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Photo of Schutz, Kristine M.

Kristine M. Schutz, PhD

Assistant Professor

Co-Coordinator of MEd Language, Literacies, and Learning

Curriculum & Instruction

Pronouns: she/her

Contact

Building & Room:

1212 ETMSW

Address:

1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 413-7438

Related Sites:

About

Dr. Kristine Schutz is an Assistant Professor in Curriculum and Instruction and co-coordinator of the Language, Literacies, and Learning MEd program at UIC. Dr. Schutz’s research focuses on improving literacy instruction in elementary classrooms, particularly for children from historically marginalized communities. Her scholarship examines the design of teacher education experiences that aim  to disrupt the long-standing theory-practice binary and normative practices in schooling while honoring the complexity of literacy instruction. She investigates how to create learning opportunities situated in the context of teaching that prepare educators to design and adapt engaging instruction in which children are viewed as sense-makers who draw from diverse linguistic and cultural assets. Prior to coming to UIC, Dr. Schutz spent three years as the lead literacy research and design specialist at TeachingWorks at the University of Michigan. In this role, she developed materials to support literacy teacher educators’ implementation of a practice-based curriculum for teacher education.  She continues to explore these topics in her scholarship and teaching.  Dr. Schutz is a former dual language teacher and brings experience working with emergent bilingual children to her research and work with teachers.

Selected Grants

UIC Community Engagement Grant, From Page to Stage: Reading, Adapting, and Performing Culturally and Linguistically Relevant Children's Literature, Primary Investigator

UIC Learning Sciences Research Institute-College of Education Synergy Grant, Incorporating the Humanities into Elementary Science Curricula to Support Climate Justice Inquiry, Co-Primary Investigator

Selected Publications

Diaz, A., Schutz, K. M., & Woodard, R. (2021). “I didn’t want to be ignorant”: An exploration of why pre-service teachers sometimes choose silence in critical conversations about texts with elementary children. Literacy Research: Theory, Method, and Practice, XX, 1-19.  DOI: 10.1177/23813377211030503

 

Schutz, K. M., & Rainey, E. C. (2020). Making sense of modeling in elementary literacy instruction. The Reading Teacher, 73(4), 443-451. DOI: 10.1002/trtr.1863

 

Schutz, K. M., Woodard, R., Diaz, A., & Peek. W. (2019). The disruptive potential of humanizing literacy pedagogies in elementary teacher education. The SoJo Journal: Educational Foundations and Social Justice Education, 5(1), 43-60. excerpt

 

Schutz, K. M., & Danielson, K. A. (2019). (Re)shaping representations of practice inside rehearsals of interactive read alouds: The complex work of teacher educators. Literacy Research and Instruction, 1-21. DOI: 10.1080/19388071.2019.1638472

 

Schutz, K. M., Danielson, K. A., & Cohen, J.J. (2019). Approximations in English language arts: Scaffolding a shared teaching practice. Teaching and Teacher Education, 81, 100-111.  DOI: 10.1016/j.tate.2019.01.004

 

Schutz, K. M.,  & Woodard, R.  (2019). “The super moon didn’t have a cape!”: Seeing and positioning young literacy learners as sense-makers. Illinois Reading Council Journal, 47(2), 2-16. Link to article

 

Schutz, K. M., Shaughnessy, M., & Grossman, P. (2018). Approximations of practice in teacher education.  In P. Grossman (Ed.), Teaching core practices in teacher education (pp. 57-83). Boston, MA: Harvard Education Press.

 

Schutz, K. M., & Hoffman, J. V. (2017). I practice teaching: Transforming our professional identities as literacy teachers through action research. The Reading Teacher, 71(1), 7-12. DOI: 10.1002/trtr.1592

 

Palincsar, A.S. & Schutz, K. M. (2011). Reconnecting strategy instruction with its theoretical roots. Theory into Practice: New and Critical Perspectives of Reading Comprehension and Strategy Instruction, 50(2), 85-92. DOI: 0.1080/00405841.2011.558432

 

 

Publication Aggregators

Professional Leadership

Area Chair, Pre-Service Teacher Education in Literacy, Literacy Research Association (LRA)

Committee Member, William S. Gray Citation of Merit Award, International Literacy Association (ILA)

Notable Honors

2018-2019, Teaching Recognition Program Award for Outstanding University Teaching, University of Illinois-Chicago

2021, Teaching Sustainability Initiative Fellowship, University of Illinois-Chicago

Education

PhD, University of Michigan, Educational Studies: Literacy, Language & Culture

MSEd, Northwestern University, Education & Social Policy

BA, University of Michigan, Spanish & Organizational Studies