Stacey Brockman

Stacey Brockman

Research Interests: educational inequalities, teaching quality, social and emotional learning

Contact: slbrock@umich.edu

[Download Stacey's CV]


Stacey Brockman is a doctoral student in educational studies and an IES predoctoral fellow at the University of Michigan, Ann Arbor. She studies the effect of educational programs and practices on students’ academic and social-emotional growth, and on the equality of student outcomes. She is also interested in teacher education and development, with a particular focus on improving teacher preparation and teaching quality in schools that serve historically marginalized students. Stacey earned both a bachelor of science and master of science in industrial and labor relations from Cornell University, and a master of arts in education from Stanford University. Before beginning her PhD program, Stacey was a high school intervention specialist in the San Francisco Bay Area. In that role, she developed and evaluated academic interventions for students who were off-track from graduation. She also taught high school history for five years.

Research Projects

  • "Tennessee Department of Education: Setting Students Up for Success," with Matt Ronfeldt
  • "Chicago Teacher Pathways Project," with Kavita Kapadia Matsko (University of Chicago), and Matt Ronfeldt (University of Michigan)

Publication / Work in progress

  • "The Role of Cooperating Teachers in Preparing Pre-Service Teachers: A District-Wide Portrait", with Kavita Kapadia Matsko (University of Chicago), Matthew Ronfeldt (University of Michigan), Hillary Greene (University of Michigan), Michelle Reininger (Stanford University). Work in Progress.
  • Brockman, S.L., (2017) Teaching the Civil Rights Movement using Structured Academic Controversies. In A. Gordon & Y. Wangdi (Eds.), Historical and Pedagogical Issues: Insights from the Great Lakes History Conference. The Role of Agency and Memory in Historical Understanding: Revolution, Reform, and Rebellion. New Castle upon Tyne, London: Cambridge Scholars Press.
  • "Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance?", with Matthew Ronfeldt (University of Michigan), and Shanyce L. Campbell (University of California, Irvine). Work in Progress.