Graduate School of Education
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Subini Ancy Annamma
Associate Professor of Education
BioPrior to her doctoral studies, Subini Ancy Annamma was a special education teacher in both public schools and youth prisons. Currently, she is an Associate Professor in the Graduate School of Education at Stanford University. Her research critically examines the ways students are criminalized and resist that criminalization through the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact youth education trajectories in urban schools and youth prisons. Further, she positions students as knowledge generators, exploring how their narratives can inform teacher and special education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color and has won the 2019 AESA Critic’s Choice Book Award & 2018 NWSA Alison Piepmeier Book Prize. Dr. Annamma is a past Ford Postdoctoral Fellow, AERA Division G Early Career Awardee, Critical Race Studies in Education Associate Emerging Scholar recipient, Western Social Science Association's Outstanding Emerging Scholar, and AERA Minority Dissertation Awardee. Dr. Annamma’s work has been published in scholarly journals such as Educational Researcher, Teachers College Record, Review of Research in Education, Teaching and Teacher Education, Theory Into Practice, Race Ethnicity and Education, Qualitative Inquiry, among others.
anthony lising antonio
Associate Professor of EducationOn Leave from 01/01/2023 To 06/30/2023
Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.
Alfredo J. Artiles
Lee L. Jacks Professor of Education
BioDr. Artiles is the Lee L. Jacks Professor of Education. His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. Professor Artiles studies how protections afforded by disability status can unwittingly stratify educational opportunities for racialized groups and is advancing responses to these inequities. For instance, he is studying the cultural-historical contexts of racial disparities in special education and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:
* Examining the role of socio-cultural influences (e.g., histories of racial inequities in communities and schools) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education.
* Mapping the changing meanings of “disability” and “inclusive education” and the ways in which disability-race intersections become visible or invisible across identification policies, practices and settings at the district and school levels.
* Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
* Documenting how teachers and other school professionals decide whether dual language learners' academic or behavioral difficulties are related to disabilities.
* Analyzing equity consequences of inclusive education implementation in Global South nations.
Dr. Artiles received an honorary doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (United Kingdom). He served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the National Academy of Education and Fellow of the American Educational Research Association (AERA), the Learning Policy Institute and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He was elected AERA Vice-President to lead its Social Context of Education Division. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including AERA’s Palmer O. Johnson Award, the AERA Review of Research Award, and Mentoring Awards from AERA’s Division on Social Contexts of Education, the Spencer Foundation, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. Professor Artiles has served on consensus study panels of the National Academies of Sciences, Engineering and Medicine focusing on English learners, the Future of Educational Research, and Opportunity Gaps for Young Children.
Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
BioJeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, a Senior Fellow at the Woods Institute for the Environment, and a Faculty Leader at Stanford’s Center for Longevity. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.
Bailenson studies the psychology of Virtual and Augmented Reality, in particular how virtual experiences lead to changes in perceptions of self and others. His lab builds and studies systems that allow people to meet in virtual space, and explores the changes in the nature of social interaction. His most recent research focuses on how virtual experiences can transform education, environmental conservation, empathy, and health. He is the recipient of the Dean’s Award for Distinguished Teaching at Stanford. In 2020, IEEE recognized his work with “The Virtual/Augmented Reality Technical Achievement Award”.
He has published more than 200 academic papers, spanning the fields of communication, computer science, education, environmental science, law, linguistics, marketing, medicine, political science, and psychology. His work has been continuously funded by the National Science Foundation for over 20 years.
Bailenson consults pro bono on Virtual Reality policy for government agencies including the State Department, the US Senate, Congress, the California Supreme Court, the Federal Communication Committee, the U.S. Army, Navy, and Air Force, the Department of Defense, the Department of Energy, the National Research Council, and the National Institutes of Health.
