Dr. Shari Steadman's primary research areas focus on theoretical and practical understandings of professional support and development, primarily in relation to university-based supervision of pre-service teachers and school-based support of beginning teachers. Her current research focuses on the development and implementation of reflective skills in pre-service teachers and the emergence of new adolescent literacies.
Dr. Steadman has presented at numerous local, state, and national conferences, and her publications have appeared in national and state journals, including Phi Delta Kappa and Florida Educational Leadership. She has authored a chapter on discursive, gendered interactions in a high school English class (found in Discourse of Opportunity) and co-authored a chapter on the complexity of researching classroom interactions for the AERA publication, Complementary Methods for Research in Education. Currently, she is co-authoring a text connecting literacy scholars with today's best classroom practices (forthcoming, Christopher Gordon Publishers).
