Dr. Stillman’s research focuses on the factors that mediate teachers’ capacities to deliver equity- and justice-oriented, instruction in schools serving minoritized youth, including 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 minoritized 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
EDUC 4331 - Elementary Social Studies Methods
Fall 2019 / Fall 2020
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 4435 - Culturally Sustaining Pedagogies for Bilingual Learners
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 7115 - Critical Inquiry into Becoming a Teacher Educator
Designed to support doctoral students' development as university level instructors/teacher educators, particularly in relation to undergraduate courses that center equity and justice as central topics, this course will draw on critical perspectives and pedagogies to shape course goals, material/content and pedagogical approach. This will be done in two primary ways: a) through the use of pedagogies adapted from Freirean Culture Circles and Boalian Theater, and b) through the application of practitioner inquiry approaches designed to develop critical, reflective practices/habits of mind among teachers and teacher educators.
EDUC 8145 - Designing for Teacher Learning and Teacher Education
Spring 2019 / Fall 2021
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.