Graduate School of Education
Showing 101-200 of 510 Results
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Sophie D'Souza
Ph.D. Student in Education, admitted Autumn 2023
BioSophie D'Souza is a PhD student in Developmental and Psychological Sciences with a cross-area specialisation in Race, Inequality, and Language in Education.
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William Damon
Professor of Education and Senior Fellow, by courtesy, at the Hoover Institution
Current Research and Scholarly InterestsDevelopment of purpose through the lifespan; educational methods for promoting purpose and the capacity for good work.
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Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Sean Darling-Hammond
Lecturer
BioI am an Assistant Professor at UCLA in the departments of Community Health Sciences, Biostatistics, and Education Policy; a lecturer at Stanford's Graduate School of Education; and the Founder and Principal of BITJustice (Bend It To Justice) LLC.
Approach:
I seek to expand belonging and well-being by conducting research in two domains:
1) identifying k-12 practices that reduce racial disparities in health, discipline, and academic performance
2) identifying social policies that combat and sideline racial bias.
I aim to eschew departmental and methodological silos by conducting research that bridges the fields of public health, education, psychology, law, and public policy. While I have conducted dozens of qualitative research projects and produced work in the critical race theory tradition, my research mainly employs quantitative and econometric methods to analyze large-scale data, understand drivers of population health, and elevate effective public policies (e.g., school-based restorative practices).
Recent scholarship:
A recent article in the Proceedings of the National Academy of Sciences elucidates a new mental health risk for Black students—that schools rapidly grow more punitive towards Black students in the first weeks of the school year. It also shows how early-year data can be used to detect—and target interventions towards—schools where racial disparities in discipline are likely to emerge. Another project (published by the Learning Policy Institute and under review at AERA Open) reviews millions of California public student records and finds evidence that student exposure to restorative practices may reduce exclusionary discipline, improve academic achievement, and reduce related racial disparities; and that school adoption may reduce school-wide victimization, misbehavior, gang membership, depression, and sleep deprivation, and may increase school climate and student GPA. Two related projects find that—for Black boys and Black girls—exposure to restorative practices is related to lower depressive symptom, suicidal ideation, and substance abuse rates. A final project using this data finds that Black male and female students who perceive their School Resource Officers as exhibiting racial bias have higher rates of depressive symptoms, anxiety, and psychological distress. I also conduct randomized controlled trials to evaluate means of combatting racial bias. A recent paper in Science Advances reports on a teacher-facing growth-mindset intervention that reduced racial disparities in teachers’ responses to student misbehavior. And a recent field experiment conducted in partnership with the City of Denver found that a scalable racial bias training enhanced public employees’ abilities to combat racial bias in the workplace and society.
Scholarly Impact:
My work has been published in Science Advances, Proceedings of the National Academy of Sciences, and Nature Human Behavior; cited in over 700 peer reviewed articles; and referenced by the New York Times, the Washington Post, NBC, the Department of Education Regional Education Labs, and the House Judiciary Committee.
Teaching:
I have received strong student evaluations in four courses at UCLA (two in health program planning and evaluation, one in approaches to interdisciplinary scholarship, and one to empower students from underrepresented backgrounds to succeed in our comprehensive exam). While earning my PhD at UC Berkeley, I also served as an instructor for multiple statistics classes and received UC Berkeley’s “Outstanding Graduate Student Instructor Award.” Guided by cutting-edge psychological theory, I developed and piloted a package of practices and teaching materials which led multiple cohorts of under-represented minority students to realize minimum raw scores of 90% in statistics classes, and (according to anonymous, in-depth, post-surveys) to overcome many negative internalized beliefs and adopt a growth mindset. -
Thomas Dee
Barnett Family Professor, Professor of Education, Senior Fellow at the Stanford Institute for Economic Policy Research and, by courtesy, at the Hoover Institution
BioThomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), a Research Associate at the National Bureau of Economic Research (NBER), a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) and the Faculty Director of the John W. Gardner Center for Youth and Their Communities. His research focuses largely on the use of quantitative methods to inform contemporary issues of public policy and practice. The Association for Public Policy Analysis and Management (APPAM) awarded his collaborative research the Raymond Vernon Memorial Award in 2015 and again in 2019. He currently serves on the editorial boards of the American Educational Research Journal, the Journal of Policy Analysis and Management, and Education Finance and Policy.
