Graduate School of Education
Showing 101-200 of 222 Results
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Rose Elisabeth Jeffries
Senior Data Manager, SAL Early Childhood Education
Current Role at StanfordLead Data Manager at the Stanford Center on Early Childhood's RAPID Survey Project.
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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 -
Sihong Liu
Research Associate, SAL Early Childhood Education
BioDr. Sihong Liu is a Social Science Research Scholar at the Stanford Center on Early Childhood, working with Dr. Philip Fisher. She earned her Ph.D. in Human Development and Family Science from the University of Georgia and completed her postdoctoral training at the Center for Translational Neuroscience at the University of Oregon.
Dr. Liu’s research integrates interdisciplinary theories and methodologies to explore how early life stress across multi-level ecological contexts shapes children’s behavior, development, and health. She also employs neuroimaging, electrocardiogram, and neuroendocrine stress response assessments to investigate how early adverse experiences become biologically embedded, altering children’s neurobiological processes.
In an era marked by large-scale socio-historical events and rapid advancements in algorithm-driven technology and media, children are exposed to unprecedented levels of unpredictability. Motivated by these challenges, Dr. Liu’s recent work focuses on understanding – and mitigating – the effects of early life unpredictability on young children’s development. Guided by a translational neuroscience framework, she seeks to bridge research, theory, and practice by accelerating the translation from basic science to innovative practical strategies. She advances this mission through a two-pronged approach: developing interpersonal interventions (e.g., programs supporting parents, early childhood educators, and young children) and systemic solutions (e.g., policymaking and community-based initiatives) to foster resilience and promote positive early development. -
Debra Meyerson
Adjunct Professor, GSE Faculty Affairs
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 -
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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Ana Trindade Ribeiro
Senior Research Data Lead, SAL Policy
Current Role at StanfordSenior Research Associate at SCALE Initiative
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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.
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Olatunde Sobomehin
Adjunct Lecturer, GSE Faculty Affairs
BioOlatunde Sobomehin is the 2025 Distinguished Practitioner in Residence at the Stanford Graduate School of Education and the Stanford Accelerator for Learning. As a student at Stanford from 1998 to 2003, he held leadership positions in Alpha Phi Alpha, Nu Sigma Chapter, the NAACP, and STeP Up (Students using Technology to Empower People for United Progress), a student group he founded. He also led a public speaking course in the School of Engineering and competed on Stanford’s Top-25 Men’s Basketball team, where he was voted Most Inspirational Player (2003). Since graduating, he has taught courses through the Stanford Haas Center for Public Service and the Stanford d.school, where he also co-authored the book Creative Hustle with sam seidel.
In 2014, Olatunde co-founded StreetCode Academy, an East Palo Alto–based nonprofit that offers free technology education to communities of color. Under his leadership, StreetCode has become a national model for community-based innovation, serving more than 3,000 students annually and delivering over 50,000 hours of free instruction. His body of work has earned him recognition as a 2018 Aspen Institute Scholar, a 2019 Praxis Fellow, and a 2020 Social Entrepreneurship Fellow at Stanford University.
Most recently, he has delivered academic presentations at two international conferences: the International Society of the Learning Sciences (ISLS) Conference in Finland and the ACM Global Computing Education Conference in Botswana, where he shared hands-on strategies for advancing the social and societal impacts of computing. He frequently speaks on community-centered innovation, equity in technology education, and creative leadership, and has served as a guest lecturer in courses across engineering, education, and design.
Olatunde and his wife, Tamara, reside in East Palo Alto, CA, and are the blessed parents of four children: Olatayo and Temilola, students at Stanford University; Tatiola, a freshman at USC; and Olataiye, an eighth grader. -
Jessamy Tang
Managing Director, Stanford Down Syndrome Research Center, Lemons Program
BioJessamy Tang is the Managing Director of the Stanford Down Syndrome Research Center. She is also a Board Trustee of Down Syndrome International, Board Director of Disability Rights Legal Center, Chairperson of the World Down Syndrome Day Conference at the United Nations and Co-Founder of The Matthew Foundation.
Prior to joining the Down Syndrome Research Center, Ms. Tang accumulated over thirty years of experience as an advocate for the developmental disability community, entrepreneur, executive with The Walt Disney Company, and board member of US and international non-profit organizations. At The Walt Disney Company, she worked across multiple operating units at ESPN and ABC Radio. While she was at ESPN Enterprises, their business development unit, she negotiated several “first” technology partnerships for ESPN. She developed the business plan for and led the expansion of ESPN Radio by ensuring 24/7 programming, purchasing owned & operated stations, affiliating ESPN branded radio stations and creating a full marketing plan. She then became President of the ABC-owned Pittsburgh radio stations where her stations earned four (4) Achievement in Radio awards, Sports Personality of the Year award, and achieved the highest ratings among all ESPN Radio stations nationwide. Following her corporate success, she then independently acquired two radio stations through private equity funding and affiliated them with ESPN thus becoming the first minority woman founder and CEO of a sports radio business.
Outside of her corporate roles, Ms. Tang served with the MIT Venture Mentoring Service and Visiting Committee for the MIT Department of Athletics, Physical Education, and Recreation. She has also advised an NFL team, a leading international media company, and has spoken at numerous sports, media, and entertainment conferences.
Ms. Tang received her Bachelor of Science degree from MIT and MBA from Stanford University. She resides in the San Francisco Bay Area with her husband and two children including her son who has Down syndrome. -
Reuben Thiessen
Project Manager - IT, SAL Digital Learning
Current Role at StanfordI'm responsible for supporting technical projects emerging from Stanford Accelerator for Learning initiatives such as AI+Education and Virtual Field Trips. I work closely with the Director of Digital Learning Solutions as well as a team of technologists and researchers, fostering innovative solutions between subject matter experts and a team of support staff.
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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.
