Graduate School of Education


Showing 1-20 of 36 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.

  • Christy Lao

    Christy Lao

    Visiting Scholar, GSE Faculty Affairs

    BioChristy Lao is Associate Professor in the Graduate College of Education at San Francisco State University and core faculty in the Chinese (Cantonese and Mandarin) Bilingual Authorization Program. Previously, she was a faculty member of the Bilingual/Bicultural Program of Teachers College, Columbia University and of Hong Kong Baptist University. Her research focuses on second language acquisition, bilingual and biliteracy development, and teacher education. Her most recent research project titled “California STARTALK Project for Chinese Bilingual Teacher Candidates (CAST)” https://www.discosino.net aims to develop a nontraditional Chinese program to help college students improve their Chinese and prepare them to become bilingual teacher to alleviate California’s critical shortage of Chinese bilingual teachers.

    Lao has worked very closely with schools and school districts to help develop Chinese dual language programs in San Francisco, New York City, Hong Kong, Taiwan, and China. She has provided professional development in second language and literacy development in the U.S. and in many parts of the world. Lao is a featured presenter at the National Association of Bilingual Education and at the California Association of Bilingual Education.

    During her visiting scholar appointment at the Stanford Graduate School of Education, Lao will be working with Dr. Rebecca Silverman to explore the effect of the CLAVES intervention on the academic language, reading comprehension, and writing of Chinese speaking English language learners.

  • Anh Thi Le

    Anh Thi Le

    Finance Director, GSE Dean's Office Operations

    Current Role at StanfordFinance Director
    Transformer Learning Accelerator (TLA)
    Center for Opportunity Policy in Education (SCOPE)
    Stanford Graduate School of Education

  • Annie Le

    Annie Le

    Postdoctoral Scholar, Education

    BioAnnie Le is a Postdoctoral Scholar in the Walkout! Lab for Youth Justice at Stanford University. She supports the DisCrit Incarcerated and DisCrit & Disproportionality projects.

    Annie's research agenda focuses on the intersection of racial equity, schooling, and carcerality. Her latest research uses qualitative methods to examine how criminalization and gang affiliation impact processes of racialization for Asian American and Pacific Islander youth. She led several qualitative projects on the experiences of incarcerated youth, in LA county and in Guam.

    Annie earned her Ph.D. in Social Sciences and Comparative Education at UCLA with a specialization in race and ethinic studies. She served as a Research Associate for the Institution for Immigration, Globalization, and Education, the Center for the Transformation of Schools, and UCLA's Prison Education Program. As a graduate student she co-led a mentoring program for incarcerated boys in the "high risk" unit at a juvenile hall in LA county.

  • Seungah S. Lee

    Seungah S. Lee

    Ph.D. Student in Education, admitted Autumn 2017
    Ph.D. Student in Education, admitted Autumn 2017

    BioSeungah Sarah Lee is a doctoral candidate in Organization Studies and International Comparative Education. Her research explores how world cultural norms and global models for development become transmitted to local, national contexts to influence organizational forms, practices and educational change. She have a long-standing interest in the Middle East, developed through years of study, travel, and professional work in the region.

    Her primary research interest focuses on the interplay between youth development, entrepreneurship, and innovation as part of a wider national (or global) development agenda, and the role organizations play in that agenda. Her dissertation project examines the institutionalization and professionalization of entrepreneurship as a vehicle for development, particularly in the Arabian Gulf contexts. More specifically, she examines the role of 'entrepreneurship educating' organizations, including accelerators and universities, that have established programs and initiatives to instill entrepreneurial skills and spark a culture of entrepreneurship among young people.

    Seungah also has a secondary research interest in higher education. She is interested in organizational change in higher education systems and institutions in response to globalization and changing labor market demands. Additionally, she has conducted research on women in STEM fields in higher education and portrayals of global citizenship, sustainable development, and religion in textbooks globally.

    Prior to her doctoral studies, Seungah worked in the Middle East for over 4 years building monitoring and evaluation frameworks for nonprofits, conducting education policy research, and implementing teacher leadership development programs.

  • 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 J. Lemons

    Christopher J. Lemons

    Associate Professor of Education

    BioChristopher J. Lemons, Ph.D., is an Associate Professor of Special Education in the Graduate School of 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 and other intellectual and developmental disabilities. 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 Senior Advisor of the National Center on Intensive Intervention and the Progress Center, both within American Institutes of Research (AIR) in Washington, DC. He also chairs the Executive Committee of the Pacific Coast Research Conference (PCRC) and serves as the President-Elect of the Council for Exceptional Children’s Division of Research 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 and, by courtesy, of History

    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.