Jamy Stillman
Biographic Data
| ID | 1605770 |
|---|---|
| NAME | Jamy Stillman |
| GIVEN NAMES | Jamy |
| FAMILY NAME | Stillman |
| SIGNATURE | STILLMAN J |
| AFFILIATIONS | University of Colorado Boulder |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 105 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
Learning to “Sit in the Messiness”: Leveraging Critical and Queer Pedagogies in Teacher Educator Development
Background: This paper grows from two premises: (1) teacher education often perpetuates racism and other forms of oppression, and (2) available pathways into teacher educating likely underequip teacher educators to provoke equity- and justice-centered transformation of the field. Focus of Study: Building on scholarship that offers teacher educator development as a lever for improving teacher education, this article explores how a doctoral course,…
Teacher educators’ critical language awareness: Building toward transformation in critically conscious teacher education
Calls to prepare all teachers to effectively teach multilingual learners are not new. Nevertheless, preservice preparation programs continue to fall short of this goal, despite enormous effort from teacher educators and researchers alike. This commentary leverages this IMRJ special issue on Critical Multilingual Awareness/Critical Consciousness in teacher preparation to both interrogate and consider solutions to this longstanding problem. Buildin…
In the Pursuit of Transformative Justice in the Education of Teacher Educators
While the education of teachers has a longstanding history, only recently have scholars argued the need to educate teacher educators (Cochran-Smith, 2003; Goodwin et al., 2014; Stillman & Anderson
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-orient…
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Minding the Mediation: Examining One Teacher Educator’s Facilitation of Two Preservice Teachers’ Learning
This manuscript explores how one teacher educator worked to facilitate preservice teachers’ (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but considerably different student teaching placements in urban schools. Findings articulate the teacher educator’s …
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers’ development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching’s structural and logistical dim…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional pra…
Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements
This article presents findings from a qualitative study of student teachers' opportunities to learn in and for urban, high-needs schools. The analysis builds on Darling-Hammond and Bransford’s knowledge base for teaching framework to examine the role of student teaching in preparing teachers as equity-minded adaptive experts, equipped to work with diverse students in urban, high-needs schools. The study focuses on the experiences and perspectives…
Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints
This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in “underper forming” schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined throu…
Standardizing Knowledge in a Multicultural Society
Across the United States, in an attempt to raise standards for student learning, states have developed curriculum standards that specify what students are to learn. Raising standards has become synonymous with standardizing curriculum. This study critically examines the reading/language arts and history-social science standards documents in California to explore how the standards movement has reconfigured codes of power, and in whose interests. T…
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Standardizing Knowledge in a Multicultural Society
Across the United States, in an attempt to raise standards for student learning, states have developed curriculum standards that specify what students are to learn. Raising standards has become synonymous with standardizing curriculum. This study critically examines the reading/language arts and history-social science standards documents in California to explore how the standards movement has reconfigured codes of power, and in whose interests. T…
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional pra…
Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements
This article presents findings from a qualitative study of student teachers' opportunities to learn in and for urban, high-needs schools. The analysis builds on Darling-Hammond and Bransford’s knowledge base for teaching framework to examine the role of student teaching in preparing teachers as equity-minded adaptive experts, equipped to work with diverse students in urban, high-needs schools. The study focuses on the experiences and perspectives…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
In the Pursuit of Transformative Justice in the Education of Teacher Educators
While the education of teachers has a longstanding history, only recently have scholars argued the need to educate teacher educators (Cochran-Smith, 2003; Goodwin et al., 2014; Stillman & Anderson
Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints
This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in “underper forming” schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined throu…
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-orient…
Minding the Mediation: Examining One Teacher Educator’s Facilitation of Two Preservice Teachers’ Learning
This manuscript explores how one teacher educator worked to facilitate preservice teachers’ (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but considerably different student teaching placements in urban schools. Findings articulate the teacher educator’s …
Standardizing Knowledge in a Multicultural Society
Across the United States, in an attempt to raise standards for student learning, states have developed curriculum standards that specify what students are to learn. Raising standards has become synonymous with standardizing curriculum. This study critically examines the reading/language arts and history-social science standards documents in California to explore how the standards movement has reconfigured codes of power, and in whose interests. T…
Taking Back the Standards: Equity-Minded Teachers' Responses to Accountability-Related Instructional Constraints
This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in “underper forming” schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined throu…
Opportunities to Teach and Learn in High-Needs Schools: Student Teachers’ Experiences in Urban Placements
This article presents findings from a qualitative study of student teachers' opportunities to learn in and for urban, high-needs schools. The analysis builds on Darling-Hammond and Bransford’s knowledge base for teaching framework to examine the role of student teaching in preparing teachers as equity-minded adaptive experts, equipped to work with diverse students in urban, high-needs schools. The study focuses on the experiences and perspectives…
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional pra…
The 21st Century Teacher: A Cultural Perspective
In this article, the authors focus on the disciplinary divides between multicultural, bilingual, and special education. Existing issues that inhibit closer integration of these areas are highlighted, and a focus on the issue of culture is examined. Problematic ways that this key area has been treated in the past are described, and a proposal for a cultural focus on all students is described
Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers’ development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching’s structural and logistical dim…
Minding the Mediation: Examining One Teacher Educator’s Facilitation of Two Preservice Teachers’ Learning
This manuscript explores how one teacher educator worked to facilitate preservice teachers’ (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but considerably different student teaching placements in urban schools. Findings articulate the teacher educator’s …
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-orient…
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
In the Pursuit of Transformative Justice in the Education of Teacher Educators
While the education of teachers has a longstanding history, only recently have scholars argued the need to educate teacher educators (Cochran-Smith, 2003; Goodwin et al., 2014; Stillman & Anderson
Teacher educators’ critical language awareness: Building toward transformation in critically conscious teacher education
Calls to prepare all teachers to effectively teach multilingual learners are not new. Nevertheless, preservice preparation programs continue to fall short of this goal, despite enormous effort from teacher educators and researchers alike. This commentary leverages this IMRJ special issue on Critical Multilingual Awareness/Critical Consciousness in teacher preparation to both interrogate and consider solutions to this longstanding problem. Buildin…
Learning to “Sit in the Messiness”: Leveraging Critical and Queer Pedagogies in Teacher Educator Development
Background: This paper grows from two premises: (1) teacher education often perpetuates racism and other forms of oppression, and (2) available pathways into teacher educating likely underequip teacher educators to provoke equity- and justice-centered transformation of the field. Focus of Study: Building on scholarship that offers teacher educator development as a lever for improving teacher education, this article explores how a doctoral course,…
Pedagogy (11 works) · Mathematics education (9 works) · Psychology (9 works) · Sociology (9 works) · Political science (8 works) · Teacher education (8 works) · Teacher Education and Leadership Studies (8 works) · Educator Training and Historical Pedagogy (7 works) · Critical Race Theory in Education (5 works) · Global Education and Multiculturalism (4 works)