Graduate School of Education
Showing 1-34 of 34 Results
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Jeremy Bailenson
Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
On Leave from 10/01/2023 To 06/30/2024BioJeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, and a Senior Fellow at the Woods Institute for the Environment. He has served as Director of Graduate Studies in the Department of Communication for over a decade. He earned a B.A. from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.
Bailenson studies the psychology of Virtual and Augmented Reality, in particular how virtual experiences lead to changes in perceptions of self and others. His lab builds and studies systems that allow people to meet in virtual space, and explores the changes in the nature of social interaction. His most recent research focuses on how virtual experiences can transform education, environmental conservation, empathy, and health. He is the recipient of the Dean’s Award for Distinguished Teaching at Stanford. In 2020, IEEE recognized his work with “The Virtual/Augmented Reality Technical Achievement Award”.
He has published more than 200 academic papers, spanning the fields of communication, computer science, education, environmental science, law, linguistics, marketing, medicine, political science, and psychology. His work has been continuously funded by the National Science Foundation for over 25 years.
His first book Infinite Reality, co-authored with Jim Blascovich, emerged as an Amazon Best-seller eight years after its initial publication, and was quoted by the U.S. Supreme Court. His new book, Experience on Demand, was reviewed by The New York Times, The Wall Street Journal, The Washington Post, Nature, and The Times of London, and was an Amazon Best-seller.
He has written opinion pieces for The Washington Post, The Wall Street Journal, Harvard Business Review, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, TechCrunch, and The Chronicle of Higher Education, and has produced or directed six Virtual Reality documentary experiences which were official selections at the Tribeca Film Festival. His lab has exhibited VR in hundreds of venues ranging from The Smithsonian to The Superbowl. -
Arnetha F. Ball
Charles E. Ducommun Professor in the Graduate School of Education, Emerita
Current Research and Scholarly InterestsLanguage, Literacies, and Studies in Teacher Professional Development; research on the writing and writing instruction of culturally and linguistically diverse students; preparing teachers to teach diverse student populations in culturally and linguistically complex classrooms; linking sociocultural and linguistic theory to educational practice; and using the linguistic resources present among culturally diverse populations to enhance curriculum and instruction. She is currently conducting research on the implementation of her "Model of Generative Change" (Ball 2009) in pre-service teacher education, inservice teacher professional development, and a secondary pipeline program designed to "grow our own next generation of excellent teachers for urban schools." Over the last few years she has been collecting data in New Zealand, South Africa, Australia, and the United States on the preparation of teachers to work with historically marginalized populations. Her research on the use of writing as a pedagogical tool to facilitate generative thinking is ongoing and her most recent project looks at the development of blended online learning environments that are designed to prepare teachers to work effectively with diverse student populations in transnational contexts.
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Jon Ball
Ph.D. Student in Education, admitted Autumn 2020
BioHi! I'm a 3rd year PhD Student in Education Data Science dedicated to improving information accessibility.
Recent projects include:
Natural Language Processing: language analytics for Open Journal Systems (OJS)
Graph ML: modeling citation networks of computer science publications (OJS/arXiv)
Social Network Analysis: clustering of philanthropic partnerships for the Jim Joseph Foundation (SF) -
Adam Banks
Professor of Education
BioCommitted teacher. Midnight Believer. A Slow Jam in a Hip Hop world. Cerebral and silly, outgoing and a homebody. Vernacular and grounded but academic and idealistic too. Convinced that Donny Hathaway is the most compelling artist of the entire soul and funk era, and that we still don't give Patrice Rushen enough love. I'm a crate digger, and DJ with words and ideas, and I believe that the people, voices and communities we bring with us to Stanford are every bit as important as those with which we engage here at Stanford.
Born and raised in Cleveland, Ohio, I come to Stanford from the University of Kentucky, where I served on the faculty of the Department of Writing, Rhetoric and Digital Studies and prior to that, from Syracuse University, as a member of the faculty of the Writing Program. In addition to these appointments I served as the Langston Hughes Visiting Professor of English at the University of Kansas and, jointly with Andrea Lunsford, as the Rocky Gooch Visiting Professor for the Bread Loaf School of English.