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Dora Demszky
Assistant Professor of Education and, by courtesy, of Computer Science
BioDr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, measure the presence of dialect features in text, among others. Dr Demszky has received her PhD in Linguistics at Stanford University, supervised by Dr Dan Jurafsky. Prior to her PhD, Dr. Demszky received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
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Benjamin Domingue
Associate Professor of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsI'm interested in models for psychological measurement and their uses alongside applied statistical projects of all kinds.
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Carol Dweck
Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education
BioMy work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions people use to structure the self and guide their behavior. My research looks at the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.
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Thomas Ehrlich
Lecturer
Current Research and Scholarly InterestsHe has just finished a book, written with a Stanford undergraduate as his co-author, about how and why young people should be involved in public service.
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Tero Erkkila
Visiting Scholar, GSE Dean's Office
BioTero Erkkila is Professor of Political Science at the University of Helsinki, Finland. His research interests include global governance and policy, public institutions, and collective identities. He is affiliated with the Scandinavian Consortium for Organizational Research (SCANCOR).
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Philip Andrew Fisher
Excellence in Learning Graduate School of Education Professor
BioDr. Philip Fisher is the Excellence in Learning Professor in the Graduate School of Education at Stanford. His research, which has been continuously funded by the National Institutes of Health since 1999, focuses on developing and evaluating scalable early childhood interventions in communities, and on translating scientific knowledge regarding healthy development under conditions of adversity for use in social policy and programs. He is particularly interested in the effects of early stressful experiences on children's neurobiological and psychological development, and in prevention and treatment programs for improving children's functioning in areas such as relationships with caregivers and peers, social-emotional development, and academic achievement. He is currently the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children during the COVID-19 pandemic. Dr. Fisher is also interested in the brain's plasticity in the context of therapeutic interventions. He is the developer of a number of widely implemented evidence-based interventions for supporting healthy child development in the context of social and economic adversity, including Treatment Foster Care Oregon for Preschoolers (TFCO-P), Kids in Transition to School (KITS), and Filming Interactions to Nurture Development (FIND). He has published over 200 scientific papers in peer reviewed journals. He is the recipient of the 2012 Society for Prevention Research Translational Science Award, and a 2019 Fellow of the American Psychological Society.
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Karin Forssell
Senior Lecturer of Education
BioDr. Karin Forssell is the director of the Learning Design and Technology (LDT) master's program and senior lecturer at the Stanford Graduate School of Education. Dr. Forssell also directs the GSE Makery, a Stanford maker space where students and faculty learn to make, and make to learn. In her courses, students learn to use research from the learning sciences and learning-centered design processes to create effective digital tools. Her current interests include maker space education, teacher technology adoption, and parenting in a digital world.
Dr. Forssell draws insights from her many years of concurrent work as a teacher on special assignment for technology in the Palo Alto Unified School District. Dr. Forssell earned her bachelor's degree in linguistics, master's degree in education, and doctorate in learning sciences and technology design at Stanford University. -
Jared Furuta
Postdoctoral Scholar, Education
BioJared Furuta is a postdoctoral fellow at Stanford's Center for Philanthropy and Civil Society, where his research focuses on how educational institutions are culturally constructed in response to changing social norms, conceptions, and taken-for-granted assumptions about education. His past research has examined global changes in national high stakes exams, school tracking, national assessments, and U.S. college admissions policies, and his work has appeared in Sociology of Education, Social Forces, and Comparative Education Review. His current work focuses on long-term changes in systemic educational reform, as well as the effects of educational institutions on economic, political, and social outcomes at the national level.
