Graduate School of Education
Showing 101-157 of 157 Results
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Marley Murrell
Ph.D. Student in Education, admitted Autumn 2024
Graduate Assistant for Community Engagement, Haas Center for Public ServiceBioMarley Murrell, proudly from Tucson, Arizona, is a PhD student in the Curriculum and Teacher Education (CTE) program at Stanford University. She is also working on her PhD Minor in Comparative Studies in Race and Ethnicity (CSRE). Her scholarship is being supported by the Enhancing Diversity in Graduate Education (EDGE) Fellowship. Her current research interest are within mathematics education looking at teacher learning, professional development, and mathematics anxiety.
Prior to her studies at Stanford, Marley earned her Bachelors of Science in Mathematics with an emphasis in Education from the University of Arizona. While teaching, she earned her Master of Science in Mathematics Education from Northern Arizona University. In her teaching career she taught Algebra, Cambridge Algebra, Geometry, Cambridge Geometry, AVID 9, and Dual Enrollment College Algebra all at Amphitheater High School, her alma matter. As a high school teacher, she founded and ran the schools Girls Powerlifting Club. She also coached the school's Color Guard. -
Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022BioTom Nachtigal is a PhD student in the international and comparative education program. She's interested in researching how international organizations influence national civic education policies via promotion of social and emotional learning. Particularly, she's looking at how values of democracy, rule of law, human rights, and national identity are imbued in conflict-affected areas, in light of international education policies informed by SEL. Trained as an international lawyer, she served as a legal advisor in the Israeli government, practicing international law and human rights, an experience that informed her interests in civic education from the lens of international politics.
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Michael O'Key
Ph.D. Student in Education, admitted Autumn 2021
Research Assistant, Annamma ProgramBioMichael O'Key is a fifth-year Ph.D. candidate in the Graduate School of Education, concentrating in Race, Inequality, and Language (RILE) and Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS), as well as second-year law student and Public Interest Law Fellow at University of California Los Angeles School of Law. His research examines the nexus between school access and student assignment policies, school segregation, and juvenile delinquency.
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Julia Poel
Ph.D. Student in Education, admitted Autumn 2025
BioJulia Grace Marie Poel is a PhD student in Curriculum Studies and Teacher Education, specializing in Science, Engineering, and Technology Education. She is also pursuing a cross-area specialization in Learning Sciences and Technology Design. Julia’s research focuses on the intersection of education policy, curriculum studies, and teacher education. She has a specific interest in how the integration of sustainability and multiple knowledge systems can bridge civic and science education.
Before beginning her studies at Stanford, Julia received her MA in Education Policy from Teachers College, Columbia University, and her BS in Elementary Education with a minor in Spanish from the University of Illinois Urbana-Champaign. Julia contributed to a variety of projects in K-12 education policy and science education at both institutions. For example, in a collaborative project between the Center for Educational Equity at Teachers College and the Youth Advocacy and Policy Lab at Harvard Law School, Julia had the opportunity to develop a conceptual model for civic education. At the University of Illinois Urbana-Champaign, Julia designed and facilitated professional learning experiences for K-12 teachers to support them in co-designing and customizing curriculum materials to be transdisciplinary and sustainability-centered. Julia also served as a K-2 science instructor at an elementary school in Harlem, New York, while completing her MA.
Julia is passionate about research and initiatives that aim to create equal opportunities for all students. She believes the intersection of science and civic education presents a critical opportunity to engage students in learning experiences that are relevant to their lives and communities. Julia believes science and civic education can empower students to design solutions that socially, scientifically, and technologically improve the world. -
Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
BioAlma Rodriguez is a first-year Ph.D. student at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio and Dr. Christine Min Wotipka. Alma is a DACA (Deferred Action for Childhood Arrivals) recipient who earned her Bachelor of Arts in Sociology with highest honors from the University of California, Berkeley. Her research interest focuses on the undocumented student population. During her undergrad, Alma completed her senior honor’s thesis under the supervision of the Sociology department at UC Berkeley. Her qualitative research focused on how undocumented students navigate the higher education pipeline. Particularly, Alma is interested in understanding how undocumented students obtain cultural capital and in what ways they implement it in their communities.
Alma’s research focus at Stanford aims to shed light on undocumented Latina student mothers navigating higher education. Specifically, examining how the intersectionality of their identities such as gender, immigration status, and race has constituted a new set of challenges that have shaped their experiences navigating institutions of higher education. -
Marcos Rojas Pino
Ph.D. Student in Education, admitted Autumn 2022
BioI am a physician from Chile, passionate about medical education and educational technologies. My research focuses on the use of artificial intelligence, virtual reality, and augmented reality in medical education. I am actively developing tools that leverage artificial intelligence to enhance and evaluate clinical reasoning among healthcare professionals.
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Mayank Sharma
Masters Student in Education, admitted Autumn 2024
Other Tech - Graduate, BiologyBioFirst year student at the Graduate School of Education (GSE), pursuing the Education Data Science (MS) program. Hit me up (masharma@stanford.edu) to discuss data science and/or education equity!
