Graduate School of Education
Showing 1-43 of 43 Results
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Farzana Tabitha Saleem
Assistant Professor of Education
BioDr. Saleem is an Assistant Professor in the Graduate School of Education at Stanford University. She earned her PhD in Clinical-Community Psychology from the George Washington University and completed an APA accredited internship, with a specialization in trauma, at Children’s Hospital Los Angeles. Dr. Saleem’s research examines the influence of racial stressors and culturally relevant practices on the psychological health, academic success, and well-being of Black adolescents and other youth of color. Dr. Saleem uses a strengths-focused and community-based lens in her research to study contextual nuance in the process and benefits of ethnic-racial socialization. She also explores factors in the family, school, and community contexts that can help youth manage the consequences of racial stress and trauma. Her current studies examine the utilization and benefits of ethnic-racial socialization across the school ecology. Dr. Saleem uses her research in each of these areas to inform the development and adaptation of programs and school-based interventions focused on managing racial stressors, eradicating mental health and academic racial disparities, and promoting resilience among historically marginalized and racially diverse children and adolescents. Dr. Saleem is a visiting scholar to the American Psychological Association RESilience Initiative and serves in other positions focused on inclusion, equity and social justice. Prior to coming to Stanford, Dr. Saleem was a Ford Foundation Postdoctoral Fellow and a University of California Chancellor’s Postdoctoral Fellow at the University of California Los Angeles in the Graduate School of Education and Information Studies and the Semel Institute for Neuroscience and Human Behavior, with affiliation in the Ralph J. Bunche Center for African American Studies.
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Shima Salehi
Assistant Professor (Research) of Education
BioShima Salehi is a Research Assistant Professor at Stanford Graduate School of Education, and the director of IDEAL research lab, the research component of Stanford IDEAL initiative to promote inclusivity, diversity, equity and access in learning communities. Her research focuses on how to use different instructional practices to teach science and engineering more effectively and inclusively. For effective science and engineering education, Dr. Salehi has studied effective scientific problem-solving and developed empirical framework for main problem-solving practices to train students in. Based on these findings, she has designed instructional activities to provide students with explicit opportunities to learn these problem-solving practices. These activities have been implemented in different science and engineering courses. For Inclusive science and engineering, she examines different barriers for equity in STEM education and through what instructional and/or institutional changes they can be addressed. Her recent works focus on what are the underlying mechanisms for demographic performance gaps in STEM college education, and what instructional practices better serve students from different demographic backgrounds. Salehi holds a PhD in Learning Sciences and a PhD minor in Psychology from Stanford University, and received a B.Sc. degree in Electrical Engineering from Sharif University of Technology, Iran. She is the founder of KhanAcademyFarsi, a non-profit educational organization which has provided service to Farsi-speaking students, particularly in under-privileged areas.
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Daniel Schwartz
Dean of the Graduate School of Education and the Nomellini & Olivier Professor of Educational Technology
Current Research and Scholarly InterestsInstructional methods, transfer of learning and assessment, mathematical development, teachable agents, cognition, and cognitive neuroscience.
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Mayank Sharma
Masters Student in Education, admitted Autumn 2024
Graduate Student Specialist for Outreach & Outcomes, Inclusion, Belonging and Intergroup CommunicationBioFirst year student at the Graduate School of Education (GSE), pursuing the Education Data Science (MS) program. Hit me up (masharma@stanford.edu) to discuss data science and/or education equity!
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Rich Shavelson
Margaret Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsAssessment of learning in higher education (including the Collegiate Learning Assessment); accountability in higher education; higher education policy.
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Ronak Shetty
Undergraduate, Division of Literatures, Cultures & Languages
Undergradute Peer Advisor, Division of Literatures, Cultures & Languages
Undergraduate, English
Undergraduate, Graduate School of Education
Undergraduate, Iberian and Latin American Cultures
Language Conversation Partner, Student Learning SupportBioRonak Shetty is a student at Stanford University with a background in Iberian and Latin American studies, Spanish and Portuguese language and culture, Italian studies, South Asian studies, education, technology, business strategy, marketing, politics, psychology, and public service. Ronak's experiences with his own non-profit (Aprendalo.org) combined with his publications and podcasts reflect his deep interest in world cultures, education, language, politics, and optimism for structural change. Furthermore, Ronak’s work experience at UC Berkeley Haas demonstrates his love and passion for teaching students to question the status quo and to innovate and create new solutions. At Stanford, Ronak continues to work with Aprendalo ESL and teaches Spanish and entrepreneurship at Curious Cardinals. Beyond this, Ronak engages in activities with Habla ESL, the Queer Resource Center, and the CA World Language Project. This earned him the Cardinal Service notation for integrating academic learning with public service. He was also selected to be a part of the Business Association of Stanford Entrepreneurial Students. His research focuses on Education, Iberian and Latin American cultures, and South Asian history with the Iberian Peninsula.
Life Quotes:
“Cuando una puerta se cierra, otra se abre.”
“When one door is closed, another is opened.”
-Miguel de Cervantes
“E quando il mondo ti schiaccia provaci anche tu. Tira fuori il bimbo che hai dentro, non nasconderlo più.”
“And when the world crushes you, take out the child you have inside of you, and don't hide it anymore.
