Graduate School of Education
Showing 61-70 of 125 Results
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Guilherme Lichand
Assistant Professor at the Graduate School of Education
BioGuilherme is proudly Brazilian. His research focuses on the sources of educational inequities in the global South and on solutions with the potential to overturn them. He is co-director at the Stanford Lemann Center and a faculty affiliate at the Stanford King Center on Global Development, the Stanford Center on Early Childhood, the Stanford Institute for Advancing Just Societies, and the UC Berkeley Center for Effective Global Action. He holds a PhD in Political Economy and Government from Harvard University. He was previously the UNICEF Professor of Child Well-being and Development at the University of Zurich. Guilherme is also a co-founder of Brazilian EdTech Movva, a student success management system supporting vulnerable students graduate college. He was acknowledged by the Schwab Foundation as top-10 Brazilian social entrepreneur in 2020 (post-Covid legacy) and by MIT Technology Review as the top under-35 Brazilian innovator in 2014. His research has been published in numerous scientific journals, including the Proceedings of the National Academy of Sciences (PNAS) and Nature Human Behavior, and campaigns featuring his work won multiple awards, including two lions at the Cannes Lions International Festival of Creativity.
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Ira Lit
Professor (Teaching) of Education
BioResearch and practice focuses on teacher education, elementary education, educational equity, and the design and purpose of education and schooling, as well as the exploration of the educational experience of students often marginalized by the school context.
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Sihong Liu
Research Associate
BioDr. Sihong Liu is a Social Science Research Scholar at the Stanford Center on Early Childhood, working with Dr. Philip Fisher. She earned her Ph.D. in Human Development and Family Science from the University of Georgia and completed her postdoctoral training at the Center for Translational Neuroscience at the University of Oregon.
Dr. Liu’s research integrates interdisciplinary theories and methodologies to explore how early life stress across multi-level ecological contexts shapes children’s behavior, development, and health. She also employs neuroimaging, electrocardiogram, and neuroendocrine stress response assessments to investigate how early adverse experiences become biologically embedded, altering children’s neurobiological processes.
In an era marked by large-scale socio-historical events and rapid advancements in algorithm-driven technology and media, children are exposed to unprecedented levels of unpredictability. Motivated by these challenges, Dr. Liu’s recent work focuses on understanding – and mitigating – the effects of early life unpredictability on young children’s development. Guided by a translational neuroscience framework, she seeks to bridge research, theory, and practice by accelerating the translation from basic science to innovative practical strategies. She advances this mission through a two-pronged approach: developing interpersonal interventions (e.g., programs supporting parents, early childhood educators, and young children) and systemic solutions (e.g., policymaking and community-based initiatives) to foster resilience and promote positive early development. -
Susanna Loeb
Professor of Education and Senior Fellow at the Stanford Institute for Economic Policy Research
BioSusanna Loeb is a Professor at the Graduate School of Education. She was Director of the Annenberg Institute at Brown University, where she was also Professor of Education and of International and Public Affairs and the founder and executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford. She was the founding director of the Center for Education Policy at Stanford and co-director of Policy Analysis for California Education. Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education.
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Rachel Lotan
Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsEquitable teaching and learning in heterogeneous classrooms; Teaching as a profession in international contexts, Curriculum development.
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Prashant Loyalka
Associate Professor of Education and Senior Fellow at the Freeman Spogli Institute for International Studies
Current Research and Scholarly InterestsPrashant's research focuses on examining/addressing inequalities in the education of youth and on understanding/improving the quality of education received by youth in a number of countries including China, India, Russia, and the United States. In the course of addressing educational inequalities, Prashant examines the consequences of tracking, financial and informational constraints, as well as social and psychological factors in highly competitive education systems. His work on understanding educational quality is built around research that assesses and compares student learning in higher education, high school and compulsory schooling. He furthermore conducts large-scale evaluations of educational programs and policies that seek to improve student outcomes.
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Ramon Martinez
Associate Professor of Education
BioRamón Antonio Martínez is an associate professor in the Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity at Stanford University. His research explores the intersections of language, race, and ideology in K-12 public schools, with a particular focus on literacy learning among multilingual children and youth, and the preparation of teachers to work in multilingual settings. In addition to his long-term, community-engaged, and ethnographically informed research, Dr. Martínez actively supports pre-service teachers through his ongoing work in the Stanford Teacher Education Program (STEP). His scholarship has been published in journals such as Anthropology & Education Quarterly, International Multilingual Research Journal, Language Policy, Linguistics and Education, Modern Language Journal, Research in the Teaching of English, and Review of Research in Education. Dr. Martínez earned his Ph.D. from the Division of Urban Schooling in the Graduate School of Education & Information Studies at the University of California, Los Angeles.
