Stephanie Sisk-Hilton is an Associate Professor in the Department of Elementary Education. Her teaching and research focuses on the intersections of children’s science learning, cognition and development, and collaborative teacher learning. Her current research focuses on how young children can come to understand and use challenging science concepts when they are engaged in pedagogically ambitious approaches to teaching and learning. She has also done extensive research into how teachers develop and share science teaching knowledge through collaborative professional development.
At SFSU, Stephanie co-coordinates the intensive one-year Multiple Subjects Teaching Credential Program as well as the MA in Elementary Education for recent credential graduates. Her departmental work focuses on building teaching and learning partnerships between the teacher education program and the elementary schools that mentor future teachers to work with diverse learners.
Stephanie received certification through the National Board for Professional Teaching Standards and has taught elementary and middle school in Prince George’s County, MD, Atlanta, GA, Brooklyn, NY, and Oakland, CA. She is still an active teacher of elementary school science as part of her ongoing research. She has also worked extensively as a teacher professional developer dealing with school-wide curriculum reform and with science curriculum and pedagogy. She is the author of Teaching and Learning in Public: Professional Development Through Shared Inquiry (Teachers College Press).
- Ph.D., Cognition and Development (Education in Math, Science, and Technology), University of California, Berkeley, 2005.
- MA, Education Policy and Administration, Stanford University, 1997
- BA, Cognitive Science, Johns Hopkins University, 1993.
- Meier, D., and Sisk-Hilton, S., eds. (2013). Nature Education with Young Children: Integrating Inquiry and Practice. New York: Routledge.
- Metz, K., Sisk-Hilton, S., Berson, E., and Li, U. (2010) Scaffolding Children's Understanding of the Fit Between Organisms and their Environment In the Context of the Practices of Science. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the International Conference of the Learning Sciences (ICLS). International Society of the Learning Sciences: Chicago, IL.
- Sisk-Hilton, S. (2009). Teaching and Learning In Public: Professional Development Through Shared Inquiry. Teachers College Press, New York, NY.