My scholarship lies at the intersections of writing, rhetoric and technology issues; my specialized interests include African American rhetoric, community literacy, digital rhetorics and digital humanities. My most recent book is titled Digital Griots: African American Rhetoric in a Multimedia Age, and my current digital/book project is titled Technologizing Funk/Funkin Technology: Critical Digital Literacies and the Trope of the Talking Book. -
Ralph Banks
The Jackson Eli Reynolds Professor of Law, Professor, by courtesy, of Education and Senior Fellow, by courtesy, at the Hoover Institution
BioRalph Richard Banks (BA ’87, MA ’87) is the Jackson Eli Reynolds Professor of Law at Stanford Law School and Professor, by courtesy, at the School of Education. A native of Cleveland, Ohio and a graduate of Stanford University and Harvard Law School (JD 1994), Banks has been a member of the Stanford faculty since 1998. Prior to joining the law school, he practiced law at O’Melveny & Myers, was the Reginald F. Lewis Fellow at Harvard Law School and clerked for a federal judge, the Honorable Barrington D. Parker, Jr. (then of the Southern District of New York). Professor Banks teaches and writes about family law, employment discrimination law and race and the law. He is the author of Is Marriage for White People? How the African American Marriage Decline Affects Everyone. At Stanford, he is affiliated with the Michelle R. Clayman Institute for Gender Research, the Center for Comparative Studies in Race and the Ethnicity, the Stanford Center for Opportunity Policy in Education and the Center for the Study of Poverty and Inequality. His writings have appeared in a wide range of popular and scholarly publications, including the Stanford Law Review, the Yale Law Journal, The New York Times and the Los Angeles Times. He has been interviewed and quoted by numerous print and broadcast media, including ABC News/Nightline, National Public Radio, The New York Times and the Los Angeles Times, among others.
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Brigid Barron
Margaret Jacks Professor of Education
Current Research and Scholarly InterestsCurrent projects include the longitudinal documentation of learner pathways to engagement, studies of families as technology-supported learning teams, and the roles that personal learning networks play in catalyzing and sustaining interest-driven learning She is founder of the YouthLAB at Stanford, and a co-lead of TELOS, a Stanford Graduate School of Education Initiative to investigate how technologies can provide more equitable access to learning opportunities.
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Eric Bettinger
Conley DeAngelis Family Professor, Professor of Education, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Economics at the Graduate School of Business
Current Research and Scholarly InterestsEric's research interests include economics of education; student success and completion in college; the impacts of online education; the impacts of financial aid; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. His research focuses on using rigorous statistical methods in identifying cause-and-effect relationships in higher education.
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Jo Boaler
Nomellini and Olivier Professor in the Graduate School of Education
Current Research and Scholarly InterestsStudying the Impact of a Mathematical Mindset Summer Intervention, HapCaps: Design and Validation of Haptic Devices for improving Finger Perception (with engineering & neuroscience) The effectiveness of a student online class (https://lagunita.stanford.edu/courses/Education/EDUC115-S/Spring2014/about) (NSF). Studies on mathematics and mindset with Carol Dweck and Greg Walton (various funders). Studying an online network and it's impact on teaching and learning (Gates foundation)
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Hilda Borko
Charles E. Ducommun Professor in the Graduate School of Education
Current Research and Scholarly InterestsToward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle
The Problem-Solving Cycle (PSC) model of mathematics professional development encourages teachers to become part of a collaborative and supportive learning community. As they participate in the PSC, teachers think deeply about both mathematics content and instruction, and they explore their instructional practices with their colleagues through the use of video and other classroom artifacts. One iteration of the PSC consists of three interconnected professional development workshops, all organized around a rich mathematical task. During Workshop 1, teachers collaboratively solve the mathematical task and develop plans for teaching it to their own students. Shortly after the workshop, the teachers implement the problem with their own students and their lessons are videotaped. In Workshop 2 teachers explore the role they played in implementing the problem. In Workshop 3 teachers critically examine students’ mathematical reasoning.
The Problem-Solving Cycle model provides a structure for mathematics teachers to work together and share a common mathematical and pedagogical experience. Our previous research suggests that it is a promising model for enhancing teachers’ knowledge and supporting changes in classroom practice.
In our current project, initiated in Fall 2007, we are working with a group of middle school mathematics teachers in a large urban district to foster their leadership capacity, and specifically to prepare them to facilitate the Problem-Solving Cycle. We will provide 2½ years of preparation and support for teachers who have been designated as “mathematics instructional leaders.” These instructional leaders will in turn implement the PSC with the mathematics teachers in their schools. We will document the range and quality of the instructional leaders’ implementation of the PSC. We will also analyze the impact of the professional development process on the mathematical knowledge and classroom teaching of the instructional leaders and the mathematics teachers with whom they work. In addition, we will analyze the impact on their students’ mathematics achievement. By the conclusion of the project, we anticipate that the participating schools will have the infrastructure and capacity to carry out the PSC indefinitely, using their own resources. In addition, the project will produce a highly refined set of PSC facilitation materials—with a strong emphasis on supporting a linguistically and culturally diverse student population—that can be widely disseminated. -
Bryan Brown
Kamalachari Professor of Science Education and Vice Provost for Faculty Development, Diversity and Engagement
Current Research and Scholarly InterestsDr. Brown's current research examines issues of stress, culture, and language. His work examines how science is taught is ways that may alienate urban students due to the approach to language instruction. This work includes experimental work involving technology based education and inner city teaching practices.
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Xavi Luis Burgos
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and EthnicityCurrent Research and Scholarly InterestsAfro-Caribbean religious traditions | visual and performance art | the sanctification of the body and space | martyrdom | political theory | embodied religious knowledges and material cultures | Indigenous epistemologies and ontologies | ancestor veneration and spirit possession | youth movements and popular educational projects | the politics of memory and pedagogies of remembrance | the logics of race
