Nancy Nelson

Professor, Teacher Education and Administration, Meadows Chair for Excellence in Education
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Contact Info
Office: 
Matthews Hall 207-N
Phone: 
940 565-2843
Email: 
nancy.nelson@unt.edu

Nancy Nelson, Ph.D., is Professor of Education and Meadows Chair for Excellence in Education at the University of North Texas, where she joined the faculty in 2009 and served as chair of the Department of Teacher Education and Administration until 2014. She is also Elena and Albert LeBlanc Professor Emerita at Louisiana State University. Her scholarship focuses on literacy processes and practices, including intercultural dialogue, and she is best known for her research in academic discourse and discourse synthesis. Some of her work, including the book The Constructivist Metaphor, was published under the name Nancy Nelson Spivey. At UNT she teaches graduate and undergraduate courses in Language, Literacy, and Bilingual/ESL Education and in Curriculum and Instruction. Prior to coming to UNT, Nelson was on the faculty of Texas A&M University-Corpus Christi, where she also served as department chair, and of Louisiana State University, where she was also director of the LSU Writing Project. In addition, she has also been on the faculty of the College of William and Mary, Carnegie Mellon University, and Texas Woman's University. Her doctoral and bachelor's degrees are from the University of Texas at Austin, and her master's degree is from Southern Methodist University.

In her role as Meadows Chair, Nelson focuses her attention on educational issues associated with linguistic and cultural diversity, academic writing, and the dynamics of intercultural communication. She is currently collaborating with UNT's International Office on several projects, including the regional Ventanilla de oportunidades educativas of the Mexican Consulate in Dallas. She has presented keynote addresses at a number of international conferences, including meetings held in Italy, Norway, and Mexico, and has held leadership roles in seminars in Costa Rica, New Zealand, Norway, and Spain. Nelson also contributes her expertise in curriculum development to local and international projects.

Books and Monographs

Nelson, N., & Calfee, R. C. (Eds.). (1998). The reading-writing connection: 97th yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Spivey, N. N. (1997).The constructivist metaphor: Reading, writing, and the making of meaning. San Diego, CA: Academic Press.

also published in Korean as Spivey, N. N. (2004). 구성주의 와 읽기 ・쓰기 : 읽기 ・쓰기 ・의미 구성 의 이론 Kusŏngjuŭi wa ilki, ssŭgi: ilki, ssŭgi, ŭimi kusŏng ŭi iron (The constructivist metaphor: Reading, writing and the making of meaning). 박이정, Soul-si: Pagijong.

Spivey, N. N. (1984). Discourse synthesis: Constructing texts in reading and writing (Monograph). Newark, DE: International Reading Association.

Selected Articles and Chapters

Nelson, N., Barrera, E.  S. IV, Skinner, K., & Fuentes, A. (2016). Language, culture, and border lives: Mestizaje as positionality. Cultura y Educación, 28, 1-41

Nelson, N. (2012). The reading-writing nexus revisited: Research directions. In S. Matre & A. Skaftun (Eds.), Skriv, les (pp. 173-189). Tronheim, NO: Tapir Akademisk Forlag (Tapir Academic Press).

Nelson, N. (2012). No final word: Cognition and context in writing research. In C. Gelati, B. Arté, & L. Mason (Eds.), Essays in writing research: In honor of Piero Boscolo (pp. 13-27). Padova, IT: Università Degli Studi di Padova.

Nelson, N., & Castelló, M. (2012). Academic writing and authorial voice. In M. Castelló & C. Donahue (Eds.), University writing: Selves and texts in academic societies (pp. 33-52). Bingley, UK: Emerald.

Nelson, N. (2011). The relevance of rhetoric. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English/language arts (pp. 290-297). New York: Routledge.

Nelson, N., & Grote-Garcia, S. (2009). Text analysis in writing research: Theory-laden methodology. In C. Bazerman (Ed.), Traditions of inquiry in writing (pp. 265-290). New York: Routledge.

Nelson, N. (2008). The reading-writing nexus in discourse research. In C. Bazerman (Ed.), Handbook of research on writing (pp. 435-450). New York: Erlbaum.

Nelson, N. (2007). Why write? A consideration of rhetorical purpose. In S. Hidi & P. Boscolo (Eds.), Motivation to write: Research and school practice (pp. 17-30). Amsterdam: Elsevier.

Nelson, N., & Kinneavy, J. L. (2003). Rhetoric. In J. Flood, D. Lapp, J. Jenson, & J. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 786-798). Mahwah, NJ: Erlbaum.

Nelson, N. (2001). Discourse synthesis: Process and product. In R. G. McInnis (Ed.), Discourse synthesis: Studies in historical and contemporary social epistemology (pp. 379-396). Westport, CT: Praeger.

Nelson, N. (2001). Writing to learn: One theory, two rationales. In P. Tynjala,, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 23-36). Boston/Dordrecht: Kluwer.

