Graduate School of Education
Showing 1-13 of 13 Results
-
Arinze Obiezue
MBA, expected graduation 2026
Master of Arts Student in Education, admitted Winter 2025BioArinze is an MBA Candidate at the Stanford Graduate School of Business and an MA Education Candidate at the Stanford Graduate School of Education. He's passionate about emerging applications of synthetic media in entertainment and education.
Before Stanford, Arinze worked in venture capital across Kenya and Nigeria as part of the investment team at The Fund for Africa's Future (aka. Future Africa), helping drive investments into some of Africa's top startups. He’s also the co-founder and publisher of Kenga, an independent culture publication documenting the ideas, personalities, and cultures shaping African Gen Z communities on the continent and in the diaspora. Arinze started off his career as a content designer at Meta in London, where he worked on product features aimed at limiting the spread of sensitive content on Facebook and Instagram. While at Meta, Arinze co-founded EarlyAdmit, a coaching platform that helped high-achieving students from underrepresented minority backgrounds get admitted to the top MBA programs in the world. EarlyAdmit was acquired in 2023 by Tequire.
Arinze joined Meta after graduating valedictorian of his class at the African Leadership University (ALU) in Mauritius with a first-class honours degree in Business Management, then left Meta to pursue a master’s degree in Global Affairs with a focus on AI Policy at Tsinghua University, where he was a Schwarzman Scholar and a China Oceanwide Fellow. In 2020, he became the first-ever student from an African university to be offered admission to the competitive deferred MBA programs at both Harvard Business School and Stanford Graduate School of Business.
Arinze currently sits on the Advisory Board of the Queer African Network (QAN), a nonprofit building digital platforms and third spaces for Africa's queer community to find community, resources, and opportunities. He also briefly served as the Managing Editor of 'A Nasty Boy', Nigeria's first LGBTQ+ publication, where he helped bring visibility to the stories of a community thriving against all odds in one of Africa's most violently homophobic countries.
Arinze is a 2017 recipient of The Diana Award and, in 2021, served as a Judge for the prestigious social impact award created in honour of the Late Princess Diana. In 2023, RIVET recognised Arinze as one of the 20 young people in the world, catalyzing the youth revolution through social innovation and entrepreneurship. For his work building Kenga, a creative platform that helps shift the narrative of Africa towards better stories about the African experience, Arinze was also named a 2023 Kekere Storyteller Prize Champion. In 2024, the Skoll Foundation selected Arinze as a Skoll Fellow among a cohort of 33 other global changemakers leading impactful organisations in their communities. -
Jelena Obradović
Professor of Education
Current Research and Scholarly InterestsAdaptation, resilience, and developmental psychopathology of disadvantaged children populations; Stress reactivity and biological sensitivity to contextual influences; Executive function and self-regulatory abilities; Effects of risk, adversity, and social status on children’s development.
-
Yura Oh
Master of Arts Student in Education, admitted Autumn 2024
Research Assistant, Artiles ProgramBioYura is a master's student in the International Comparative Education program. With a strong interest in community engagement, she is also pursuing the Research-Practice Partnership certification.
Before coming to Stanford, Yura was a secondary school teacher in South Korea, teaching Korean language, ethics, and pedagogy. During this time, she led school activities on multicultural education, digital literacy, and global citizenship education while also managing EdTech initiatives and school public relations. Yura later worked as a program specialist at the Korean National Commission for UNESCO, supporting literacy education projects for Jordanian women and Uruguayan inmates. She also organized the International Forum on Korea-Africa Education Cooperation, highlighting outcomes in non-formal education, digital education, and vocational training.
Yura believes in the power of educators and communities to advance educational equity. Her research interests include (1) teachers’ professional development in global citizenship education (with culturally responsive teaching strategies), (2) how the programs and structures of philanthropic organizations influence beneficiaries to become donors within their communities, (3) the relationship between transnational language practices and identity formation among immigrant teachers and youth, and (4) how community-based educational spaces can either dismantle or reinforce racial and ethnic inequities. -
Jonathan Osborne
Kamalachari Professor of Science Education, Emeritus
BioMy research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science. In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have worked on four major projects in argumentation. The first from 1999-2002 was on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning funded by the Nuffield Foundation. From 2007-2010 I was co-PI on the project 'Learning to Teach Ideas, Evidence and Argument in School Science' which explored how to build teachers competency with the use of this pedagogy in four schools. Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science. Some of this work can be found on the website:
http://scientificargumentation.stanford.edu/
My other area of interest in pedagogy is the teaching of reading and the facilitation of discussion. I have published a book entitled 'Language and Literacy in Science Education' and we are just completing a five year IES funded project - 'Catalyzing Comprehension through Discussion and Debate' exploring how we can support the teaching of reading in science. We have developed a web site with some of our materials:
http://serpmedia.org/rtl/
And a MOOC called 'Reading to Learn in Science" which is offered by NovoEd and will be run again from Jan 13, 2016 for 12 weeks.
Finally, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7) and have several publications in this field. -
Brad Osgood
Professor of Electrical Engineering and, by courtesy, in Education
BioOsgood is a mathematician by training and applies techniques from analysis and geometry to various engineering problems. He is interested in problems in imaging, pattern recognition, and signal processing.
