Graduate School of Education
Showing 21-34 of 34 Results
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Hannah Kober
Ph.D. Student in Education, admitted Autumn 2019
BioHannah Z. Kober is a fifth year PhD Candidate in Educational Linguistics with a Concentration in Jewish Studies at Stanford Graduate School of Education. She is interested in the sociology of heritage language learning, with specific attention on the impact of language ideologies and attitudes on Hebrew teaching and learning in North America. Her dissertation (in-progress) focuses on how Israeli-American parents make decisions about Hebrew language learning for and with their children. Hannah has several forthcoming pieces about issues in heritage language learning and/or Jewish Education, including a collaborative work with scholars across language contexts. She was most recently the Managing Director of the Jewish English Lexicon (an initiative of the Jewish Languages Project) and previously the Program Associate responsible for the research division of the Shalom Hartman Institute of North America. Hannah is a Jim Joseph Fellow and a Wexner Graduate Fellow-Davidson Scholar.
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William Koski
The Eric and Nancy Wright Professor of Clinical Education and Professor (Teaching), by courtesy, of Education
BioAn accomplished clinical teacher and litigator, William Koski (PhD ’03) is the founder and director of the law school’s Youth and Education Law Project (YELP). He has also taught multidisciplinary graduate seminars and courses in educational law and policy.
Professor Koski and YELP have represented hundreds of children, youth, and families in special education, student discipline, and other educational rights matters. Professor Koski has also served as lead counsel or co-counsel in several path-breaking complex school reform litigations including Robles-Wong v. California, that sought to reform the public school finance system in the state; Emma C. v. Eastin, that has restructured the special education service delivery system in a Bay Area school district and aims to reform the California Department of Education’s special education monitoring system; Smith v. Berkeley Unified School District, that successfully reformed the school discipline policies in Berkeley, CA; and Stephen C. v. Bureau of Indian Education, that seeks to hold the federal Bureau of Indian Education accountable for their failure to provide children in the Havasupai Native American tribe in Arizona with an adequate and equitable education.
Reflecting his multidisciplinary background as a lawyer and social scientist, Professor Koski’s scholarly work focuses on the related issues of educational accountability, equity and adequacy; the politics of educational policy reform; teacher employment policies; and judicial decision-making in educational policy reform litigation.
Before joining the Stanford Law School faculty in 2001, Professor Koski was a lecturer in law at Stanford and a supervising attorney at the law school’s East Palo Alto Community Law Project. He was also an associate at Orrick, Herrington & Sutcliffe and then Alden, Aronovsky & Sax.
Professor Koski has an appointment (by courtesy) with the Stanford School of Education. -
Elizabeth Bailey Kozleski
Professor (Research) of Education
BioI engage in systems change and research on equity and justice issues in inclusive education in schools, school systems as well as state and national education organizations and agencies. My research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, including how educational practices improve student learning. Awards include the 2023 Luminary Award from the Division of Culturally and Linguistically Diverse Exceptional Children, Council of Exceptional Children; the 2018 Budig Award for Teaching Excellence in Special Education at the University of Kansas; the 2017 Boeing-Allan Visiting Endowed Chair at Seattle University; the University of Kansas 2016 Woman of Distinction award; the 2013 Scholar of the Century award from the University of Northern Colorado; the 2011 TED-Merrill award for leadership in special education teacher education in 2011; and the UNESCO Chair in Inclusive International Research. I co-lead the World Education Research Association International Research Network on Student Voice for Promoting Equity and Inclusion in Schools along with Professor Kyriaki Messiou of the University of South Hampton, UK.
A number of my articles focus on the design and development of teacher education programs that involve extensive clinical practice in general education settings. I have led the development of such programs in three universities, and continue to do research and development work in teacher education. I have also offered technical assistance as well as conducted research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.
I have received funding for more than $35 million in federal, state, and local grants. I serve on the Board of Editors for the book series Inclusive Education and Partnerships, an international book series produced by Deep University. Recent books include Ability, Equity, and Culture (with co-author Kathleen King Thorius) published by Teachers College Press in ‘14 and Equity on Five Continents (with Alfredo Artiles and Federico Waitoller) published in ‘11 by Harvard Education Press. -
Christina Krist
Associate Professor of Education
BioDr. Krist was an Assistant Professor of science education in the Department of Curriculum & Instruction at the University of Illinois Urbana-Champaign before joining the Stanford faculty. Her work focuses on supporting meaningful student participation in science practices, teacher professional learning, and designing for more humanizing forms of science learning. Her current projects focus on bringing together various configurations of community organizations, teachers, families, and scientists to develop science learning experiences that promote communities’ visions for thriving. She received her PhD in Learning Sciences from Northwestern University in 2016 and was a postdoctoral scholar at the University of Maryland from 2016-2017. Her early career work has been supported by an NAEd/Spencer Postdoctoral Fellowship as well as grants from the National Science Foundation and the National Institutes of Health and was recently recognized with NARST’s Early Career Research Award.