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Bernardo Silveira
Ph.D. Student in Education, admitted Autumn 2025
BioBernardo Silveira is an education journalist, high school teacher, and teacher educator with over a decade of teaching experience. His foundational education includes a bachelor's degree in Portuguese Language and Literatures from Universidade Salgado de Oliveira. Besides furthering his expertise through postgraduate specializations in New Trends in Education and Student Focus, Technologies Applied to Education, and Higher Education Teaching and Active Methodologies, Bernardo earned a master's degree in Education with a specialization in Innovation in Education from the University of Lisbon. He is currently a doctoral student in Education at Stanford University, focusing on Curriculum Studies and Teacher Education, as well as Learning Sciences and Technology Design.
Bernardo's research focuses on teacher education and the integration of digital technologies in education. He is passionate about community- and design-based research that engages teachers in educational discussions, democratizes access to technologies, and advocates for supportive public policies. Beyond his academic pursuits, Bernardo has a proven record of authoring didactic materials, developing curricula and MOOCs, and managing pedagogical initiatives. -
Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and EthnicityBioTamara Nicole Sobomehin is a PhD student at the Stanford Graduate School of Education, specializing in Learning Sciences and Technology Design and Curriculum Studies & Teacher Education (Science, Engineering, and Technology), with a PhD minor in Comparative Studies in Race and Ethnicity. Alongside her four amazing children and her husband, Olatunde, she centers the principles of Love and Ujima to embody the commitment to collective work and responsibility required to advance social sustainability and restorative community and school design. Her research examines joyful learning, positive design, equity in Ed|TECH|Edu, and community-rooted learning initiatives to generate scholarship and technologies that advance a praxis of care, connectedness, and creativity.
Tamara is passionate about empowering children by designing meaningful experiences that foster agentic engagement and creative confidence in their learning. She is president of the Ravenswood City School District Board of Trustees, serving her second term as an elected school board member (2018-2022; 2022-2026), and is a co-founder and the Chief Education Officer at StreetCode Academy, an award-winning tech education organization with a mission to empower communities of color with the mindsets, skills, and access to participate in the innovation ecosystem. At StreetCode Academy, Tamara creates and supervises all learning initiatives, helping community members develop creative confidence and technical skills in coding, entrepreneurship, and design.
Tamara holds a BA in Psychology and an MA in Sociology from Stanford University, and an MEd in Educational Leadership and Policy Studies from the University of Texas at Arlington. -
Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
BioMegumi Takada is a doctoral candidate in the Graduate School of Education at Stanford University. Her research centers around children’s literacy experiences in the elementary school years, with a special interest in designing literacy instruction that promotes student agency and school belonging. Her most recent work focuses on translingual and multimodal writing, working with elementary school teachers to co-design writing instruction that leverages multilingual students' everyday language and literacy practices. Her work is driven by her former experience as a public school teacher in South Korea and Seattle, as well as her transnational, translingual experiences growing up cross-culturally in California and Japan. She is a recipient of the Fulbright teaching fellowship and graduated from Wellesley College with a degree in neuroscience and elementary teaching credentials.
スタンフォード大学教育学部で博士課程の研究を進めています。研究は主に小学生の読み書き・バイリンガル教育についてです。デザイン思考を取り入れて近所の公立小学校と連携しながら研究をしています。読み書きの授業に生徒達のアイデンティティ・言語・文化などを取り込んで、子どもたちにとって学校が居心地の良い場所、興味を持って楽しく勉強できる場所にしていこうと思っています。スタンフォード大学入学前は韓国で英語の先生として働き、その後はシアトルの公立小学校で１年生の担任をしていました。主にアメリカで生まれ育ちましたが、高校時代は関西で過ごしました。今後もこのような研究を通して、バイリンガル・マルチリンガルの子ども達、日本とアメリカを行き来する子ども達を支援できたらと思っています。 -
Brenda Valdes
Ph.D. Student in Education, admitted Autumn 2024
Research Assistant, Padilla ProgramCurrent Research and Scholarly InterestsBrenda is a developmental Psychologist specializing in longitudinal quantitative methods to study variation in learning and language development. Her research examines how individual and contextual factors shape students’ developmental trajectories across time, with an emphasis on patterns in academic growth.
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Daniel Verdi
Ph.D. Student in Education, admitted Autumn 2025
Research Assistant, Environmental Social SciencesBioComputational Social Science • Social Computing • Science of Science • Natural Language Processing • Responsible AI
I apply data science methods, mainly natural language processing (NLP) and social network analysis, to evaluate the communication and governance of science and technology. A focus of my work is how academic knowledge is translated across audiences, amplified or distorted through digital media, and taken up in political debate.
My research is particularly concerned with how algorithmic systems like AI and social media are changing information ecosystems and how their own risks and benefits are transmitted to the public. At the core of my work is a commitment to questions of equity, ethics, and social justice.
Beyond conducting science, I am also passionate about designing tools and events to put it in conversation with communities and create opportunities for marginalized students to engage with research and technology. I’m especially interested in improving digital and AI literacies, as well as in using AI and other technologies in informal education.
