Graduate School of Education
Showing 21-30 of 41 Results
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Taianá Silva Pinheiro
Graduate, Graduate School of Education
BioTaianá Silva Pinheiro holds a degree in Mathematics and a Master’s in Mathematics Education. She is a Ph.D. candidate in Mathematics and Technological Education at the Federal University of Pernambuco (UFPE), Brazil, and a faculty member at the Federal University of Southern Bahia (UFSB). Her research interests include curriculum, Financial Education, and mathematics teacher education.
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Bernardo Silveira
Ph.D. Student in Education, admitted Autumn 2025
Graduate Program Assistant, Ctr. Sup. Exc. in TeachingBioBernardo Silveira is an education journalist, high school teacher, and teacher educator with over a decade of teaching experience. His foundational education includes a bachelor's degree in Portuguese Language and Literatures from Universidade Salgado de Oliveira. Besides furthering his expertise through postgraduate specializations in New Trends in Education and Student Focus, Technologies Applied to Education, and Higher Education Teaching and Active Methodologies, Bernardo earned a master's degree in Education with a specialization in Innovation in Education from the University of Lisbon. He is currently a doctoral student in Education at Stanford University, focusing on Curriculum Studies and Teacher Education, as well as Learning Sciences and Technology Design.
Bernardo's research focuses on teacher education and the integration of digital technologies in education. He is passionate about community- and design-based research that engages teachers in educational discussions, democratizes access to technologies, and advocates for supportive public policies. Beyond his academic pursuits, Bernardo has a proven record of authoring didactic materials, developing curricula and MOOCs, and managing pedagogical initiatives. -
Rebecca D. Silverman
Judy Koch Professor
On Leave from 10/01/2025 To 03/31/2026Current Research and Scholarly InterestsMy research focuses on early language and literacy development and instruction.
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Olatunde Sobomehin
Adjunct Lecturer, GSE Faculty Affairs
BioOlatunde Sobomehin is the 2025 Distinguished Practitioner in Residence at the Stanford Graduate School of Education and the Stanford Accelerator for Learning. As a student at Stanford from 1998 to 2003, he held leadership positions in Alpha Phi Alpha, Nu Sigma Chapter, the NAACP, and STeP Up (Students using Technology to Empower People for United Progress), a student group he founded. He also led a public speaking course in the School of Engineering and competed on Stanford’s Top-25 Men’s Basketball team, where he was voted Most Inspirational Player (2003). Since graduating, he has taught courses through the Stanford Haas Center for Public Service and the Stanford d.school, where he also co-authored the book Creative Hustle with sam seidel.
In 2014, Olatunde co-founded StreetCode Academy, an East Palo Alto–based nonprofit that offers free technology education to communities of color. Under his leadership, StreetCode has become a national model for community-based innovation, serving more than 3,000 students annually and delivering over 50,000 hours of free instruction. His body of work has earned him recognition as a 2018 Aspen Institute Scholar, a 2019 Praxis Fellow, and a 2020 Social Entrepreneurship Fellow at Stanford University.
Most recently, he has delivered academic presentations at two international conferences: the International Society of the Learning Sciences (ISLS) Conference in Finland and the ACM Global Computing Education Conference in Botswana, where he shared hands-on strategies for advancing the social and societal impacts of computing. He frequently speaks on community-centered innovation, equity in technology education, and creative leadership, and has served as a guest lecturer in courses across engineering, education, and design.
Olatunde and his wife, Tamara, reside in East Palo Alto, CA, and are the blessed parents of four children: Olatayo and Temilola, students at Stanford University; Tatiola, a freshman at USC; and Olataiye, an eighth grader. -
Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and EthnicityBioTamara 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.
