Graduate School of Education
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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.
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.
Assistant Professor of Education
BioDr. Langer-Osuna's research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work. 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.
Ph.D. Student in Environment and Resources
SU Student - Summer, GSE Dean's Office Operations
Stanford Stdnt Employee-Summer, Hume Center
Current Research and Scholarly InterestsAnna's research interests are how people learn about and make decisions related to food and waste.
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
Temp - Non-Exempt, GSE Dean's Office Operations
BioAs a teacher-educator and educational researcher, I am concerned with preparing science teachers to work effectively in multilingual classes and communities. My research explores the language ideologies of science educators and how those might impact teaching. Additionally, I investigate pedagogical methods to utilize students' linguistic repertoires as a resource for science learning.
I have 8 years of classroom teaching experience including 5 years of credentialed science teaching at a California Title 1 public high school. For two full academic years, I served as a cooperating teacher for the Stanford Teacher Education Program, mentoring teacher-candidates undertaking their 10 month student-teaching placement. I have served as a university supervisor for preservice science teachers, served as a TA for the science methods and language policies and practices courses, and independently planned and taught a full year professional development course for in-service science teachers of linguistically diverse communities. Currently, I am developing and teaching a sequence on equitable science teaching methods for educators in Brazil with the Programa de Especialização Docente (PED).
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.