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 asset-oriented teacher educators.
EDUC 4331 - Elementary Social Studies Methods
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
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 8145 - Designing for Teacher Learning and Teacher Education
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.