Graduate School of Education
Showing 1-10 of 25 Results
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Sophie D'Souza
Ph.D. Student in Education, admitted Autumn 2023
BioSophie D'Souza is a PhD student in Developmental and Psychological Sciences with a cross-area specialisation in Race, Inequality, and Language in Education.
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William Damon
Professor of Education and Senior Fellow, by courtesy, at the Hoover Institution
Current Research and Scholarly InterestsDevelopment of purpose through the lifespan; educational methods for promoting purpose and the capacity for good work.
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Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Sean Darling-Hammond
Lecturer
BioI am an Assistant Professor at UCLA in the departments of Community Health Sciences, Biostatistics, and Education Policy; a lecturer at Stanford's Graduate School of Education; and the Founder and Principal of BITJustice (Bend It To Justice) LLC.
Approach:
I seek to expand belonging and well-being by conducting research in two domains:
1) identifying k-12 practices that reduce racial disparities in health, discipline, and academic performance
2) identifying social policies that combat and sideline racial bias.
I aim to eschew departmental and methodological silos by conducting research that bridges the fields of public health, education, psychology, law, and public policy. While I have conducted dozens of qualitative research projects and produced work in the critical race theory tradition, my research mainly employs quantitative and econometric methods to analyze large-scale data, understand drivers of population health, and elevate effective public policies (e.g., school-based restorative practices).
Recent scholarship:
A recent article in the Proceedings of the National Academy of Sciences elucidates a new mental health risk for Black students—that schools rapidly grow more punitive towards Black students in the first weeks of the school year. It also shows how early-year data can be used to detect—and target interventions towards—schools where racial disparities in discipline are likely to emerge. Another project (published by the Learning Policy Institute and under review at AERA Open) reviews millions of California public student records and finds evidence that student exposure to restorative practices may reduce exclusionary discipline, improve academic achievement, and reduce related racial disparities; and that school adoption may reduce school-wide victimization, misbehavior, gang membership, depression, and sleep deprivation, and may increase school climate and student GPA. Two related projects find that—for Black boys and Black girls—exposure to restorative practices is related to lower depressive symptom, suicidal ideation, and substance abuse rates. A final project using this data finds that Black male and female students who perceive their School Resource Officers as exhibiting racial bias have higher rates of depressive symptoms, anxiety, and psychological distress. I also conduct randomized controlled trials to evaluate means of combatting racial bias. A recent paper in Science Advances reports on a teacher-facing growth-mindset intervention that reduced racial disparities in teachers’ responses to student misbehavior. And a recent field experiment conducted in partnership with the City of Denver found that a scalable racial bias training enhanced public employees’ abilities to combat racial bias in the workplace and society.
Scholarly Impact:
My work has been published in Science Advances, Proceedings of the National Academy of Sciences, and Nature Human Behavior; cited in over 700 peer reviewed articles; and referenced by the New York Times, the Washington Post, NBC, the Department of Education Regional Education Labs, and the House Judiciary Committee.
Teaching:
I have received strong student evaluations in four courses at UCLA (two in health program planning and evaluation, one in approaches to interdisciplinary scholarship, and one to empower students from underrepresented backgrounds to succeed in our comprehensive exam). While earning my PhD at UC Berkeley, I also served as an instructor for multiple statistics classes and received UC Berkeley’s “Outstanding Graduate Student Instructor Award.” Guided by cutting-edge psychological theory, I developed and piloted a package of practices and teaching materials which led multiple cohorts of under-represented minority students to realize minimum raw scores of 90% in statistics classes, and (according to anonymous, in-depth, post-surveys) to overcome many negative internalized beliefs and adopt a growth mindset. -
Thomas Dee
Barnett Family Professor, Professor of Education, Senior Fellow at the Stanford Institute for Economic Policy Research and, by courtesy, at the Hoover Institution
BioThomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), a Research Associate at the National Bureau of Economic Research (NBER), a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) and the Faculty Director of the John W. Gardner Center for Youth and Their Communities. His research focuses largely on the use of quantitative methods to inform contemporary issues of public policy and practice. The Association for Public Policy Analysis and Management (APPAM) awarded his collaborative research the Raymond Vernon Memorial Award in 2015 and again in 2019. He currently serves on the editorial boards of the American Educational Research Journal, the Journal of Policy Analysis and Management, and Education Finance and Policy.
