Graduate School of Education
Showing 101-200 of 256 Results
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Hsiaolin Hsieh
Research Project Lead, SAL Policy
BioHsiaolin Hsieh is a Senior Research Associate and the Research Project Lead at The SCALE Initiative. Her research focuses on ensuring equitable opportunity and access to learning for multilingual learners. She uses natural language processing and machine learning to analyze complex student dialogic participation in the classroom.
Formally trained in educational measurement and assessment, Hsiaolin has extensive experience in the design, implementation, and evaluation of tests in the K-12 context. As a mixed-methods researcher, she uses qualitative and quantitative approaches to conduct research across (quasi-)experimental and research-practice-partnership settings. Her background in educational technology enables her to examine and leverage alternative tools to assist student learning. Hsiaolin holds a PhD in Education from Stanford University and a Master’s in Learning, Design, and Technology, also from Stanford University. -
Blair Bohannan Kaneshiro
Director of Research & Development, Research Staff - Other
BioBlair Kaneshiro is Director of Research & Development (Academic Staff - Research) in the Graduate School of Education and Adjunct Professor of Music. She completed the BA in Music; MA in Music, Science, and Technology; MS in Electrical Engineering; and PhD in Computer-Based Music Theory and Acoustics, all from Stanford. She has worked as a Postdoctoral Scholar at Stanford (Music), Research Scientist at Stanford School of Medicine (Otolaryngology/Head & Neck Surgery), and has held industry roles at Shazam and Smule. Research interests: Multivariate EEG decoding, ecologically valid stimuli, musical engagement, user studies, music information retrieval.
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WooJung Kim
Data Analyst, SAL Early Childhood Education
Current Role at StanfordResearch Data Analyst at the SCEC (Stanford Center on Early Childhood)
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Anh Thi Le
Finance Director, Stanford Accelerator for Learning
Current Role at StanfordFinance Director
Stanford Accelerator for Learning
Stanford Graduate School of Education -
Debra Meyerson
Adjunct Professor, Graduate School of Education
BioTenured Associate Professor of Organizational Behavior from 2003 to 2013. Transitioned to adjunct professor in 2013 after a severe stroke in 2010.
While full time at Stanford and previously, Debra Meyerson conducted research primarily in three areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; and c) going to scale in the charter school field. Debra authored Tempered Radicals: How People Use Difference to Inspire Change at Work (HBS Press 2001), which provides an in depth look into how people can use diversity and difference to create positive change in the workplace without division or strife.
Nine years after her stroke in 2010, Debra published Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019.) The book is built on the combination of her lived experience as a survivor with disabilities and extensive interviews and research; it highlights the need for significantly more support than is provided in the current system to rebuild identity on the path to rebuilding lives of meaning and purpose. Debra also and co-founded Stroke Onward, a nonprofit now dedicated to catalyzing change in the healthcare system in order to insure survivors in the future receive that support. As co-Chair and active volunteer for Stroke Onward, Debra's focus is on driving research and publications that will help to better understand the problems and solutions that can inform the creation of a better healthcare system. She is also an extensive speaker in academic and industry settings.
For more complete and additional information on Debra's current work, please use the following links:
Full Bio at Graduate School of Education -- https://ed.stanford.edu/faculty/debram
Full Curriculum Vitae -- https://goto.stanford.edu/meyerson-cv -
João Vitor Moreira
Masters Student in Education, admitted Autumn 2025
Graduate Program Assistant, Research Staff - OtherBioExperienced in AI development, data science, and software engineering, with hands-on work in content moderation and abuse detection systems. I design and evaluate models that balance safety and user experience, including human-in-the-loop workflows and bias-aware approaches. My research explores how information propagates across social networks and how bias emerges in AI-driven learning environments. Motivated to work in Trust & Safety to build scalable systems that protect users and promote healthy online communities.
