Graduate School of Education

Showing 21-40 of 41 Results

  • Alexander Feliciano Mejía

    Alexander Feliciano Mejía

    Ph.D. Student in Education, admitted Autumn 2017

    BioAlex Mejía (he/him/they/them) is a doctoral candidate in the Educational Linguistics and Race, Inequality, and Language in Education (RILE) programs at Stanford University's Graduate School of Education. His research interests are centered on language, identity, social interaction, immigration/diaspora, racialization, and labor/capital. His dissertation examines processes of diasporization, proletarianization, and language socialization among Central American immigrant youth. Through an analysis of ethnographic and interactional data, he examines how youth enact and experience language development and identity formation across workplace and school-based settings.

  • Melissa Mesinas

    Melissa Mesinas

    Ph.D. Student in Education, admitted Autumn 2015
    Ph.D. Minor, Psychology
    SU Student - Summer, GSE Dean's Office Operations

    BioMelissa is a Ph.D. candidate in the Graduate School of Education in the Developmental and Psychological Sciences (DAPS) program. She received her B.A. in Psychology and Hispanic Studies from Scripps College in 2012. After receiving her undergraduate degree, Melissa worked for her alma mater in the Offices of Admissions and Student Affairs as she led the First-Generation at Scripps program. She then went on to Puno, Peru on a Fulbright English Teaching Assistantship where she conducted research focused on the educational experiences of Aymara and Quechua communities. Additionally, Melissa has conducted cross-cultural research on Indigenous Mexican communities living in the United States. During this time, Melissa realized her passion lay in community-based outreach and research. Her research interests center on the cultural practices immigrant communities maintain throughout generations and specifically examines its impact on learning, development, and well-being of youth. She is a recipient of the Stanford Enhancing Diversity in Graduate Education (EDGE) Doctoral Fellowship, Ford Foundation Predoctoral Fellowship, and the Gates Millennium Scholarship.

  • Debra Meyerson

    Debra Meyerson

    Adjunct Professor

    Current Research and Scholarly InterestsIn addition to continued work on scaling in charter schools, prompted by her stroke in 2010, Debra is now initiating research into the experience of stroke survivors in the rehabilitation process. Specifically, she plans to explore the impact of gender and socioeconomic background on the rehabilitation process and the impact of the process on a survivor's sense of identity. To do so she plans conduct qualitative interviews with survivors, professional caregivers -- physical, occupational and speech therapists -- and caregiving family and friends.

  • John Mitchell

    John Mitchell

    Mary and Gordon Crary Family Professor in the School of Engineering, and Professor, by courtesy, of Electrical Engineering and of Education

    BioJohn Mitchell is the Mary and Gordon Crary Family Professor, professor of computer science, and by courtesy professor of electrical engineering and professor of education. He was previously appointed as Stanford Vice Provost for Online Learning (2012-2015) and Vice Provost for Teaching and Learning (2015-2018). His team worked with more than 500 Stanford faculty members and instructors on over 1,000 online projects for campus or public audiences and organized the Year of Learning to envision the future of teaching and learning at Stanford and beyond. As co-director of the Lytics Lab and Carta Lab, he worked to improve educational outcomes through data-driven research and iterative design.

    Recent interviews and articles for the general public include: The Ethics of Emerging Technologies (podcast with Tom Byers and Mildred Cho), Aspen Institute Forum for the Future of Higher Education Interview Series - John Mitchell, and School of Engineering Interviews ”How can we improve online learning?” and “How can we design for security?.”

    Mitchell’s past research has focused on computer security, including network protocols, web security, and privacy, as well as programming languages and applications of mathematical logic to computer science. Relevant publications include Reinforcement Learning for the Adaptive Scheduling of Educational Activities (CHI 2020), Automated Analysis of Cryptographic Assumptions in Generic Group Models (J. Cryptology, 2019), Evaluating the privacy properties of telephone metadata (PNAS 2016), Third-party web tracking: Policy and technology (IEEE S&P). He is the author of two textbooks, Foundations for Programming Languages (1996) and Concepts in Programming Languages (2002); over 200 publications have received over 25,000 citations.

    Mitchell’s first research project in online learning started in 2009, when he and six undergraduate students built Stanford CourseWare, an innovative platform that expanded to support interactive video and discussion. CourseWare served as the foundation for initial flipped classroom experiments at Stanford and helped inspire the first massive open online courses (MOOCs) from Stanford. Professor Mitchell currently serves as Chair of the Stanford Department of Computer Science.

  • Terry Moe

    Terry Moe

    William Bennett Munro Professor in Political Science, Senior Fellow at the Hoover Institution and Professor, by courtesy, of Education

    Current Research and Scholarly InterestsThe presidency, American political institutions, education politics.

  • Xavier J Monroe

    Xavier J Monroe

    Ph.D. Student in Education, admitted Autumn 2014
    Ph.D. Student in Education, admitted Autumn 2014

    BioXavier J. Monroe is a PhD candidate in Education Policy and Sociology of Education at Stanford University. His research interests include (a) the translation of policy into practice to improve student opportunities and school transformation, (b) the value of family and community partnerships with schools, and (c) issues of equity and access, particularly within Science, Technology, Engineering, and Mathematics (STEM) education, for underserved students. Monroe studies aspects of these issues using an interdisciplinary approach, principally with a sociological lens and mixed-methods. Xavier has conducted qualitative research in Kano, Nigeria in an effort to examine the Chinese impact on the industrial manufacturing and trade economy of the region. He has also conducted research in California, Florida and Michigan schools that concerned equity-minded reforms around pedagogical practices, culturally relevant learning, organizational capacity, and student outcomes. At Stanford, Xavier has worked on mixed-method research projects such as research use by policymakers, the effects of summer learning programs on youth, and the importance of parental engagement and empowerment with schools.