Spivey, N. N. (1997). Rereading Remembering. Journal of Literacy Research, 29, 135--144.

Spivey, N. N. (1995). Written discourse. In L. Steffe & G. Gale (Eds.), Constructivism in education (pp. 313-329). Hillsdale, NJ: Erlbaum.

Spivey, N. N., & King, J. R. (1994). Readers as writers composing from sources. In R. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 668-694). Newark, DE: International Reading Association.

Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7, 256-287.

International Positions and Lectureships

Organizer, Sixth Jalisco-Texas Conference on Education and Culture, UNT, March, 2015.

Fellow, Faculty Abroad Seminar to Mexico, May, 2014.

Director, Seminar on Intercultural Dialogue, University for Peace, Cuidad Colon, Costa Rica, August, 2008.

Delegate, Intercultural Cities Conference, Liverpool, United Kingdom, November, 2007.

Consultant, Reading and Writing to Learn Research Seminar, Ramon Llull University, Barcelona, Spain, September, 2007.

Visiting Professor, University of Padua, Italy, September-November, 2000

Guest Lecturer, Rewriting Literacy Seminar, University of Auckland, New Zealand, July, 1999

Recent Conference Papers and Invited Addresses

Nelson, N. (2017, May). Interculturalism and multiculturalism in global context: Contrasts over space and time. Athens Institute for Education and Research’s International Conference on Education, Athens, Greece.

Nelson, N. (2016, August). The global-local dialectic: Issues of language education. World Congress of Comparative Education Societies, Beijing, China.

Nelson, N. (2016, May). Invited address. Internationalization and accreditation. Jal-Tex Conference, Guadalajara, Mexico.

Nelson, N., González-Carriedo, R., & Ramirez Boyd, R. (2016, March). Ventanilla de oportunidades educativas: A Mexican consulate-U.S. university partnership. National Association for Bilingual Education, Chicago, IL.

Nelson, N. (2015, September). Dialogue for intercultural understanding: Transnational perspectives. European Association for Educational Research/World Education Research Association, Budapest, Hungary.

Nelson, N. (2015, May). Interculturalism in global context: Political and geographic distinctions from multiculturalism. International Association for the Advancement of Curriculum Studies, Ottawa, Canada.

Nelson, N. (2015, April). International perspectives on reading and literacy. Invited paper for panel presentation for Special Interest Group on Research in Reading and Literacy. American Educational Research Association, Chicago, IL.

Nelson, N., & Barrera, E. S. IV (2015, April). Jose Marti’s latinidad: Culture, justice, and curriculum. American Educational Research Association, Chicago, IL

Nelson, N. (2014, April). The discourse of interculturality: Framing intercultural dialogue. Conference of American Educational Research Association, Philadelphia, PA.

Nelson, N. (2014, March). Intercultural education in Mexico and the United States. Keynote Address. Fifth Jalisco-Texas Conference on Education and Culture, Guadalajara, Mexico.

Nelson, N. (2013, November). Language across borders: Academic writing in global context. Focal Meeting, World Education Research Association, XII National Congress for Education Research for Mexico, Guanajuato, Mexico.

Nelson, N. (2013, June). Academic writing in global contexts: Issues of authorial voice. Conference of Comparative Education Societies, Buenos Aires, Argentina.

Nelson, N., & Dixon, K. V. (2013, May). A real "Texas miracle"? Visioning and re-visioning a transformation of public education. American Educational Research Association, San Francisco, CA.

Nelson, N., & Barrera, E. S. IV (2013, May). José Martí and the pan-American imaginary: Relevance to global issues in education today. Conference of Comparative and International Education Society, New Orleans, LA.

North Texas Student Council on Family Relations/Lawhorn Scholarship

Purpose: A fund in honor of the cause of the North Texas Student Council on Family Relations and to provide scholarships for undergraduate and or graduate students at the University.

Requirements:
  1. Meet the minimum entrance and continuing academic performance standards of the university and the college or school being attended by the recipient in effect at the time of any award with a least a 2.5 GPA for undergraduates and a 3.0 GPA for graduates on a 4.0 scale.
  2. Maintain full time enrollment at the University;
  3. Must be a contributing member of Leaders in Family Education (LIFE) for a least 12 months prior to the award.  In the event no applicant possesses this characteristic, then students enrolling full-time at the University will be eligible for consideration.

Kemp-Jacobson Scholarship

Purpose: A fund in memory of Rex and Mamie Kemp and Grant and Claire Jacobson. This fund is established to provide two $250 scholarships for undergraduate students and one $500 scholarship for a graduate student majoring in Development and Family Studies at the University.

Requirements:
  1. Meet the minimum entrance and continuing academic performance standards of College of Education Department of Counseling, Development and Higher Education in effect at the time of any award;
  2. Maintain a minimum  GPA of 3.0 for an undergraduate student and 3.5 for a master’s student;
  3. Must maintain full time enrollment at the University, unless they have fewer than twice the number of semester hours required to be full time remaining in their degree program;
  4. Enroll as a full-time student in Development and Family Studies at the University.