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Tammy Moriarty
Executive Director, PLEX, Ctr. Sup. Exc. in Teaching
BioDr. Moriarty's work focuses on conducting professional development with high school teachers for CSET's Hollyhock Fellowship program as well as providing online coaching and support to teachers throughout the school year. Her experience includes being a secondary science teacher, a district science resource teacher, and school administrator. She holds a BS in Animal Physiology and Neuroscience from the University of California at San Diego, an MA in Educational Leadership from the University of San Diego, and a PhD in Leadership Studies, PK-12 Specialization from the University of San Diego. tmoriart@stanford.edu
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Jessica Ann
Temp - Non-Exempt, Ctr. Sup. Exc. in Teaching
Staff, SAL Digital LearningBioJessica Ann is a program designer and creative technologist with 10+ years of experience leading initiatives that integrate emerging technologies into education and community learning spaces. As Manager of the AI Tinkery at the Stanford Accelerator for Learning, she led the launch of Stanford’s first cross-functional hub for AI literacy and upskilling — supporting peer-driven learning, responsible experimentation, and practical use of generative AI tools across diverse educational and operational teams. Jessica holds an MFA in Art + Technology from The Ohio State University and is passionate about building programs that advance equity, foster collaboration, and empower communities to shape the future with AI.
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Eghosa Obaizamomwan Hamilton
STEP Secondary English Clinical Associate, Stanford Teacher Education Program (STEP)
BioDr. Eghosa Obaizamomwan-Hamilton is a Black motherscholar who prioritizes scholarship in service of her community. She works in the Graduate School of Education at Stanford University, and prior to higher education, she was a K-12 educator for 16 years. Her broad research and teaching focus on Black Critical Race Theory, Black Educational Studies, Black Feminist Thought, intersectionality, critical pedagogy, and the sociology of race and education. She is the co-founder of the nonprofit organization Making Us Matter and co-founding editor of The Black Educology Mixtape “Journal”. Her scholarship investigates the complex intersections of race, identity, gender, and education, and is published in peer-reviewed journals such as Harvard Educational Review, Equity & Excellence in Education, Race Ethnicity and Education, and Educational Studies. Her first book, Articulations, A Radical Methodology for Black Pedagogy: Redefining Education through Black Women’s Hair Experiences, is published through Routledge. Drawing on 18 years of experience, her writing, teaching, and research intersect to explore interdisciplinary themes deeply informed by and engaging with Black intellectual traditions.
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Kathryn Pandes
Communications Manager, John Gardner Center
Current Role at StanfordCommunications Associate, John W. Gardner Center for Youth and Their Communities, Stanford Graduate School of Education
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Julia Poel
Ph.D. Student in Education, admitted Autumn 2025
Graduate Program Assistant, Krist ProgramBioJulia 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. -
Ana Trindade Ribeiro
Senior Research Data Lead, SAL Policy
Current Role at StanfordSenior Research Associate at SCALE Initiative
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Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
Research Asst - Graduate, Qiu ProgramBioAlma Rodriguez is a third-year Ph.D. candidate at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio. 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.
At Stanford University, Alma's research sits at the intersection of social movements, undocumented student activism, and higher education. Her work examines how undocumented students in California engage in hidden forms of activism and strategic adaptation, navigating visibility, risk, and resistance in response to shifting political climates. Drawing on non-visible, everyday activism and social movement scholarship, Alma explores how undocumented students resist, and continue to exercise their political voice when visibility imposes existential risks.
A qualitative scholar by training, Alma conducts ethnographic fieldwork inside Dream Centers, centering the lived experiences and political agency of undocumented students as her primary unit of analysis. -
Maria Rosales
Rsch Admstr 1, SAL Early Childhood Education
Current Role at StanfordAs a Research Administrator, Maria provides vital administrative and operational support, including managing financial transactions, coordinating conferences and events, arranging and reconciling travel for faculty and visitors, and assisting with the formatting and editing of academic papers.
