Graduate School of Education

Showing 1-6 of 6 Results

  • Greses Pérez-Jöhnk

    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.

  • Graciela Perez

    Graciela Perez

    Ph.D. Student in Education, admitted Autumn 2013
    SU Student - Summer, YouCubed Jo Boaler

    BioGraciela I. Pérez ( 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.

  • Anna Popova

    Anna Popova

    Ph.D. Student in Education, admitted Autumn 2016

    BioAnna is a doctoral candidate studying Educational Policy at Stanford University. Her interests include researching how teacher training and education technology interventions can be designed to improve student learning in developing countries. Prior to beginning her PhD, Anna worked as a consultant for the World Bank, designing, implementing, and evaluating education projects across Latin America and Africa, as well as conducting research on human development more broadly. Previously, she worked on labor market issues at the Inter-American Development Bank, for the UNDP’s Chernobyl Recovery and Development Programme, and on social entrepreneurship in South Asia. Anna holds a B.A. in Economics and Management from the University of Oxford and a M.Sc. in International Development from the London School of Economics.