Graduate School of Education
Showing 1-50 of 142 Results
-
Jon Ball
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Computer ScienceBioHi! 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) -
Bethany D. Bass
Ph.D. Student in Education, admitted Autumn 2024
Master of Arts Student in History, admitted Summer 2026
Research Assistant, GSE Centers and ProgramsBioBethany D. Bass is a PhD student studying Race, Inequality, Language and Education & History of Education at the Stanford Graduate School of Education. Her work focuses on the relationship between historically Black schools and Black communities, chronicling Black education in South Dallas, Texas, from the late 1930s to the present. Their work uses Black geographic thought, digital humanities, and oral history to listen to how Black elders and young people create sites of Black livingness (McKittrick 2021, Quashie 2021) and learning inside and outside of formal school settings.
Their scholarship is supported by the EDGE: Enhancing Diversity in Graduate Education Fellowship and The Stanford Interdisciplinary Graduate Fellowship (SIGF) through the Office of the Vice Provost for Graduate Education. -
David Timothy Bates
Ph.D. Student in Education, admitted Autumn 2022
BioDavid T. Bates is currently a PhD candidate in the History of Education program at Stanford’s Graduate School of Education. His research focuses on the institutional change of universities owing to the emergence of the human sciences from the Progressive Era to the Cold War. As part of this research agenda, his dissertation explores how computer science became an undergraduate major. Previously, he worked in civic education and taught in elementary schools in Tulsa, Oklahoma and Boston, Massachusetts. He has degrees from the University of Rochester, the University of Chicago, and the Harvard Graduate School of Education.
-
Brandi Cannon
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Graduate Program Assistant, Ctr. Sup. Exc. in Teaching
DBC Monitor, Hume CenterCurrent Role at StanfordPhD Candidate
Teaching Assistant
Research Assistant -
Merve Cerit
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsMy research aims to understand digital behaviors and their relationship with well-being through computational models and in-situ behavior change interventions. For my research, I have been working on a large-scale smartphone dataset, Screenome. I work closely with Nick Haber and Roy Pea from the School of Education and Nilam Ram and Byron Reeves from the Communication Department.
In my work, I mostly use machine learning and human-centered design principles. -
Joanne Chan
Masters Student in Education, admitted Autumn 2025
Current Research and Scholarly InterestsCo-designing play-filled and culturally-sustaining social and emotional learning experiences for marginalized children and their caregivers.
-
Ruishi Chen
Ph.D. Student in Education, admitted Autumn 2025
Research Assistant, McFarland ProgramBioI use computational methods — including natural language processing, social network analysis, and causal inference — to model how innovations and ideas emerge, spread, and take root across social systems. I am particularly interested in:
- Knowledge Diffusion: how ideas are produced, selected, and diffused through scholarly communication and peer review
- Innovation and Technology Adoption: how organizations and social systems respond to and integrate emerging technologies
- AI in Education: how AI-empowered tools are adopted and used in secondary education -
Catie Connolly
Ph.D. Student in Education, admitted Autumn 2020
Graduate Teaching Consultant, Digital Learning Strategy
Copyeditor, Hume Center
Grad Writing Tutor, Hume Center
Proofreader, Hume CenterBioAs a PhD candidate in Developmental and Psychological Sciences at Stanford, I study how early childhood experience, cultural background, and education shape children's social-emotional development. I use a combination of quantitative and qualitative methods, including surveys, interviews, and experimental tasks, to understand the development of core social-emotional skills like emotion regulation and executive functioning in ethnically-, culturally-, and socioeconomically-diverse child populations.
I am passionate about applying developmental science to inform educational policy and practice. My goal is to contribute to the advancement of knowledge and practice in early childhood education by working with students, parents, and teachers to create evidence-based and culturally-responsive curricula and interventions that will improve students' social-emotional outcomes and well-being. -
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.
-
Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa Zapatel is a PhD candidate in Education Policy at Stanford University. Her research examines how inclusive education policies shape student outcomes, with a particular focus on historically marginalized groups in Peru. She aims to develop context-sensitive tools for measuring inclusion and translate research into equity-driven policy.
