Graduate School of Education
Showing 1-10 of 30 Results
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Ibrahim Oluwajoba Adisa
Postdoctoral Scholar, Education
BioIbrahim ('Joba) Adisa is a Postdoctoral Fellow at Stanford Institute for Human-Centered AI and works with Dr. Victor Lee on the CRAFT AI project at the Graduate School of Education. His research lies at the intersection of learning sciences, computing education, data science, and AI literacy. He focuses on creating pedagogical tools and resources that enhance data literacy and promote creativity, computational thinking, and collaborative problem-solving with AI in K-12 education. His research is most often done through co-designs and partnerships in both formal and informal learning environments. He utilizes both qualitative and statistical machine learning methods to model and analyze learners' interactions with people, content, and digital tools in these environments.
'Joba completed his undergraduate studies at the Federal University of Technology Minna with an emphasis on cognitive science, physics, and mathematics. He earned a master's in educational technology from the University of Ibadan. He obtained his doctorate in Learning Sciences from Clemson University, where he supported several NSF-funded projects in STEM, data science, and AI education. Before graduate school, he worked as a Digital Learning Specialist at Tek Experts, a global digital tech talent corporation. His diverse academic background underpins his innovative approach to educational research and instructional design. 'Joba has received numerous awards and honors throughout his academic career, including the Outstanding Graduate Researcher Award and fellowships from MTN Foundation, Caroline Odunola Foundation, and Clemson University. His publications span various high-impact journals and conferences, contributing to the fields of AI literacy, data science and computing education. -
Jared Furuta
Lecturer
Postdoctoral Scholar, EducationBioJared Furuta is a postdoctoral fellow at Stanford's Center for Philanthropy and Civil Society, where his research focuses on how educational institutions are culturally constructed in response to changing social norms, conceptions, and taken-for-granted assumptions about education. His past research has examined global changes in national high stakes exams, school tracking, national assessments, and U.S. college admissions policies, and his work has appeared in Sociology of Education, Social Forces, and Comparative Education Review. His current work focuses on long-term changes in systemic educational reform, as well as the effects of educational institutions on economic, political, and social outcomes at the national level.
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Hsiaolin Hsieh
Postdoctoral Scholar, Education
BioHsiaolin Hsieh is a doctoral candidate at the Stanford Graduate School of Education. Her research is relevant to equity and fairness in education, especially for students classified as English learners (ELs). Formally trained in educational measurement and assessment, Ms. Hsieh has ample experience in the design, implementation, evaluation, and interpretation of tests in the K-12 context, and in large-scale data collection and analysis for projects examining upper elementary students’ literacy and reading comprehension. Her research draws on both qualitative approaches (e.g., interviews, think-aloud protocols, collaborative coding, classroom observations) and quantitative techniques (e.g., statistical modeling, and machine learning algorithms). Working in researcher-practitioner partnerships, she has examined students’ course pathways and classroom heterogeneity patterns in middle and high school and supported schools in improving their assessment, reclassification, and course designation practices to provide ELs with increased access to mathematics courses. Her work in multilingual classrooms is useful in examining how educational technology can be leveraged to assist student learning. Applying natural language processing and computational linguistics methods, she has analyzed complex student dialogic participation in the classrooms. Her findings speak to the importance of using student-student conversations in the classroom context to inform English proficiency classification decisions. She is the developer of LogoSearch, an online repository created to collect, archive, and evaluate student conversations, and the creator of visualizations intended to support educators in identifying effective ways of providing ELs with more equitable learning opportunities.
