Graduate School of Education
Showing 1-10 of 23 Results
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Amado Padilla
Professor of Education
Current Research and Scholarly InterestsCurrent projects include: (a) the development of models of ethnic identity that incorporate social cognition theory and social identity; (b)acculturation stress and mental health status across three generations of Latinos; (c) home, school and community protective factors that empower Latino students to succeed academically; (d) learning of Mandarin by high school students in summer intensive programs vs. students in regular high school world language classes; and (e) student language and academic content learning in a Mandarin/English dual language immersion program.
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Roy Pea
Director, H-STAR, David Jacks Professor of Education and Professor, by courtesy, of Computer Science
Current Research and Scholarly Interestslearning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains
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Francis Pearman
Assistant Professor of Education
BioFrancis A. Pearman is an Assistant Professor of Education in the Graduate School of Education at Stanford University. His research focuses on how poverty and inequality shape the life chances of children, with an explicit focus on how these dynamics play out in rapidly changing cities. Pearman holds a Ph.D. and M.Ed. from Vanderbilt University and a B.S. from the University of Virginia.
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Greses Pérez-Jöhnk
Ph.D. Student in Education, admitted Autumn 2016
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioGreses is a Ph.D. student in Curriculum Studies and Teacher Education (CTE) and Learning Sciences and Technology Design (LSTD) at Stanford University. Her main research interests are located at the intersection of science and engineering education, technology, and bilingualism. In addition to her ongoing work at Stanford in the Science in the City Research Team, Greses seeks to understand the teaching and learning of engineering in the K-12th science classroom and the opportunities to create a language-rich environment for multilingual learners in this context. Before coming to Stanford, she was a bilingual educator at Plano ISD, where she served in the Gifted and Talented Advisory District Committee and the Elementary Curriculum Design team. As a science mentor at a local Museum in Texas, Greses supported the development of teachers by facilitating workshops and creating science classroom kits. She holds a B.S. degree in Civil Engineering from Santo Domingo Technological Institute, a M.Eng. degree in Environmental Engineering from the University of Puerto Rico at Mayagüez, and a M.Ed. degree in School Leadership from Southern Methodist University. Prior to starting her career in education, Greses was a project manager for engineering programs funded by the EU in the caribbean.
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Graciela Perez
Ph.D. Student in Education, admitted Autumn 2013
SU Student - Summer, YouCubed Jo BoalerBioGraciela I. Pérez (grperez@stanford.edu) is a doctoral candidate studying the Economics of Education at Stanford, where she also earned an M.A. in Economics in 2016. She earned her B.A. in Economics and M.A. in Applied Economics in 2007, from the Universidad de Chile. She is a 2013 Fulbright scholarship recipient.
She uses quasi-experimental and experimental methods to examine programs and policies that are both effective and efficient in promoting educational equity. Her research focuses on economic and social policies, with a particular emphasis on higher education access and outcomes of low-income, high-performing students. Other research further investigates the effectiveness of programs that encourage high-achieving students to pursue teacher programs.
Prior to her doctoral studies, Graciela was an Assistant Professor in the Department of Economics of the Universidad de Chile where she taught several courses and engaged in research. She co-founded an early-college academic program to promote the representation of talented and low-income students in elite colleges in Chile. Before her time at the Universidad de Chile, she taught mathematics for two years in a low-income technical public high school in Chile.