His first book Infinite Reality, co-authored with Jim Blascovich, emerged as an Amazon Best-seller eight years after its initial publication, and was quoted by the U.S. Supreme Court. His new book, Experience on Demand, was reviewed by The New York Times, The Wall Street Journal, The Washington Post, Nature, and The Times of London, and was an Amazon Best-seller.
He has written opinion pieces for Harvard Business Review, The Washington Post, The Wall Street Journal, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, and The Chronicle of Higher Education, and has produced or directed six Virtual Reality documentary experiences which were official selections at the Tribeca Film Festival. His lab’s research has exhibited publicly at museums and aquariums, including a permanent installation at the San Jose Tech Museum.
Arnetha F. Ball
Charles E. Ducommun Professor in the Graduate School of Education, Emerita
Current Research and Scholarly InterestsLanguage, Literacies, and Studies in Teacher Professional Development; research on the writing and writing instruction of culturally and linguistically diverse students; preparing teachers to teach diverse student populations in culturally and linguistically complex classrooms; linking sociocultural and linguistic theory to educational practice; and using the linguistic resources present among culturally diverse populations to enhance curriculum and instruction. She is currently conducting research on the implementation of her "Model of Generative Change" (Ball 2009) in pre-service teacher education, inservice teacher professional development, and a secondary pipeline program designed to "grow our own next generation of excellent teachers for urban schools." Over the last few years she has been collecting data in New Zealand, South Africa, Australia, and the United States on the preparation of teachers to work with historically marginalized populations. Her research on the use of writing as a pedagogical tool to facilitate generative thinking is ongoing and her most recent project looks at the development of blended online learning environments that are designed to prepare teachers to work effectively with diverse student populations in transnational contexts.
Professor of Education
BioCommitted teacher. Midnight Believer. A Slow Jam in a Hip Hop world. Cerebral and silly, outgoing and a homebody. Vernacular and grounded but academic and idealistic too. Convinced that Donny Hathaway is the most compelling artist of the entire soul and funk era, and that we still don't give Patrice Rushen enough love. I'm a crate digger, and DJ with words and ideas, and I believe that the people, voices and communities we bring with us to Stanford are every bit as important as those with which we engage here at Stanford.
Born and raised in Cleveland, Ohio, I come to Stanford from the University of Kentucky, where I served on the faculty of the Department of Writing, Rhetoric and Digital Studies and prior to that, from Syracuse University, as a member of the faculty of the Writing Program. In addition to these appointments I served as the Langston Hughes Visiting Professor of English at the University of Kansas and, jointly with Andrea Lunsford, as the Rocky Gooch Visiting Professor for the Bread Loaf School of English.
My scholarship lies at the intersections of writing, rhetoric and technology issues; my specialized interests include African American rhetoric, community literacy, digital rhetorics and digital humanities. My most recent book is titled Digital Griots: African American Rhetoric in a Multimedia Age, and my current digital/book project is titled Technologizing Funk/Funkin Technology: Critical Digital Literacies and the Trope of the Talking Book.
The Jackson Eli Reynolds Professor of Law, Associate Dean for Curriculum and Professor, by courtesy, of Education
BioRalph Richard Banks (BA ’87, MA ’87) is the Jackson Eli Reynolds Professor of Law at Stanford Law School and Professor, by courtesy, at the School of Education. A native of Cleveland, Ohio and a graduate of Stanford University and Harvard Law School (JD 1994), Banks has been a member of the Stanford faculty since 1998. Prior to joining the law school, he practiced law at O’Melveny & Myers, was the Reginald F. Lewis Fellow at Harvard Law School and clerked for a federal judge, the Honorable Barrington D. Parker, Jr. (then of the Southern District of New York). Professor Banks teaches and writes about family law, employment discrimination law and race and the law. He is the author of Is Marriage for White People? How the African American Marriage Decline Affects Everyone. At Stanford, he is affiliated with the Michelle R. Clayman Institute for Gender Research, the Center for Comparative Studies in Race and the Ethnicity, the Stanford Center for Opportunity Policy in Education and the Center for the Study of Poverty and Inequality. His writings have appeared in a wide range of popular and scholarly publications, including the Stanford Law Review, the Yale Law Journal, The New York Times and the Los Angeles Times. He has been interviewed and quoted by numerous print and broadcast media, including ABC News/Nightline, National Public Radio, The New York Times and the Los Angeles Times, among others.
