Graduate School of Education
Showing 1-32 of 32 Results
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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
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.
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Victor R. Lee
Associate Professor of Education
Current Research and Scholarly InterestsAI literacy, data literacy, quantified self, maker education, conceptual change in science, elementary computer science education
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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.
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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.
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Sarah Levine
Assistant Professor of Education
BioMy research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that AI and digital media (for example, natural language processing models like ChatGPT; visual representations of text like word clouds; and radio production) can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between in- and out-of-school worlds.
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Guilherme Lichand
Assistant Professor at the Graduate School of Education
BioGuilherme is proudly Brazilian. His research focuses on the sources of educational inequities in the global South and on solutions with the potential to overturn them. He is co-director at the Stanford Lemann Center and a faculty affiliate at the Stanford King Center on Global Development and at the Stanford Center on Early Childhood. He holds a PhD in Political Economy and Government from Harvard University. He was previously the UNICEF Professor of Child Well-being and Development at the University of Zurich. Guilherme is also a co-founder of Brazilian EdTech Movva, a student success management system supporting vulnerable students graduate college. He was acknowledged by the Schwab Foundation as top-10 Brazilian social entrepreneur in 2020 (post-Covid legacy) and by MIT Technology Review as the top under-35 Brazilian innovator in 2014. His research has been published in numerous scientific journals, including the Proceedings of the National Academy of Sciences (PNAS) and Nature Human Behavior, and campaigns featuring his work won multiple awards, including two lions at the Cannes Lions International Festival of Creativity.
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Ira Lit
Professor (Teaching) of Education
BioResearch and practice focuses on teacher education, elementary education, educational equity, and the design and purpose of education and schooling, as well as the exploration of the educational experience of students often marginalized by the school context.
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Sihong Liu
Research Associate
BioDr. Sihong Liu is a Social Science Research Scholar at the Stanford Center on Early Childhood, working with Dr. Philip Fisher. She earned her Ph.D. in Human Development and Family Science from the University of Georgia and completed her postdoctoral training at the Center for Translational Neuroscience at the University of Oregon.
Dr. Liu’s research integrates interdisciplinary theories and methodologies to explore how early life stress across multi-level ecological contexts shapes children’s behavior, development, and health. She also employs neuroimaging, electrocardiogram, and neuroendocrine stress response assessments to investigate how early adverse experiences become biologically embedded, altering children’s neurobiological processes.
In an era marked by large-scale socio-historical events and rapid advancements in algorithm-driven technology and media, children are exposed to unprecedented levels of unpredictability. Motivated by these challenges, Dr. Liu’s recent work focuses on understanding – and mitigating – the effects of early life unpredictability on young children’s development. Guided by a translational neuroscience framework, she seeks to bridge research, theory, and practice by accelerating the translation from basic science to innovative practical strategies. She advances this mission through a two-pronged approach: developing interpersonal interventions (e.g., programs supporting parents, early childhood educators, and young children) and systemic solutions (e.g., policymaking and community-based initiatives) to foster resilience and promote positive early development. -
Susanna Loeb
Professor of Education and Senior Fellow at the Stanford Institute for Economic Policy Research
BioSusanna Loeb is a Professor at the Graduate School of Education. She was Director of the Annenberg Institute at Brown University, where she was also Professor of Education and of International and Public Affairs and the founder and executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford. She was the founding director of the Center for Education Policy at Stanford and co-director of Policy Analysis for California Education. Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education.
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Rachel Lotan
Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsEquitable teaching and learning in heterogeneous classrooms; Teaching as a profession in international contexts, Curriculum development.
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Prashant Loyalka
Associate Professor of Education and Senior Fellow at the Freeman Spogli Institute for International Studies
Current Research and Scholarly InterestsPrashant's research focuses on examining/addressing inequalities in the education of youth and on understanding/improving the quality of education received by youth in a number of countries including China, India, Russia, and the United States. In the course of addressing educational inequalities, Prashant examines the consequences of tracking, financial and informational constraints, as well as social and psychological factors in highly competitive education systems. His work on understanding educational quality is built around research that assesses and compares student learning in higher education, high school and compulsory schooling. He furthermore conducts large-scale evaluations of educational programs and policies that seek to improve student outcomes.
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Emilio Luna
Master of Arts Student in Education, admitted Summer 2024
BioMy name is Emilio, and I am a Masters of Arts candidate in the Graduate School of Education at Stanford University. I began teaching as a way to spend my gap year before matriculating into medical school, but quickly became aware of the flaws of the education system that currently make equity in education unattainable. I quickly fell in love with the rewarding feeling of serving my community, who has historically been underserved as a result of the shortcomings of the public education system. Because of this, I developed a need to change careers and explore the education sector more in depth. I plan on teaching for a few years and down the line address the issues that raise barriers to education equity systemically from leadership roles such as principal or superintendent.
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Leslie Patricia Luqueño
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Comparative Studies in Race and EthnicityCurrent Research and Scholarly InterestsMy current research lies at the intersection of higher education, immigration, and family studies, with an emphasis on how the children of Latinx immigrants make sense of their higher education trajectories and aspirations. I am particularly interested in the role of families within college choice decision-making and employ both qualitative and data science methods to investigate how familial values and knowledge is employed throughout the college application process for Latinx students.
