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Publications in VIVO

Stillman, Jamy A Associate Professor


Research Areas research areas


research overview

  • Dr. Stillman’s research focuses on the factors that mediate teachers’ capacities to deliver equity-oriented, responsive instruction in high-poverty schools serving historically marginalized youth, especially Spanish-English bilingual students. Using qualitative methods, Dr. Stillman focuses primarily on two factors—education policy and features of university teacher education—to generate understandings about pre-service and practicing teachers’ learning and work across contexts, and the implications of this work and learning for culturally and linguistically diverse students’ opportunities to learn. Because she is concerned with how individuals' work unfolds in relation to particular social structures and contexts, Dr. Stillman uses sociocultural perspectives on learning as guiding frameworks. Most recently, Professor Stillman has begun exploring questions surrounding the preparation of equity- and justice-oriented teacher educators.


  • Equity and Justice oriented teacher education, Critical Teacher Educator Preparation and Development


selected publications


courses taught

  • EDUC 4205 - Elementary School Mathematics Theory and Methods
    Primary Instructor - Spring 2020
    The course focuses on learning theories, different instructional practices, models, and tools that can be utilized to elicit, assess, and build on elementary students� mathematical reasoning. The course subscribes to a view of mathematics that (1) all students can learn mathematics, (2) that powerful mathematics learning is an active process that engages students in deep mathematical inquiry, and (3) that equitable and culturally responsive teaching of mathematics requires strong mathematics knowledge for teaching.
  • EDUC 4321 - Writing Instruction for Elementary Schools
    Primary Instructor - Spring 2020
    Participants will engage theories and processes of literacy learning, writing development, and equity-oriented teaching. Students will learn, develop, and enact instructional strategies and lessons to support all students' successful participation in a range of multimodal literacy practices embedded in writing instruction in elementary classrooms.
  • EDUC 4331 - Elementary Social Studies Methods
    Primary Instructor - Fall 2019
    Prepares teacher education candidates for teaching social studies in a social justice and equity context. Participants will understand theoretical and developmental processes associated with social studies learning, culturally responsive teaching pedagogy in social studies, methods for teaching social studies in a diverse society, and the integration of classroom instruction with the Colorado Academic Content Standards.
  • EDUC 4351 - Language and Equity in Inclusive Learning Environmnents
    Primary Instructor - Spring 2018
    Focuses on responsive instructional approaches for elementary school students, including culturally and linguistically diverse students requiring special education services. Addresses relevant educational laws and policies aimed at protecting students' rights to a quality education. Includes practicum experiences in elementary school settings. Degree credit not granted for this course and EDUC 4023.
  • EDUC 4435 - Culturally Sustaining Pedagogies for Bilingual Learners
    Primary Instructor - Spring 2020
    Explores multicultural education, critical pedagogy, and culturally sustaining pedagogies, including their underlying theories, curriculum design, and curriculum examples. Students will analyze curriculum with a focus on its representation of different socio-cultural groups, identities, points of view, relationship to different communities, and ideology. Students will also begin planning, teaching, and evaluating instruction anchored in critical, culturally sustaining pedagogies.
  • EDUC 6804 - Special Topics
    Primary Instructor - Fall 2018
    May be repeated up to 12 total credit hours.
  • EDUC 8145 - Designing for Teacher Learning and Teacher Education
    Primary Instructor - Spring 2019
    Examines questions and issues related to the design of preservice teacher education programs and practicing teachers' professional development/learning opportunities. Analyzes the program and/or learning opportunity conditions, features and approaches that potentially support and/or constrain prospective and practicing teachers' learning, particularly in relation to their development and as asset-oriented teachers.


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