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Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa is a PhD student in Educational Policy at Stanford's Graduate School of Education. Her previous experience as a teacher, as a government official, and as an advocate of civil society reinforced her commitment to the delivery of equitable, inclusive, and quality education for all learners. After serving in public schools and as a Teach for Peru fellow, Daniela led initiatives towards the strengthening of inclusive education systems in the Ministry of Education of Peru and the Peruvian Down Syndrome Society, collaborating on cross-country initiatives with members of the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Before starting her PhD program, she worked as an equity and inclusion consultant at the Global Partnership for Education (GPE). She is interested in exploring the barriers to policies providing adequate support for teachers to serve diverse learners. Specifically, she aims to look into the way the different levels of the system interact and shape inclusive education practices.
Daniela holds a B.A. in Early Childhood Education with Honors from the University of Piura (Peru) and a M.A. in Education (International Education Policy Analysis) from Stanford University. -
Antero Godina Garcia
Associate Professor of Education
Current Research and Scholarly InterestsAntero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.
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Andrea Christine Geissinger
Postdoctoral Scholar, Education
BioAndrea Geissinger is a SCANCOR (Scandinavian Consortium for Organizational Research) Postdoctoral Scholar. Her research interest lies at the intersection between digital innovation, organizational sociology, and sociological institutionalism. She is motivated to understand the impact of digital technology on social and cultural norms and values through qualitative and archival methods. For instance, by drawing on institutional theories, she has explored one of the most promising alternative forms of organization of the past decade: the sharing economy. As digital platforms set new norms by drawing on elements of both market and community on a large scale, Andrea’s current research focuses on deepening our understanding of what this “community” means in, for, and around organizations and society.
Andrea is also a Research Fellow at the House of Innovation at the Stockholm School of Economics, Sweden. She holds a Ph.D. in Business Administration from Örebro University School of Business, M.Sc. from Stockholm Business School, and a B.A. from Ludwig-Maximilians-University in Munich, Germany. Prior to her research career, Andrea worked in management consulting. -
Shelley Goldman
Associate Dean for Faculty Affairs and for Student Affairs and Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsUse and integration of digital technologies for teaching and learning; learning in informal settings, especially learning mathematics and science within families; bringing the tools and mindsets of design thinking to K-12 classrooms and to broadening STEM participation.
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Rubén A. González
Ph.D. Student in Education, admitted Autumn 2020
Master of Arts Student in Sociology, admitted Winter 2024
Other Tech - Graduate, GSE Dean's Office
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioRubén González, proudly from Greenfield, California, is a Ph.D. candidate in the Race, Inequality, and Language in Education (RILE) program at Stanford University. His research interests focus on the sociopolitical disposition and action of teachers of color, and the use of critical pedagogy and Youth Participatory Action Research (YPAR) in classroom settings. He dedicates his work to improving the K-12 schooling experiences of Black, Indigenous, all students of color, and other marginalized youth. Rubén taught high school English, English Language Development, and AVID in Sacramento, California, for six years prior to pursuing his graduate studies. Rubén also worked with (im)migrant and multilingual Latinx youth as an academic tutor in classroom and after-school settings in Dixon, California, during his undergraduate studies. He completed his Bachelor’s degree in English at Sacramento State University after transferring from Hartnell College. At the statewide level, Rubén serves on the Education Trust–West’s (ETW) Educator Advisory Council (EAC). In local community settings, Rubén has organized with the Association of Raza Educators (ARE) Sacramento, and Ethnic Studies Now (ESN) Sacramento and Elk Grove.
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Gage Silva Gorsky
Postdoctoral Scholar, Education
BioGage Gorsky is a queer mixed Mexican Jewish multimodal research advisor, data analyst, and program evaluator who uses a range of methodologies to explore intersections of identity and the phenomenon of social categorization, with a focus on the liminal and marginal embodied experiences of real people. They have a doctorate in Educational Measurement and Statistics from the University of Washington, where their dissertation examined persistent gender stereotypes embedded into the linguistic features of middle school math word problems. Gage’s inquiry bridges social science themes, with expertise and experience doing research spanning disciplines- education, history, statistics, feminist and queer theories, psychology, and identity development.
