Photo of Schutz, Kristine

Kristine Schutz, PhD

Assistant Professor of Curriculum and Instruction

Co-Coordinator MEd Language, Literacies, and Learning Program

Department of Curriculum & Instruction

Pronouns: She/Her/Hers

Contact

Building & Room:

1212 ETMSW

Address:

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

Office Phone:

(312) 413-7438

About

Dr. Kristine Schutz’s research focuses on improving literacy instruction in elementary classrooms, particularly for children from linguistically and culturally diverse backgrounds.  She conducts research on teacher learning inside design settings that situate pre-service and practicing teachers’ learning inside of practice, the specialized content knowledge for literacy teaching, and the specification of core instructional practices for K-8 educators and teacher educators. She is also interested in designing authentic and purposeful literacy learning opportunities that support children in learning to comprehend and compose complex texts. 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 and designed performance assessments and assessments of content knowledge for teaching literacy. She continues to explore these topics in her own research and in collaboration with the Core Practice Consortium. 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

Selected Publications

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

 

Schutz, K. M., & Rainey, E. C. (2019). Making sense of modeling in elementary literacy instruction. The Reading Teacher. DOI: 10.1002/trtr.1863

 

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

 

Hopkins, M., &  Schutz, K. M. (2019). Bilingual teacher leadership: Supporting linguistically responsive practices and parent engagement in schools. NABE Journal of Research and Practice, 9(2), 96-109. DOI: 10.1080/26390043.2019.1589297

 

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.

 

Cartun, A., Schutz, K. M., Kelley-Peterson, M., & Franke, M. (2018). Core practices and the teacher education curriculum: Stories of practice. In  P. Grossman (Ed.), Teaching core practices in teacher education. 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

Notable Honors

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

Education

2012 - PhD, University of Michigan, Educational Studies: Literacy, Language & Culture

2003 - MSEd, Northwestern University, Education & Social Policy

2000 - BA, University of Michigan, Spanish & Organizational Studies