    Monroe holds a Bachelor of Science in Civil Engineering and a Bachelor of Arts in History, with Minors in African Studies and Math Education, from the University of Florida. He obtained his Master of Arts in Educational Leadership & Policy from the University of Michigan and recently received his Master of Arts in Sociology from Stanford University. Xavier is both a National Science Foundation Graduate Research Fellow and a Stanford University Diversifying Academia, Recruiting Excellence (DARE) Doctoral Fellow. He was a Florida Academic Scholar, Ronald E. McNair Scholar, and a Horace H. Rackham – Education Scholar Master’s Fellow. Monroe has worked as a U.S. House of Representatives page and an intervention teacher. He has also served in leadership roles on the Alachua County Branch and Youth Council of the NAACP, Alachua County Library District Board of Trustees, Putnam-Alachua-Levy Library Cooperative Governing Board, and the United Way of Washtenaw County Board of Directors.

  • Sergio Monsalve

    Sergio Monsalve

    Affiliate, GSE Dean's Office Operations

    BioSergio Monsalve is a venture capital investor focus on early stage investments in the future of learnIng and work. Sergio is also visiting professor at Stanford University’s Graduate School of Education. In both roles, he is focused on the “Future of Work and Learning” and on developing technology innovations and entrepreneurship in education. Sergio is on the board and an investor of various companies in this area of focus, including Udemy ($2B), Adaptive Insights (Sold to Workday for $1.6B), Clerio Vision, Alma Campus, and Kahoot!

    Sergio has also held various entrepreneurship and leadership roles in high-growth technology companies like eBay, Paypal, Portal Software (IPO during tenure), as well operating roles in various venture-backed startups he helped get off the ground as a founder or founding executive. Sergio is originally from Mexico, and is an active advocate and spokesperson for the increased participation of underrepresented communities in the technology industries, especially LatinX. Sergio is also a Board of Trustee at Harvey Mudd College, where he serves as Vice-Chair of the Board Affairs committee. Sergio holds a bachelor of science in management science and engineering from Stanford University, and a masters of business administration from Harvard.

  • Ana Montosa

    Ana Montosa

    Master of Arts Student in Education, admitted Autumn 2020

    BioI was born in a medium-sized city in the south of Brazil. I moved to São Paulo to start college, and lived there for the last 10 years.

    When younger, my dream was to become a great CEO. For that to come true, I graduated in Business Administration and decided to begin my career at Kearney, as an strategy consultant. About 4 years ago I went to Costa Rica to work as a volunteer teacher and, after getting to closely know amazing children from vulnerable areas, I decided to completely change my career path. I quit my job and started working at Ensina Brasil (part of Teach for All network), with the intent to support the development of a strong network of leaders that could positively impact Brazilian public education system.

    Now, my dream is to contribute to a country with more equitable access to opportunities, to ensure all children can fulfill their potential. For that to happen, I believe that we need to strengthen our public education system. That is why I am interested in studying how to design and implement innovative public policies, and how to support the establishment of a hopeful government team that tirelessly fights for equity and excellence in our schools.

  • Crystal A. Moore

    Crystal A. Moore

    Ph.D. Student in Education, admitted Autumn 2017
    Stanford Student Employee, Institutional Research & Decision Support
    Research Associate, Sociology

    BioCrystal A. Moore is a third-year doctoral student at the Stanford Graduate School of Education in the programs on education policy, organizational theory and the sociology of education. She works with Linda Darling-Hammond, Ben Domingue, David Labaree and Mitchell Stevens at Stanford. Crystal has an undergraduate degree in public policy from the Woodrow Wilson School of Public and International Affairs at Princeton University and a master’s degree in elementary education from the University of Pennsylvania.

    Crystal’s research interests converge at the intersection of race, class, democracy and education, looking at the social, emotional and academic components of student well-being. She draws from theories related to social capital and stratification with an explicit interest in differences based on race, class, geography and language proficiency. Her research projects explore how changing urban demographics impact educational opportunities and outcomes, political and financial support for public education and district success achieving their stated goals. They build on the literature of child development, continuous improvement, effective schools, leadership, positive outliers, social emotional learning, suburbanization, trauma, urbanization and 90/90/90 schools. Racial, ethnic and language politics also are major themes in her research projects.

    Crystal’s current scholarship is informed by two decades of experience in education. She is driven by a lifelong passion for developing racially diverse, high performing, urban public schools. For over ten years, she worked as a consultant on a number of school improvement projects, including community schools, independent school equity, individualized instructional plans, new school design and quantitative diversity research. Her areas of practice include change management, continuous improvement, leadership development, school design, and staff training. Her last full-time position was coaching principals for the DC State Superintendent of Education’s Learning Support Network, providing leadership coaching, technical assistance and professional development to four Priority school leaders.