestle with the question of what constitutes compelling evidence that teacher candidates will indeed have such an impact....
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This article examines challenges to discourses of curriculum research and practice by the growing fascination with alternative forms of representation. The author takes as a starting point a cluster of exchanges with students that were situated in a study of a classroom in which music and image joined word and number as essential sources for learni...
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In 'A post-modern endeavour: from history as a representation of "the past" to historical thinking', Barbara Norman takes the postmodern challenge to history to its logical extreme. Confronting the question, 'Is there no [historical] there, there' she proffers a resounding 'No!' Because she has taken as her launching point the complexities around h...
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Examines the divide between high school students' conception of historical inquiry and those outlined in proposals for curricular and instructional reform. Students acquire misconceptions about what constitutes historical knowledge by learning that historical truth is taught by teacher and text, and that photography and film simply mirror the facts...

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