Past projects have covered dynamic subject matter, including a genealogical and historical study of the Mormon migration to California during the mid-19th century, a statistical exploration of factors influencing healthcare utilization among transgender adults in the United States, and HR- and disability justice-focused survey research on workplace inclusion practices within a markedly mixed-ability workforce.
Their recent work explores the dynamic expression of intersectional Jewish identity, including collaborations with the Jews of Color Initiative, where they helped lead “Beyond the Count,” the largest ever study of Jews of Color released August 2021. In addition to ongoing work with the Jim Joseph Foundation, SVARA, Nazun, and Jewish organizations across the United States, they serve as an advisor for OneTable, the Collaborative for Applied Studies in Jewish Education (CASJE), Edot Midwest, as well as a number of additional independent research projects. -
Pamela Grossman
Nomellini-Olivier Professor of Education, Emerita
Current Research and Scholarly InterestsStudy of classroom practice in middle school English Language Arts (with Susanna Loeb), funded by the Carnegie Corporation;
Study of pathways into teaching in New York City Schools (with Don Boyd, Hamilton Lankford, Susanna Loeb, and Jim Wyckoff).
Cross-professional study of the teaching of practice in programs to prepare teachers, clergy, and clinical psychologists (funded by the Spencer Foundation). -
Patricia Gumport
Professor of Education
BioAs a sociologist of higher education, Dr. Gumport has focused her research and teaching on key changes in the academic landscape and organizational character of American higher education. She has studied the dynamics of academic change in several arenas — illuminating what facilitates change and what impedes it — across and within different types of colleges and universities. Extending core concerns in the sociology of knowledge and institutional theory, Dr. Gumport has analyzed how organizational, intellectual, political, economic, and professional interests redefine the content, structure, and relative legitimacy of academic fields. Specific studies include: the emergence and institutionalization of interdisciplinary fields; graduate education and professional socialization across academic disciplines; organizational restructuring and selective investment; the ascendance of industry logic in public higher education; forces that promote and inhibit academic collaboration; decision-making about appropriate organizational forms to support new ideas; and leading organizational change for optimal effectiveness with internal and external stakeholders. Her research within the United States and Europe examines how universities that are ostensibly competitors determine when and how to collaborate. Her analyses include implications for academic leaders who pursue strategic initiatives, manage environmental pressures and stakeholder interests, and seek leadership development opportunities.
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Nicholas Haber
Assistant Professor of Education
Current Research and Scholarly InterestsI use AI models of of exploratory and social learning in order to better understand early human learning and development, and conversely, I use our understanding of early human learning to make robust AI models that learn in exploratory and social ways. Based on this, I develop AI-powered learning tools for children, geared in particular towards the education of those with developmental issues such as the Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder, in the mold of my work on the Autism Glass Project. My formal graduate training in pure mathematics involved extending partial differential equation theory in cases involving the propagation of waves through complex media such as the space around a black hole. Since then, I have transitioned to the use of machine learning in developing both learning tools for children with developmental disorders and AI and cognitive models of learning.
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Edward Haertel
Jacks Family Professor of Education, Emeritus
Current Research and Scholarly InterestsFunctions of test scores in discourse about education; how testing shapes ideas of success and failure for students, schools, and public education as a whole.
