JamyStillman
- (she/her)
- Associate Professor
- Chair of TLRP
- EQUITY, BILINGUALISM & BILITERACY
- TEACHER LEARNING, RESEARCH & PRACTICE
Miramontes Baca Education Building, Room 300C
University of Colorado Boulder
249 UCB
Boulder, CO 80309
Jamy Stillman is an Associate Professor of Equity, Bilingualism, and Biliteracy and founding faculty member and Chair of Teacher Learning, Research and Practice (TLRP). She is the past Chair of the Elementary Teacher Education Licensure Program and the Undergraduate Major in Elementary Education, as well as the former Co-Director of Teacher Education.
Dr. Stillman began her career as a 4th and 5th grade bilingual teacher in Watsonville, CA, an agricultural community located on California’s Central Coast. She has served as faculty in the Barnard College, Columbia University urban teacher education program, and in USC’s Rossier of School of Education. For more than ten years, she also worked as a consultant for the Migrant/Optimal Learning Environment (M/OLE) Project, a research-based professional development program that supported classroom teachers to provide emergent bilingual students with culturally relevant language and literacy instruction.
In her research, Professor Stillman uses qualitative methods and critical and social learning theories to explore intersections between teacher education/learning, education policy, and K-8 classroom instruction. In particular, she explores how preservice and practicing teachers learn to critically navigate restrictive policies, especially in high-poverty, under-resourced schools serving youth from racialized and minoritized communities, including bilingual learners. Currently, Professor Stillman is exploring questions surrounding the preparation of the next generation of equity and justice-centered teacher educators, as well as a range of teacher education pedagogies that aim to disrupt the overwhelming presence of whiteness in preservice teacher preparation and to prepare justice-centered elementary teachers.
Dr. Stillman’s work has appeared in the Review of Educational Research, Teachers College Record, Journal of Teacher Education, Urban Education, and International Multilingual Research Journal, among other journals. She is also co-authored (Teachers College Press, 2017) and Teaching to Change the World, 4th Edition (Paradigm Publishers, 2013), and 5th Edition (Routledge, 2018).
Professor Stillman teaches courses in the undergraduate Elementary teacher preparation program, and the Equity, Bilingualism & Biliteracy and Teacher Learning, Research & Practice doctoral programs. She also serves as a fellow of the National Educational Policy Center.
Selected Publications
Stillman, J. & Beltramo, J. L. (2019). Exploring Freirean Culture Circles as a pedagogical space for preparing asset-oriented teacher educators. Teachers College Record, 121(6), 1-38.
Philip, T., Souto-Manning, M., Anderson, L., Horn, L., Andrews, D. C., Stillman, J. & Varghese, M. (2019). Making justice peripheral by constructing practice as “Core”: Challenges to social justice in teacher education and democratic public schooling with the increasing prominence of Core Practices. Journal of Teacher Education, 70(3), 251-264.
Stillman, J. & Anderson, L., with *Beltramo, J., *Struthers, K., & *Gomez-Najarro, J. (2017). Teaching for equity in complex times: Negotiating standards in a high-performing bilingual school. New York: Teachers College Press.
Stillman, J., & Anderson, L. (2015). From accommodation to appropriation: Teachers, identity, and authorship in a tightly coupled policy context. Teachers and Teaching: Theory and Practice, 21(6), 720-744.
Anderson, L., & Stillman, J. (2013). Student teaching’s contribution to preservice teacher development: A review of research focused on the preparation of teachers for urban and high-needs contexts. Review of Education Research, 83(1), 3-69.
Stillman, J. (2011). Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice. Teachers College Record, 113(1), 133-180.