Before Stanford, I graduated from the University of Richmond as a Richmond Scholar, the institution's most prestigious and competitive academic award. Additionally, I have conducted research at universities such as Carnegie Mellon, University of Southern Califronia, and University of Copenhagen, and interned at Amazon Alexa AI. I’m also proud to have co-founded one of Brazil's largest high school science fairs, the Brazilian Fair of Young Scientists (FBJC), which has engaged over 2,000 participants and received over 1M website visits. -
Darion Aaron Wallace
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020
Research Assistant, Martinez's programBioDarion A. Wallace, from Inglewood, CA, is a Ph.D. student in the Graduate School of Education in the Race, Inequality, and Language in Education, History of Education, and Sociology of Education programs. He earned a bachelor’s degree in Rhetoric and African American Studies from the University of California, Berkeley, and a master’s degree in International Education Policy Analysis from Stanford University. As a Black Education Studies scholar, Darion’s research draws upon Black Studies, Sociology, and History, while employing mixed methods, to interrogate the ways K-12 American schools cohere logics of (anti)blackness and structure the life and educational outcomes of Black students across temporal and spatial bounds. Moreover, he is interested in how abolitionist praxes, pedagogies, and epistemologies rooted in the Black radical and intellectual tradition have and continue to serve a liberatory function in the project of Black education. To this aim, Darion is interested in partnering with public schools and libraries to develop secondary students’ historical literacies and archival skills to help them better understand the localized sociopolitical context that undergirds their lived experience. Previously, he has worked with the Learning Policy Institute as a Research and Policy Associate, the Service Employees International Union as an Organizer, and San Francisco State University as an Africana Studies Lecturer on Black Masculinities and Black Social Science.
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Camille Whitney
Ph.D. Student in Education, admitted Autumn 2010
BioCamille is a doctoral candidate in Education Policy and the Economics of Education and an IES fellow. Before coming to Stanford, Camille taught high school math in Memphis and worked as a Research Analyst at Child Trends in Washington, D.C. Her research interests include identifying effective educational policies and practices for underserved students and English Language Learners, fostering engagement and socio-emotional skills in school, and the effects of mindfulness programs for students and educators.
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Maya Emily Xu
Bachelor of Science, Honors, Biology with Honors
Masters Student in Biology, admitted Autumn 2022
Minor, Education
Stanford Student Employee, BiologyBioI'm an undergraduate ('25) and coterminal masters student majoring in biology (concentrating in ecology, evolution and environment). I previously completed a minor in education, a Notation for Science Communication, and will co-instruct BIO 121/221 (Ornithology) for the third time this spring.
Broadly, I'm interested in three main topics (which all have to do with birds!): 1) how birds can be used as indicator or sentinel species for environmental disturbance; 2) how interactions between humans and birds are shifting thanks to gradients of anthropogenic change; and 3) how these interactions can be shaped to better promote wider ecological health and beneficial services. I'm currently in the middle of a year-long study with Marty Freeland, funded by Jasper Ridge Biological Preserve's ('Ootchamin 'Ooyakma) (JROO) Mellon Grant, to compare the riparian bird communities at JROO and TomKat Ranch using three different survey methodologies (in-person transects, passive acoustic monitoring, and mob tape deployments). I'm also working closely with the San Francisco Bay Bird Observatory (SFBBO), where I volunteer as a bird banding trainee, and the Stanford SIGMA lab to quantify heavy metal contamination in the feathers of songbirds caught at the bird banding stations in JROO and the SFBBO's main station in Milpitas.
I previously conducted my senior honors thesis on how heavy metals affect raptors on the North American Pacific coast. My primary study species were the peregrine falcons (Falco peregrinus) breeding on top of Stanford University’s Hoover Tower, and the golden eagles (Aquila chrysaetos) breeding at JROO, where I'm a docent and former avian transect leader. -
Jessica Yauney
Ph.D. Student in Education, admitted Autumn 2024
Graduate Program Assistant, SAL Digital LearningBioI am an Education PhD student at Stanford who is working in Computer Science and Artificial Intelligence. I was a software developer at FamilySearch and still love genealogy. I was a high school computer science teacher and dance teacher in Los Angeles, California. I'm interested in learning and improving myself as a programmer and an educator.
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Anisa Yudawanti
Ph.D. Student in Education, admitted Autumn 2023
Bioa-nee-sa yoo-da-wan-tee
she/her/hers
Anisa Yudawanti (she/her) is a PhD Candidate in Race, Inequality, and Language in Education in the Graduate School of Education. She comes to Stanford by way of the Midwest and West Sumatra, Indonesia.
Drawing on her experience as a community-based youth worker and high school social studies teacher, Anisa's research moves us to consider what studies of space and movement can bring to bear on our understanding of schools. Her scholarship sits at the intersections of education studies, Black and critical geographies, and abolition and carceral studies. Her current study examines schools as sites of enclosure and how racially marked youth navigate school space through the lens of escape and fugitivity. She situates her inquiry in the Midwest and the Bay Area.
