Graduate School of Education


Showing 11-20 of 37 Results

  • 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.