The faculty, staff, and students at the Mills College School of Education are engaged in a wide variety of activities on campus, throughout the San Francisco Bay Area, across the country, and around the world.
Teaching as Principled Practice: Managing Complexity for Social Justice by Mills Teacher Education Faculty
From the study of language acquisition by very young children to surveys of youth participation in politics through digital media, our faculty is involved in research that addresses critical and timely educational issues. Our
faculty is recognized for research that contributes to a deeper understanding of practice. For example, the faculty
in the Teacher Education Program published a book titled Teaching as Principled Practice that describes how the principles undergirding its approach to teacher education prepare equity-minded teachers for urban schools. This book is read by teacher educators around the world. In addition, there are several faculty whose research addresses controversial topics as illustrated in this article that compares teachers' experiences in university-based teacher education programs and Teach for America corps members. Other faculty experiment with style and form using narrative and photography, for instance, to document the work and lives of school principals. A few examples of current faculty research can be found on our faculty research page.
Mills prepares students to improve teaching and learning in our communities.
The Mills College School of Education has a long and distinguished history of preparing leaders to work in Oakland and the surrounding areas. Our urban-focused programs prepare future leaders with research-based knowledge grounded in intensive field-based experiences. The school is dedicated to the development of educational leaders in a variety of settings—early childhood programs, hospitals, schools, and classrooms—who are committed to improving the conditions for learning in high-poverty neighborhoods. Through several different professional development projects, including the Mills Teacher Scholars, Lesson Study, and the Early Childhood Inquiry Group, our faculty and graduates have introduced various strategies to improve teaching and learning. In the fall of 2011, we established the Center for Urban Schools and Partnerships (CUSP) whose purpose is to build coalitions across constituencies to address the most pressing educational and social issues that currently plague our local educational institutions, families, and communities. Visit our community partnerships page to learn more about this work.
As a critical component of their education, students in our master's and doctoral programs are engaged in research on a range of issues from questions emanating from their classroom practice to larger societal issues such as racism and its impact on teaching and learning. Faculty work closely with students and alumnae/i to publish their work while they are in school and after they complete their degrees. Examples of student research published by Mills College School of Education students and alumnae/i illustrate this work.