Assistant Professor, Education
Dr. Garrone-Shufran’s research explores the question of how best to prepare future teachers to work with a diverse population of learners. She has examined English as a Second Language teachers’ ideas about advocacy for English learners and the teachers’ self-reported advocacy actions. Other research has focused on preparing general education teachers to integrate language into their lessons and building empathy for immigrant students and their families via a community engagement project. In her work with the Youth Voice project, she has collaborated on research and writing projects related to the civic engagement of youth in underserved communities.
Garrone-Shufran, S., Dobbs, K.L., & Hsu, L.M. (in press). Generation Z and civic engagement in a pre- and post-vaccine world. In S. Maddanu & E. Toscano (Eds.), Sociology of pandemic: Inequalities, social justice and democracy. Routledge.
Garrone-Shufran, S. (2023). Equity for emergent bilinguals: What every teacher needs to do (pp 175-196). In J. Etim & A. Etim (Eds.) Handbook of research on solutions for equity and social justice in education. IGI Global.
Garrone-Shufran, S. (2022). “I think you have to be a fighter”: Novice ESL teachers’ descriptions of advocacy for emergent bilinguals. Teacher Education Quarterly, 49(3), 48-69.
Dobbs, K.L., Hsu, L., Garrone-Shufran, S., Barber, N., Kourouma, F., Perez Castillo, Y., & Rich, S. (2022). Centering youth voices: An interdisciplinary approach to civic engagement. Issues in Interdisciplinary Studies, 40(2), 11-38.
Garrone-Shufran, S. (2022). Using reflection to prepare ESL teachers to become advocates. Multicultural Education, 29 (1 & 2), 34-36.
Garrone-Shufran, S. (2021). Connecting with families of ELLs. The Teacher Advocate, 28(4), 12.