Graduate School of Education
Showing 1-34 of 34 Results
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Ibrahim Oluwajoba Adisa
Postdoctoral Scholar, Education
BioIbrahim ('Joba) Adisa is a Human-Centered AI (HAI) Postdoctoral Fellow at Stanford's Graduate School of Education, collaborating with Dr. Victor Lee on advancing research to promote AI literacy in K-12 education. His research lies at the intersection of learning sciences, computing education, data science, and AI literacy. He focuses on developing tools and curricula resources that enhance data literacy and promote creativity, computational thinking, and collaborative problem-solving with AI in K-12 education. His research is often conducted through co-designs and partnerships in formal and informal learning environments. He uses qualitative and statistical machine learning methods to model learners' interactions 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 and 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, Clemson University, and Stanford PRISM Baker. His publications span various high-impact journals and conferences, contributing to the fields of AI literacy, data science and computing education. -
Je Chun An
Postdoctoral Scholar, Education
BioJechun An is a postdoctoral scholar at Stanford University. Dr. An began his education career as a tenured elementary teacher in a rural area of Korea. After that, He worked as a secondary school principal qualification program coordinator at the National Academy for Educational Administrators at Seoul National University in Korea. Until 2024, He was a lab manager of a federally funded project (The Early Writing Project) to provide professional development for elementary teachers who have students with difficulties in writing. He served as a Post-Doctoral Associate at the Department of Educational Psychology, University of Minnesota, Twin-Cities (2024-2026). His major role was managing the data for two federally funded (Institute of Education Sciences; IES) projects that entail large-scale efficacy trials of educational technology focusing on literacy and mathematics.
Dr. An's research focuses on integrating literacy assessment into data-informed instructional systems to support teachers working with students who experience significant difficulties in literacy (reading and writing) and language. Ultimately, Dr. An's research goal is to develop equitable and instructionally useful approaches that improve literacy outcomes for diverse learners. He is currently involved in projects related to AI-supported coaching model development in Language to Literacy Research Lab (https://langlitlab.stanford.edu/) and computer-adaptive assessment of language and literacy skills (https://roar.stanford.edu/). -
Samantha Basch
Postdoctoral Scholar, Education
BioSamantha Basch is a Jim Joseph Postdoctoral Fellow in the Stanford Graduate School of Education. Her research examines the cultural practices caregivers enact to promote young children’s learning. She is particularly interested in how communities support children's participation in recurring routines and rituals, including religious rituals. Samantha earned her PhD in Developmental Psychology from UC Santa Cruz in 2025.
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Jeannette Garcia Coppersmith
Postdoctoral Scholar, Education
Current Research and Scholarly InterestsJeannette is interested in understanding the instructional, cultural, and psychosocial mechanisms that contribute to-- and help to mitigate-- disparities in mathematics education. Her work sits at the intersections between teacher education, mathematics education, and social psychology. Using methods from the field of measurement, experimental designs, computational methods, and qualitative approaches, and pulling from critical perspectives and implicit social cognition theory, she aims to better understand the factors that shape teachers’ instructional decision-making and student opportunities to learn in reform-oriented math classrooms. Guiding her work is a vision for a more just education system and a fundamental belief that all children deserve rigorous, relevant and joyful learning experiences in mathematics.
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Christina Hewko
Postdoctoral Scholar, Education
BioChristina Hewko is a postdoctoral fellow in the Stanford Accelerator for Learning’s Equity in Learning Initiative and Dr. Maisha T. Winn’s Futuring for Equity Lab. In addition, she is a Stanford PRISM Baker Fellow. As an interdisciplinary education researcher, she draws on justice-oriented frameworks, the learning sciences, and teacher education to explore co-designed learning environments. She is especially interested in the joint activity and processes that support teachers’ and community members’ learning, well-being, and development of justice-oriented teaching practices. While at Stanford she is exploring possibilities for land-based pedagogies and teacher learning about restorative and Ethnic Studies teaching practices.
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Yan Jiang
Postdoctoral Scholar, Education
BioDr. Yan Jiang is a Postdoctoral Scholar at the Stanford Center on Early Childhood. She earned her Ph.D. in Education Studies with a specialization in Computational Social Science from the University of California, San Diego. Her research lies at the intersection of research methodology and early childhood education, focusing on computational analysis of text data and equitable access to high-quality early care and education. Using computational, quantitative, and qualitative methods, her work reimagines the conceptions of early care and education quality in global contexts and amplifies the voices of communities historically underrepresented. Her scholarship has been recognized with the Dissertation Funding Award from the Society for Research in Child Development (SRCD), the Yankelovich Graduate Research Grant, and the International Institute Research Fellowship from UC San Diego. Her research has appeared in leading journals, including Educational Researcher, Review of Educational Research, and Early Education and Development.