-Ultimo -
Julian Maximilian Siebert
Ph.D. Student in Education, admitted Autumn 2019
Ph.D. Student in Education, admitted Autumn 2019
Other Tech - Graduate, Yeatman ProgramCurrent Research and Scholarly InterestsHis research aims to increase linguistic fairness and equity in cognitive assessments, as well as to conceptualise and trial inherently multilingual means of assessment. He is also interested in (interactive) data visualisation and effective science communication. Prior to coming to Stanford, Julian received a BSocSc(Hons) and MScoSc in Psychology from the University of Cape Town, as well as an MPhil in Psychology and Education from the University of Cambridge.
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Rebecca D. Silverman
Judy Koch Professor
Current Research and Scholarly InterestsMy research focuses on early language and literacy development and instruction.
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Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and Ethnicity
Master of Arts Student in Sociology, admitted Autumn 2024BioTamara Nicole Sobomehin is a PhD student at the Stanford Graduate School of Education, specializing in Learning Sciences and Technology Design, as well as Curriculum Studies and Teacher Education (Science, Engineering, and Technology). Alongside her four amazing children and husband, Olatunde, she centers the principles of Love and Ujima (collective work and responsibility) and works to advance social sustainability and restorative community and school design. Her research examines joyful learning, positive design, equity in Ed|TECH|Edu, and community-centered learning ecologies to generate scholarship and technologies that advance a praxis of care, connectedness, and creativity.
Tamara is passionate about empowering children with access to meaningful experiences that support interest and agency in their learning. She is serving her second term as an elected school board trustee for the Ravenswood City School District (2018-2022; 2022-2026) and is a co-founder and the Chief Education Officer at StreetCode Academy—an award-winning tech education organization with a mission to empower communities of color with the mindsets, skills, and access to participate in the innovation ecosystem. At StreetCode Academy, Tamara creates and supervises all learning initiatives, helping community members develop creative confidence and technical skills in coding, entrepreneurship, and design.
Tamara holds a BA in Psychology from Stanford University, an MEd in Educational Leadership and Policy Studies from the University of Texas, Arlington, and a PhD minor in Comparative Studies in Race and Ethnicity from Stanford University. -
Guillermo Solano-Flores
Professor of Education
Current Research and Scholarly InterestsCurrent research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of illustrations in international test comparisons and in the testing of English language learners.
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Mitchell L. Stevens
Professor of Education and. by courtesy, of Sociology
BioI am an organizational sociologist with longstanding interests in educational sequences, lifelong learning, alternative educational forms, and the formal organization of knowledge.
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Deborah Stipek
Judy Koch Professor of Education, Emerita
Current Research and Scholarly InterestsEarly childhood education (instruction and policy), math education for young children
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Myra Strober
Professor of Education, Emerita
BioMyra Strober is a labor economist and Professor Emerita at the School of Education at Stanford University. She is also Professor of Economics at the Graduate School of Business at Stanford University (by courtesy). Myra’s research and consulting focus on gender issues at the workplace, work and family, and multidisciplinarity in higher education. She is the author of numerous articles on occupational segregation, women in the professions and management, the economics of childcare, feminist economics and the teaching of economics. Myra’s most recent book is a memoir, Sharing the Work: What My Family and Career Taught Me About Breaking Through (and Holding the Door Open for Others) 2016). She is also co-author, with Agnes Chan, of The Road Winds Uphill All the Way: Gender, Work, and Family in the United States and Japan (1999).
Myra is currently teaching a course on work and family at the Graduate School of Business.
Myra was the founding director of the Stanford Center for Research on Women (now the Michelle R. Clayman Institute for Gender Research). She was also the first chair of the National Council for Research on Women, a consortium of about 65 U.S. centers for research on women. Now the Council has more than 100 member centers. Myra was President of the International Association for Feminist Economics, and Vice President of the NOW Legal Defense and Education Fund (now Legal Momentum). She was an associate editor of Feminist Economics and a member of the Board of Trustees of Mills College.
Myra has consulted with several corporations on improved utilization of women in management and on work-family issues. She has also been an expert witness in cases involving the valuation of work in the home, sex discrimination, and sexual harassment.
At the School of Education, Myra was Director of the Joint Degree Program, a master’s program in which students receive both an MA in education and an MBA from the Graduate School of Business. She also served as the Chair of the Program in Administration and Policy Analysis, Associate Dean for Academic Affairs, and Acting Dean. Myra was on leave from Stanford for two years as the Program Officer in Higher Education at Atlantic Philanthropic Services (now Atlantic Philanthropies).
Myra holds a BS degree in industrial and labor relations from Cornell University, an MA in economics from Tufts University, and a Ph.D. in economics from MIT. -
Hariharan Subramonyam
Assistant Professor (Research) of Education and, by courtesy, of Computer Science
BioHari Subramonyam is an Assistant Professor (Research) at the Graduate School of Education and a Faculty Fellow at Stanford's Institute for Human-Centered AI. He is also a member of the HCI Group at Stanford. His research focuses on augmenting critical human tasks (such as learning, creativity, and sensemaking) with AI by incorporating principles from cognitive psychology. He also investigates support tools for multidisciplinary teams to co-design AI experiences. His work has received multiple best paper awards at top human-computer interaction conferences, including CHI and IUI.
