Graduate School of Education
Showing 11-19 of 19 Results
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Emily Rose Southerton
Ph.D. Student in Education, admitted Autumn 2018
BioEmily Southerton is a doctoral candidate in the Learning Sciences and Technology Design (LSTD) and Curriculum and Teacher Education (CTE) programs at Stanford’s Graduate School of Education. She studies the design of learning experiences and technologies to support youth voice, agency, and educational equity. She currently centers that work within the context of K-12 writing and computer science classrooms. She is advised by Sarah Levine and John Willinsky and is a member of the Poetic Media Lab at Stanford's Center for Spatial and Textual Analysis as well as a researcher with the Language to Literacy Lab and the Center to Support Excellence in Teaching (CSET) within the GSE. She mentors at the GSE makerspace and TAs for Stanford’s Teacher Education Program (STEP). Before coming to Stanford, she worked in the field of education for eight years in which she taught middle school Humanities and Computer Science and created the Poet Warriors Project, a digital publishing platform that amplifies the work of youth poets from low-income schools across the country: www.poetwarriorsproject.com.
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Jessica Lee Stovall
Ph.D. Student in Education, admitted Autumn 2018
BioJessica Stovall is a doctoral candidate in the Race, Inequality, and Language in Education (RILE) program at Stanford University. She holds a B.S. in Secondary Education from the University of Wisconsin-Madison and a M.S. in Literature from Northwestern University. She has received the Fulbright Distinguished Award in Teaching grant, the Stanford Enhancing Diversity in Graduate Education (EDGE) Fellowship, and the Ford Foundation Predoctoral Fellowship. Her current research explores Black teacher retention through examining how discourses of storytelling and ratification in Black teacher affinity groups reverse Black teacher attrition. Before Stanford, she taught English for 11 years in the Chicagoland area.
