Personal profile
Personal profile
Devon Hedrick-Shaw is an Assistant Professor of Curriculum and Instruction in the College of Education. Rooted in his experiences as a bilingual elementary school teacher in New York City, Dr. Hedrick-Shaw is committed to preparing teachers to foster the kinds of educational opportunities that diverse bi/multilingual students deserve in P-12 public schools. His interdisciplinary program of research works from critical, queer, and sociolinguistic perspectives to explore connections between teacher learning and education policy. His current research examines: 1) "alternative," synchronous-service certification pathways that aim to attract, prepare, and sustain bilingual educators; and 2) the potential of queer and anti-oppressive pedagogies to facilitate teacher learning and honor LGBTQ+ experiences in bilingual education.
Ph.D., University of Colorado Boulder, 2025
M.A., Teachers College, Columbia University, 2014
B.A., The College of William & Mary, 2013
Research Interests
- bi/multilingual education
- teacher learning and preparation
- alternative certification
- queer pedagogy
- translanguaging
Honors & Awards
Outstanding Dissertation Award (Third Place), American Educational Research Association, Bilingual Education Research Special Interest Group, 2026
Outstanding Dissertation Award (Honorable Mention), National Association for Bilingual Education, 2026
Dissertation Research Fellowship, University of Colorado Boulder Graduate School, 2025
Outstanding PhD Teaching Award, University of Colorado Boulder School of Education, 2025
Outstanding Graduate Instructor Award, University of Colorado Boulder Graduate School, 2024
Outstanding Graduate Student Paper Award, John Dewey Society, 2021
Teaching
Dr. Hedrick-Shaw has taught undergraduate and graduate courses on topics such as the foundations of bi/multilingual education, literacy methods for emergent bilingual students (PreK-6 and 7-12), bi/multilingual assessment, field-based practicum/student teaching, and qualitative research methods.
Fingerprint
- 1 Similar Profiles
-
Becoming Bilingual Special Educators through Alternative, Synchronous-Service Preparation
Hedrick-Shaw, D., Jan 2025, In: Teachers College Record. 127, 1, p. 96-124 29 p.Research output: Contribution to journal › Article › peer-review
-
Looking back to move forward: re-examining “alternative” certification as a site for teacher learning
Hedrick-Shaw, D., 2025, In: Teachers and Teaching: Theory and Practice. 31, 4, p. 678-690 13 p.Research output: Contribution to journal › Article › peer-review
-
Disrupting racialized perceptions of bilingual student writing: a collaborative autoethnography
Hamm-Rodríguez, M., Tetu, E. A., Santiago Schwarz, V., Hedrick-Shaw, D., Snow Balderas, M. B. & Gort, M., 2025, In: Language Awareness. 34, 3, p. 725-748 24 p.Research output: Contribution to journal › Article › peer-review
-
Flowing With the Translanguaging Corriente: Centering Bilingualism in Elementary Report Writing Instruction Through SFL Genre Pedagogy
Hedrick-Shaw, D., Hamm-Rodríguez, M., Snow Balderas, M. B., Tetu, E., Peña, N. & Gort, M., Dec 5 2025, Translanguaging Perspectives on Writing Development and Pedagogy: Learning from Findings Across Teaching and Learning Contexts. Gort, M., Zapata, A., Seltzer, K. & Gómez, M. (eds.). Emerald Publishing Limited, p. 17-38Research output: Chapter in Book/Report/Conference proceeding › Chapter
-
Learning to “Sit in the Messiness”: Leveraging Critical and Queer Pedagogies in Teacher Educator Development
Stillman, J., Staley, S., Tetu, E., Hedrick-Shaw, D. & Caasi, E., Oct 2025, In: Teachers College Record. 127, 9-10, p. 67-100 34 p.Research output: Contribution to journal › Article › peer-review