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Konstantinos Ioannis Kostas
Postdoctoral Scholar, Education
BioKonstantinos Kostas is a Visiting Student Researcher at SCANCOR. In his home institution University of Helsinki, he is a Doctoral Researcher in Political Science. Konstantinos’ research interests include public governance, institutional analysis, and conceptual history of government. In his disseration, he studies politics of automation and the relation between institutions and technology.
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Xinyu Lu
Graduate Visiting Researcher Student, Education
Temp - Non-Exempt, Domingue ProgramBioXinyu Lu is a Doctoral Candidate in Educational Economics and Management at Zhejiang University and a Visiting Scholar and Research Associate at Stanford University. Her research lies at the intersection of Computational Education, Economics of Education, Learning Analytics, Educational Measurement, and Evidence-Based Education Policy. She is particularly interested in leveraging artificial intelligence, large-scale educational data, and causal inference methods to understand learning processes, evaluate educational interventions, and support talent development.
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Youngsun Moon
Postdoctoral Scholar, Education
BioSun (Youngsun) Moon is a postdoctoral scholar at Stanford University. Her research centers on literacy development, especially how reading and spelling interact over time, and how assessment data can be used to better understand and support students’ literacy growth across diverse linguistic and educational backgrounds. Ultimately, her goal is to translate research into tools and practices that improve how we assess and support students’ reading and writing development.
At Stanford, she is part of the Rapid Online Assessment of Reading (ROAR) team at the Graduate School of Education, which develops silent, group-administered reading assessments that are open-source, research-based, efficient, and scalable for use in schools. With the ROAR team, she is currently working on expanding the ROAR suite and examining measurement bias (i.e., whether the assessments function differently for students from certain backgrounds). -
Miguel Morillas
Postdoctoral Scholar, Education
BioMiguel Morillas is a sociologist and organizational researcher working at the intersection of migration and organization studies. He is based at SCANCOR and works with Professor Tomás R. Jiménez in the Department of Sociology. His research focuses on how institutions such as employers, organizations, and states recognize migrants’ skills and life trajectories, and how migrants, in turn, reshape those institutions. Miguel is also interested in a range of organizational processes: domination, exclusion, worth valuation, ideological effects and, most recently, memory. He holds a PhD in Management and Organization from the Stockholm School of Economics. He was born and raised in Peru.
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Anna Parenteau
Postdoctoral Scholar, Education
BioPostdoctoral Fellow at the Stanford Center on Early Childhood
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Naama Sadan
Postdoctoral Scholar, Education
BioNaama Sadan is a postdoc at the Stanford Graduate School of Education and an affiliate of the Ardoin Socioecology Lab. She is a former high-school teacher and current researcher working on fostering cultural shifts toward sustainability in institutions. Originally from Jerusalem, Israel, she completed her Ph.D. at the Hebrew University, conducting fieldwork in California as a visiting student researcher at UC Berkeley. Her dissertation focused on integrating eco-literacy into California school districts. At Stanford, her research explores the role of rituals in promoting environmental education and sustainable behaviors in both religious and non-religious contexts. Naama also consults for the California Eco-Literacy Initiative (CALEI) and serves as co-chair of the Applied Collaboratory for Religion and Ecology (ACRE), a Stanford-based initiative. In addition to writing, she finds joy in other creative outlets as a permaculture designer, translator and teacher of mystical texts, and floral artist. Naama is always eager to connect with others passionate about cultural work that reconnects individuals and institutions with the earth.
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Seth Walker
Postdoctoral Scholar, Education
Current Research and Scholarly InterestsI study how education policies and financial incentives shape educational access, student success, and early-career outcomes. My research uses large-scale administrative data and applied quantitative methods to examine financial aid, teacher labor markets, advanced learning opportunities, and educational policy design. I am broadly interested in how evidence-based policies and reforms can expand educational opportunity and support student success throughout the educational pipeline.
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Xingyao (Doria) Xiao
Postdoctoral Scholar, Education
BioDr. Xingyao (Doria) Xiao is a postdoctoral scholar at Stanford’s Graduate School of Education, working on the LEVANTE project—an international effort to better understand how children learn and develop across different cultures and contexts. Her research focuses on using advanced statistical methods, like Bayesian modeling and psychometrics, to study learning over time and improve how we measure it fairly.
At Stanford, Dr. Xiao collaborates with Professors Ben Domingue and Nilam Ram to help design research tools that work across languages, cultures, and educational systems, supporting more inclusive and accurate educational research worldwide.
