Graduate School of Education
Showing 1-19 of 19 Results
-
Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa is a PhD student in Educational Policy at Stanford's Graduate School of Education. Her previous experience as a teacher, as a government official, and as an advocate of civil society reinforced her commitment to the delivery of equitable, inclusive, and quality education for all learners. After serving in public schools and as a Teach for Peru fellow, Daniela led initiatives towards the strengthening of inclusive education systems in the Ministry of Education of Peru and the Peruvian Down Syndrome Society, collaborating on cross-country initiatives with members of the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Before starting her PhD program, she worked as an equity and inclusion consultant at the Global Partnership for Education (GPE). She is interested in exploring the barriers to policies providing adequate support for teachers to serve diverse learners. Specifically, she aims to look into the way the different levels of the system interact and shape inclusive education practices.
Daniela holds a B.A. in Early Childhood Education with Honors from the University of Piura (Peru) and a M.A. in Education (International Education Policy Analysis) from Stanford University. -
Antero Godina Garcia
Associate Professor of Education
Current Research and Scholarly InterestsAntero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.
-
Shelley Goldman
Associate Dean for Faculty Affairs and for Student Affairs and Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsUse and integration of digital technologies for teaching and learning; learning in informal settings, especially learning mathematics and science within families; bringing the tools and mindsets of design thinking to K-12 classrooms and to broadening STEM participation.
-
Rubén A. González
Ph.D. Student in Education, admitted Autumn 2020
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioRubén A. González, proudly from Greenfield, California, is a PhD candidate in the Race, Inequality, and Language in Education (RILE) and Curriculum and Teacher Education (CTE) programs at Stanford University, where he also earned a Master of Arts degree in Sociology. His research explores how students and teachers of color develop, sustain, and enact a critical sociopolitical disposition in classroom, school, and larger community settings. Rubén’s scholarship has been supported by the Stanford Graduate Public Service (GPS) Fellowship, the California State University Chancellor’s Doctoral Incentive Program (CDIP) Fellowship, the Ford Foundation Predoctoral Fellowship, and the NAEd/Spencer Dissertation Fellowship.
Prior to pursuing his graduate studies, Rubén was a high school English, English Language Development, and AVID teacher in Sacramento, California. As a high school teacher, he co-founded and co-advised the Social Justice & Equity Collective (SJEC), an after-school and student-led organizing and activist space. Rubén also worked with (im)migrant and multilingual Latinx youth as an academic tutor in classroom and after-school settings in Dixon, California, during his undergraduate studies. He completed his Bachelor of Arts degree in English at Sacramento State University after transferring from Hartnell College. -
Pamela Grossman
Nomellini-Olivier Professor of Education, Emerita
Current Research and Scholarly InterestsStudy of classroom practice in middle school English Language Arts (with Susanna Loeb), funded by the Carnegie Corporation;
Study of pathways into teaching in New York City Schools (with Don Boyd, Hamilton Lankford, Susanna Loeb, and Jim Wyckoff).
Cross-professional study of the teaching of practice in programs to prepare teachers, clergy, and clinical psychologists (funded by the Spencer Foundation). -
Patricia Gumport
Professor of Education
BioAs a sociologist of higher education, Dr. Gumport has focused her research and teaching on key changes in the academic landscape and organizational character of American higher education. She has studied the dynamics of academic change in several arenas — illuminating what facilitates change and what impedes it — across and within different types of colleges and universities. Extending core concerns in the sociology of knowledge and institutional theory, Dr. Gumport has analyzed how organizational, intellectual, political, economic, and professional interests redefine the content, structure, and relative legitimacy of academic fields. Specific studies include: the emergence and institutionalization of interdisciplinary fields; graduate education and professional socialization across academic disciplines; organizational restructuring and selective investment; the ascendance of industry logic in public higher education; forces that promote and inhibit academic collaboration; decision-making about appropriate organizational forms to support new ideas; and leading organizational change for optimal effectiveness with internal and external stakeholders. Her research within the United States and Europe examines how universities that are ostensibly competitors determine when and how to collaborate. Her analyses include implications for academic leaders who pursue strategic initiatives, manage environmental pressures and stakeholder interests, and seek leadership development opportunities.