Her experience spans over a decade across classrooms, government, and civil society in advancing inclusive education. She has led national initiatives at the Ministry of Education of Peru and the Peruvian Down Syndrome Society, and has collaborated with regional and global networks including the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Prior to her doctoral studies, she served as a consultant on equity and inclusion at the Global Partnership for Education.
Daniela holds a B.A. in Early Childhood Education with honors from the University of Piura (Peru) and an M.A. in International Education Policy Analysis from Stanford University. She is also the proud mother of two wonderful boys. -
Valerie Garcia
Ph.D. Student in Education, admitted Autumn 2025
BioValerie García is a linguist, educator, and researcher whose work centers on heritage language education, teacher development, and identity development. Currently pursuing her Ph.D. in Education at Stanford University, Valerie brings a strong interdisciplinary background bridging applied linguistics, pedagogy, and sociocultural analysis to her teaching and research.
She earned her M.S. in Applied Linguistics from Georgetown University, where she contributed to projects at the Assessment and Evaluation Language Resource Center (AELRC) and co-authored publications in The Modern Language Journal and the Institute of International Education. Her research has examined heritage language learner identity, multilingual education, and the impacts of language policies across the U.S., including her thesis on the differing perceptions of heritage language programs among administrators and teachers.
As a Spanish teacher and curriculum developer, Valerie has taught at Mountain House High School, Summit Charter Schools, and La Escuelita, where she integrates project-based and culturally responsive instruction aligned with state standards. Her teaching is grounded in linguistic justice and equitable access to world language education.
Valerie’s scholarship has been presented at the American Association for Applied Linguistics (AAAL) and the National Heritage Language Resource Center (NHLRC) conferences, and her visual research work has been featured in leading textbooks such as Second Language Research and The Art of Language Teaching and the Science of Language Learning.
Fluent in both English and Spanish, Valerie combines her expertise in linguistic research and pedagogy with her commitment to empowering multilingual learners and advancing equity in education. -
Jorge Luis Garcia Perez
Master of Arts Student in Education, admitted Autumn 2025
Graduate Program Assistant, SAL Early Childhood EducationBioJorge is a Fulbright-García Robles Scholar, recipient of the SECIHTI (Mexican Ministry of Science, Humanities, Technology and Innovation) scholarship for graduate studies abroad, and the Claudio X. González Fellowship at Stanford University, where he is pursuing a master’s degree in Global Comparative Education. He has over six years of experience as a public school teacher and two additional years as a teacher educator in Mexico. He is deeply committed to bridging the gap between classroom realities and policy decisions, striving to improve both the quality and equity of education.
-
Roberto S. Gutierrez
Ph.D. Student in Education, admitted Autumn 2025
Ph.D. Student in Education, admitted Autumn 2025BioRoberto Gutierrez is a PhD student in Curriculum Studies and Teacher Education (CTE), specializing in Science, Engineering, and Technology Education. He is also pursuing a cross-area specialization in Race, Inequality, and Language in Education (RILE).
Roberto has a variety of research interests that stem from his decade long teaching experience. A primary focus is the intersection of ethics in science education spaces. This includes the implications in teacher development, curriculum customization and AI integration in science classrooms. -
Elizabeth Finlayson Harris
Ph.D. Student in Education, admitted Autumn 2023
BioElizabeth Finlayson Harris is a PhD student in Curriculum and Teacher Education at Stanford University, specializing in science, engineering, and technology education with a minor in Feminist, Gender, and Sexuality Studies. Her research examines epistemology, affect, and feminist perspectives in science education, with particular attention to pre-service teacher learning. She has published in Science Education, Emotion, Space and Society, and Studying Teacher Education, and her current projects explore humor, laughter, and epistemic affect in science classrooms. A former high school physics teacher and instructional designer, Liz brings a commitment to equity, joy, and critical inquiry in both her teaching and scholarship.
