Jamy Stillman
Associate Professor • Chair of TLRP
Equity, Bilingualism & Biliteracy • Teacher Learning, Research & Practice
Jamy.Stillman@Colorado.EDU
303-492-5648

Miramontes Baca Education Building, Room 300C
University of Colorado Boulder
249 UCB
Boulder, CO 80309

Jamy Stillman joined the University of Colorado, Boulder School of Education in 2015, and she is now聽as an Associate Professor of Equity, Bilingualism, and Biliteracy聽and chair of Teacher Learning, Research and Practice (TLRP). She is the past聽Chair of the Elementary Teacher Education Licensure Program聽and the Undergraduate Major in Elementary Education.

Dr. Stillman began her career as a 4th and 5th grade bilingual teacher in Watsonville, CA, an agricultural community located on California鈥檚 Central Coast. After earning her doctorate from UCLA鈥檚 Graduate School of Education in 2005, she served on the faculty in the Barnard College, Columbia University urban teacher education program, and in USC鈥檚 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 rigorous and culturally relevant language and literacy instruction.

In her research, Professor Stillman uses qualitative methods and sociocultural frameworks to explore intersections between education policy, teacher education, and K-12 classroom instruction, especially in the areas of language acquisition and literacy. In particular, she explores how pre-service and practicing teachers navigate the demands of high-stakes accountability policies and standards-based reforms, especially in high-poverty, under-resourced schools serving youth from historically underserved communities, including emergent bilingual students. She recently completed a study, funded by the Spencer Foundation, which explored teachers' interpretations and enactments of the Common Core State Standards in a high-performing dual-immersion school. Findings from this study are reported in a co-authored book, , (Teachers College Press, 2017). Currently, Professor Stillman is exploring questions surrounding the preparation of the next generation of equity-minded teacher educators. To that end, she is writing about a three-year project that engaged Los Angeles area emerging teacher educators in Freirean Culture Circles and Boalian Theater.

Dr. Stillman鈥檚 work has appeared in the Review of Educational Research, Teachers College Record, Journal of Teacher Education, and Language Arts, among other journals. She is also a co-author of (Paradigm Publishers, 2013), and (Routledge, forthcoming, February 2018).

Professor Stillman teaches courses in the undergraduate teacher education programs, the EECD Masters program, and the EECD and ROTATE doctoral programs. She also serves as a fellow of the National Educational Policy Center.

Education

Ph.D. University of California, Los Angeles, Graduate School of Education and Information Studies, Urban Schooling Division, 2005

M.A.T. University of California, Santa Cruz, Department of Education, (BCLAD/ Multiple subject clear credential), 1997

B.A. Communications, University of California, San Diego, 1992

Selected Publications

Stillman, J. & Anderson, L., with聽 *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. (2015). Research Note: (Over)Simplifying complexity? An on-the-ground account of the Common Core emphasis on more complex text. Teachers College Record. Published online, January 22, 2015.

Anderson, L., & Stillman, J. (2013). Making learning the object: Using cultural historical activity theory to analyze and organize preservice field placements in urban, high-needs schools. Teachers College Record, 115(3), 1-36.

Anderson, L., & Stillman, J. (2013). Student teaching鈥檚 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.