Graduate School of Education


Showing 1-10 of 17 Results

  • David Labaree

    David Labaree

    Lee L. Jacks Professor of Education, Emeritus

    Current Research and Scholarly InterestsMost Recent Book:

    My new book – A Perfect Mess: The Unlikely Ascendancy of American Higher Education – is an essay about the nature of the American system of higher education. American higher education is an anomaly. In the second half of the 20th century it surged past its European forebears to become the dominant system in the world – with more money, influence, Nobel prizes, and drawing power than any of the systems that served as its models. By all rights, this never should have happened. Its origins were remarkably humble, arising from a loose assortment of parochial 19th century liberal arts colleges, which emerged in the pursuit of sectarian expansion and civic boosterism more than scholarly distinction. It was not even a system in the usual sense of the word, since it emerged with no plan, no planner, no prospects, and no reliable source of support. Yet these weaknesses of the American system in the 19th century turned out to be strengths in the 20th. From the difficult circumstances of trying to survive in an environment with a weak state, a divided church, and intense competition with peer institutions, American colleges developed into a system of higher education that was lean, adaptable, consumer-sensitive, self-supporting, and radically decentralized. This put the system in a strong position to expand and prosper when, before the turn of the century, it finally got what it was most grievously lacking: academic credibility (which came when it adopted elements of the German research university) and large student enrollments (which came when middle class families started to see social advantage in sending their children to college).

    This system is extraordinarily complex, bringing together contradictory educational goals, a broad array political constituencies, diverse sources of funds, and multiple forms of authority into a single institutional arena characterized by creative tension and local autonomy. One tension is between the influence of the market and the influence of the state. Another arises from the conflict among three social-political visions of higher education – as undergraduate college (populist), graduate school (elite), and land grant college (practical). A third arises from the way the system combines three alternative modes of authority – traditional, rational, and charismatic. In combination, these elements promote organizational complexity, radical stratification, broad political and financial support, partial autonomy, and adaptive entrepreneurial behavior.

  • Teresa LaFromboise

    Teresa LaFromboise

    Professor of Education

    Current Research and Scholarly InterestsBicultural competence and resilience in ethnic minority adolescent development. Particularly, the influence of enculturation and acculturation experiences on adolescent development. Cultural considerations in individual, school and community-based psychological interventions with adolescents and emerging adults.

  • Jennifer Langer-Osuna

    Jennifer Langer-Osuna

    Assistant Professor of Education

    BioDr. Langer-Osuna is assistant professor of mathematics education at the Graduate School of Education. She received her doctorate in Cognition and Development from University of California, Berkeley and was a National Academy of Education/Spencer postdoctoral fellow. Her research focuses on student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in whole class and small group interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, the spread of ideas in student-led collaborative work, and the development of mathematical identities. She and has worked on issues of assessment, curriculum, and teaching at the national and state levels. Her work has appeared in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Review of Research in Education, Mathematics Teaching and Learning, ZDM, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, Education Sciences, among other outlets.

  • Victor R. Lee

    Victor R. Lee

    Associate Professor of Education

    Current Research and Scholarly Interestsquantified self, self-tracking, wearable technology, maker education, conceptual change in science, elementary computer science education

  • Christopher Jay Lemons

    Christopher Jay Lemons

    Associate Professor of Education

    BioChristopher J. Lemons, Ph.D., is an Associate Professor of Special Education at Stanford University. His research focuses on improving academic outcomes for children and adolescents with intellectual, developmental, and learning disabilities. His recent research has focused on developing and evaluating reading interventions for individuals with Down syndrome. His areas of expertise include reading interventions for children and adolescents with learning and intellectual disabilities, data-based individualization, and intervention-related assessment and professional development. Lemons has secured funding to support his research from the Institute of Education Sciences and the Office of Elementary and Secondary Education, both within the U.S. Department of Education and from the National Institutes of Health. Lemons is a recipient of the Pueschel-Tjossem Research Award from the National Down Syndrome Congress and the Distinguished Early Career Research Award from the Council for Exceptional Children’s Division for Research. In 2016, Lemons received the Presidential Early Career Award for Scientists and Engineers (PECASE), the highest honor bestowed by the U.S. government on science and engineering professionals in the early stages of their independent research careers, from President Obama. Prior to entering academia, Lemons taught in several special education settings including a preschool autism unit, an elementary resource and inclusion program, and a middle school life skills classroom.

  • Emily Jane Levine

    Emily Jane Levine

    Associate Professor of Education

    Current Research and Scholarly InterestsCurrent research topics include a genealogy of academic concepts; the contemporary consequences of Germany and America’s divergent paths in knowledge organization; Jews and private philanthropy for scholarship; the historical tension between knowledge-for-its-own sake and applied knowledge; the global transfer of the kindergarten, mass schooling, and higher education; and the history and future of institutional innovation.

  • Sarah Levine

    Sarah Levine

    Assistant Professor of Education

    Current Research and Scholarly Interests1. Through an NAed/Spencer Postdoctoral Fellowship and Stanford's Center to Support Excellence in Teaching (CSET), I am working with high school ELA teachers to:

    interrogate what exactly we think literature is "for"
    develop "authentic" questions about literary worlds and authorial choices (authentic questions are questions to which you don't already know the answer or about which you really are curious about what your students might say)
    learn and practice emotion-based approaches to textual interpretation
    learn to create cultural data sets for students
    I am looking at the extent to which this work with teachers influences the kinds of discussions they have with students and the kind of interpretive work students do.

    2. I am also using eye-tracking and other technology to look at the kinds of interpretive readings novices and experts make when they read literary texts; I hope to shed more light on how teachers can help inexperienced literary readers engage and enjoy interpretive work.

    3. I am reading U.S. standardized literature tests from 1900s until the present to try to understand ways in which educators and test-makers defined and valued literary reading.