Graduate School of Education
Showing 111-116 of 116 Results
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Sam Wineburg
Margaret Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsDistinguishing what is true in our current digital morass; the teaching and learning of history
Latest book, with co-author Mike Caulfield, "Verified: How to think straight, get duped less, and make better decisions about what to believe online."
How young people make decisions about what to believe on the Internet.
New forms of assessment to measure digital literacy
The creation of Web-based environments for the learning and teaching of history -
Maisha T. Winn
Excellence in Learning Graduate School of Education Professor
BioMaisha T. Winn is the Excellence in Learning Professor in the Graduate School of Education where she also serves as the faculty director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She is also the Principal Investigator of the Futuring for Equity Lab. An ethnographer by training, Dr. Winn examines the intersection of language, literacy, and culture. Her research seeks to understand how non-dominant communities curate independent teaching and learning spaces to engage in writing, reading, and learning.
Dr. Winn was the A 2022-23 Andrew W. Mellon Fellow at the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford and is a member of the National Academy of Education. She is a past president (2025-2026) of the American Educational Research Association (AERA) and is also an AERA Fellow.
Dr. Winn has authored several books including: Writing in Rhythm: Spoken Word Poetry in Urban Classrooms; Black Literate Lives: Historical and Contemporary Perspectives; Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and Justice on Both Sides: Transforming Education through Restorative Justice. She co-edited Faith Made Flesh: The Black Child Legacy Campaign for Transformative Justice and Healthy Futures (with Lawrence “Torry” Winn, Vajra Watson, and Kindra F. Block); Restorative Justice in Education: Transforming Teaching and Learning through the Disciplines (with Lawrence “Torry” Winn); and Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities (with Django Paris). Her work has also appeared in The ANNALS of the American Academy of Political and Social Science; International Journal of Qualitative Studies in Education; Review of Research in Education, Mind, Culture and Activity; and Anthropology & Education Quarterly.
Her new book, Futuring Black Lives: Independent Black Institutions and the Literary Imagination, follows the work of institution builders during the Black Arts Movement (1965-1975) and how they leveraged the literary imagination in service of world-building. -
Caroline Winterer
William Robertson Coe Professor of History and American Studies, Professor of History and, by courtesy, of Classics and of Education
BioCaroline Winterer is William Robertson Coe Professor of History and American Studies, and Professor by courtesy of Classics. She specializes in American history before 1900, especially the history of ideas, political thought, and the history of science.
She teaches classes on American history until 1900, including American cultural and intellectual history, the American Enlightenment, and the history of science.
She is the author of six books, including most recently How the New World Became Old: The Deep Time Revolution in America (Princeton University Press, 2024).
She is currently accepting graduate students. For more information on the PhD program in the Department of History, visit: https://history.stanford.edu/academics/graduate-degree-programs. -
Christine Min Wotipka
Associate Professor (Teaching) of Education
Current Research and Scholarly InterestsCross-national, comparative, and longitudinal analyses of leadership and higher education with a focus on gender, sexuality, and race and ethnicity.
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Jason Yeatman
Associate Professor of Pediatrics (Developmental-Behavioral Pediatrics), of Education and of Psychology
BioDr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.
As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function.