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Eric Hanushek
Paul and Jean Hanna Senior Fellow at the Hoover Institution and Professor, by courtesy, of Education
BioEric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is internationally recognized for his economic analysis of educational issues, and his research has broadly influenced education policy in both developed and developing countries. In recognition of his outstanding contributions to the field, he was awarded the prestigious Yidan Prize for Education Research in 2021. His extensive and well-cited body of work encompasses many pivotal topics within education, including class size reduction, school accountability, and teacher effectiveness. His pioneering exploration into teacher effectiveness, quantified through students' learning gains, laid the foundation for the widespread adoption of value-added measures in evaluating educators and institutions. His seminal book, The Knowledge Capital of Nations: Education and the Economics of Growth, establishes the close relationship between a nation's long-term economic growth and the skill levels of its populace. His scholarly contributions include twenty-six books and over 300 articles contributing to knowledge within the field. He is a Distinguished Graduate of the United States Air Force Academy and completed his Ph.D. in economics at the Massachusetts Institute of Technology. (https://hanushek.stanford.edu/)
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Liz Harris
Ph.D. Student in Education, admitted Autumn 2023
BioElizabeth Finlayson Harris is an academic and educator specializing in science education, with a strong focus on secondary education and the sociopolitical context of schooling. She is currently pursuing her PhD in Curriculum and Teacher Education at Stanford University, with a minor in Anthropology. Elizabeth's research interests include humanizing pedagogy and classroom climate and culture.
With a Master's degree in Teacher Education and a Bachelor's degree in Physics Education from Brigham Young University, Elizabeth has a rich teaching background. She has taught physics and astronomy at various high schools and directed pre-college engineering programs aimed at underrepresented students. Her professional experience extends to instructional design, where she has developed online courses for BYU Online High School.
Elizabeth's work is characterized by her dedication to educational equity and improving teaching and learning environments. Outside of her professional life, she is an avid Liverpool fan and enjoys mountain biking and snowboarding. -
Michael Hines
Assistant Professor of Education
BioMichael Hines is a historian of American education whose work concentrates on the educational activism of Black teachers, students, and communities during the Progressive Era (1890s-1940s). He is an Assistant Professor of Education, and an affiliated faculty member with the Center for the Comparative Study of Race and Ethnicity and the Bill Lane Center for the American West. He is the author of A Worthy Piece of Work (Beacon Press, 2022) which details how African Americans educator activists in the early twentieth century created new curricular discourses around race and historical representation. Dr. Hines has published six peer reviewed articles and book chapters in outlets including the Journal of African American History, History of Education Quarterly, Review of Educational Research, and the Journal of the History Childhood and Youth. He has also written for popular outlets including the Washington Post, Time magazine, and Chalkbeat. He teaches courses including History of Education in the U.S., and Education for Liberation: A History of African American Education, 1800-The Present.
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Hsiaolin Hsieh
Ph.D. Student in Education, admitted Autumn 2018
Other Tech - Graduate, GSE Dean's OfficeBioHsiaolin Hsieh is a doctoral candidate at the Stanford Graduate School of Education. Her research is relevant to equity and fairness in education, especially for students classified as English learners (ELs). Formally trained in educational measurement and assessment, Ms. Hsieh has ample experience in the design, implementation, evaluation, and interpretation of tests in the K-12 context, and in large-scale data collection and analysis for projects examining upper elementary students’ literacy and reading comprehension. Her research draws on both qualitative approaches (e.g., interviews, think-aloud protocols, collaborative coding, classroom observations) and quantitative techniques (e.g., statistical modeling, and machine learning algorithms). Working in researcher-practitioner partnerships, she has examined students’ course pathways and classroom heterogeneity patterns in middle and high school and supported schools in improving their assessment, reclassification, and course designation practices to provide ELs with increased access to mathematics courses. Her work in multilingual classrooms is useful in examining how educational technology can be leveraged to assist student learning. Applying natural language processing and computational linguistics methods, she has analyzed complex student dialogic participation in the classrooms. Her findings speak to the importance of using student-student conversations in the classroom context to inform English proficiency classification decisions. She is the developer of LogoSearch, an online repository created to collect, archive, and evaluate student conversations, and the creator of visualizations intended to support educators in identifying effective ways of providing ELs with more equitable learning opportunities.
