Graduate School of Education
Showing 41-60 of 156 Results
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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 strengthen context-sensitive measures of inclusion and inform equity-driven policy design.
Daniela brings over a decade of experience 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.
She 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. -
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.
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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.