Dr. Lyndal M. Bullock Special Education Dissertation Research Scholarship

Purpose: This scholarship is intended to provide meaningful financial assistance to doctoral students majoring in special education to facilitate their dissertation research and promote their professional development and growth.

Requirements:
  1. Meet the minimum entrance and continuing academic performance standards of the College of Education in effect at the time of any award.
  2. Maintain full-time enrollment in the College of Education Department of Educational Psychology with a focus on Special Education.
  3. Have successfully completed qualifying exams and registered for dissertation hours.
  4. Be actively seeking and acquiring the skills and experience necessary to pursue a career as faculty in higher education.

Dr. Jon Young Endowed Scholarship

Purpose: A fund in honor of Dr. Jon Young, and to provide scholarships for graduate students majoring in Educational Psychology through the College of Education at the University.

Requirements:
  1. Meet the minimum entrance and continuing academic performance standards of the College of Education in effect at the time of any award;
  2. Enroll as a graduate student in Educational Psychology at the University; in the event no applicant possesses this characteristic, then students enrolling full-time in any degree-granting program of the College of Education at the University will be eligible for consideration.

Danny Miles Special Education Scholarship

Purpose: A fund in honor of Danny Miles, and to provide scholarships for students majoring in special education at the University.

Requirements:
  1. Be in good standing;
  2. Have completed a minimum of 60 credit hours;
  3. Be officially admitted to Teacher Education;
  4. Have successfully complete the Pre-Professional Skills Test;
  5. Have a minimum 3.0 GPA.

Child Development and Parent Education Scholarship

Purpose: A fund in honor of Elaine Mathes, her family, and other generous friends of the University and the College of Education, and to provide scholarships for graduate students in Human Development and Family Studies at the University.

Requirements:
  1. Meet the Minimum entrance and continuing academic performance standards of the College of Education in effect at the time of any award;
  2. Maintain full time enrollment at the University, unless they have fewer than twice the number of semester hours required to be full time remaining in their degree program;
  3. Enroll as a full-time graduate student in Human Development and Family Studies at the University; in the event no applicant possesses this characteristic, then students enrolling full-time in an undergraduate program in Child/Human Development and Family Studies at the University will be eligible for consideration;
  4. Submit an essay describing prior work experience in the field of child/human development and families, career goals relating to this area, and how and award from this scholarship will assist the student in achieving their goals.

Educational Psychology

Department of Educational Psychology

Recognized for Excellence

Department of Educational Psychology (EPSY) addresses themes of cognition, behavior, and emotion within our society by generating research, disseminating knowledge, and preparing a diverse body of scholars who take leadership in their fields while enhancing the development and effective functioning of individuals, schools, and families.

We offer 13 graduate specializations in Educational Psychology and/or Special Education:

Our undergraduate degree in Human Development and Family Science (HDFS) also provides Accelerated Masters options in some of these specialization areas, with the potential to finish both Bachelors and Masters in 5 years.

We also offer 4 Online Executive Masters (Summer-to-Summer) specializations (Autism Intervention; Educational Diagnostician; Gifted and Talented; Research and Evaluation).


College of Education conference discusses concealed-carry bills

The topic of guns coming to Texas college campuses filled a room of concerned higher education leaders at the 15th Annual Higher Education Law Conference Monday.

The Conference is held every year at UNT, and focuses on contemporary higher education and law issues.

“Over the years, it’s become kind of an institution,” said conference co-director Richard Fossey of the education faculty.

Public universities across Texas are facing the prospect of campuses opening up to concealed handguns, as the state Legislature considers a bill to allow concealed handgun license owners to bring their weapons onto campuses.

To read this complete story in the NT Daily, please click here.

Student Portraits: A Symposium for UNT Educators

Date: 
Tuesday, July 5, 2011 - 1:30pm

Gateway Conference Center On behalf of the 2011 planning committee we would like to invite you to attend our first annual Symposium on May 3rd in the Gateway Conference Center. In 2010, the Division of Student Affairs approached the Office of Institutional Research and Effectiveness to collaborate on a free day long symposium for 200 UNT faculty, staff and students to gain better insights into the current student population. Specifically, by attending this free event you will: - Learn more about the current trends, patterns and challenges facing our students. - Hear from Dr. Burggren, Dr. With, Dr. Johnson and Dr. Tampke on the critical issue of retention at UNT. - View a wide array of current research on students through a robust poster session. - Be exposed to a frank and open panel of students who want to share about their experiences. - Gain insider information on where to find data about UNT students online. - Choose from a host of concurrent sessions on topics as diverse as Student Athletes, Academic Transition to UNT, Distance Learners, Impact of Gender on STEM issues, Community Engagement, Living on Campus and Patterns of Student Engagement at UNT and more. Registration is limited to the first 200 guests and lunch is provided. Registration process will open after Spring Break.

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