Margaret Jacks Professor of Education
Current Research and Scholarly InterestsCurrent projects include the longitudinal documentation of learner pathways to engagement, studies of families as technology-supported learning teams, and the roles that personal learning networks play in catalyzing and sustaining interest-driven learning She is founder of the YouthLAB at Stanford, and a co-lead of TELOS, a Stanford Graduate School of Education Initiative to investigate how technologies can provide more equitable access to learning opportunities.
Conley DeAngelis Family Professor, Professor of Education, Senior Fellow at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Economics at the Graduate School of Business
Current Research and Scholarly InterestsBettinger, Eric and Bridget Long. “Simplification and Incentives: A Randomized Experiment to Increase College Savings."
Antonio, Anthony, Eric Bettinger, Brent Evans, Jesse Foster, and Rie Kijima. “The Effect of High School College Advisement: Evidence from a Randomized Evaluation in Texas.”
Bettinger, Eric, Michael Kremer, Maurice Kugler, and Juan Saavedra. “The Effect of Educational Vouchers in Colombia on Students’ Labor Market Outcomes.”
Bettinger, Eric, Oded Gurantz, Laura Kawano, and Bruce Sacerdote. "The Long-run Impacts of Merit Aid: Evidence from California's Cal-Grant."
Bettinger, Eric, Lindsay Fox, Susanna Loeb, and Eric Taylor, “Changing Distributions: How Online College Classes Alter Student and Professor Performance.”
Nomellini and Olivier Professor in the Graduate School of EducationOn Leave from 09/01/2022 To 03/31/2023
Current Research and Scholarly InterestsStudying the Impact of a Mathematical Mindset Summer Intervention, HapCaps: Design and Validation of Haptic Devices for improving Finger Perception (with engineering & neuroscience) The effectiveness of a student online class (https://lagunita.stanford.edu/courses/Education/EDUC115-S/Spring2014/about) (NSF). Studies on mathematics and mindset with Carol Dweck and Greg Walton (various funders). Studying an online network and it's impact on teaching and learning (Gates foundation)
Charles E. Ducommun Professor in the Graduate School of EducationOn Leave from 01/01/2023 To 03/31/2023
Current Research and Scholarly InterestsToward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle
The Problem-Solving Cycle (PSC) model of mathematics professional development encourages teachers to become part of a collaborative and supportive learning community. As they participate in the PSC, teachers think deeply about both mathematics content and instruction, and they explore their instructional practices with their colleagues through the use of video and other classroom artifacts. One iteration of the PSC consists of three interconnected professional development workshops, all organized around a rich mathematical task. During Workshop 1, teachers collaboratively solve the mathematical task and develop plans for teaching it to their own students. Shortly after the workshop, the teachers implement the problem with their own students and their lessons are videotaped. In Workshop 2 teachers explore the role they played in implementing the problem. In Workshop 3 teachers critically examine students’ mathematical reasoning.
The Problem-Solving Cycle model provides a structure for mathematics teachers to work together and share a common mathematical and pedagogical experience. Our previous research suggests that it is a promising model for enhancing teachers’ knowledge and supporting changes in classroom practice.
In our current project, initiated in Fall 2007, we are working with a group of middle school mathematics teachers in a large urban district to foster their leadership capacity, and specifically to prepare them to facilitate the Problem-Solving Cycle. We will provide 2½ years of preparation and support for teachers who have been designated as “mathematics instructional leaders.” These instructional leaders will in turn implement the PSC with the mathematics teachers in their schools. We will document the range and quality of the instructional leaders’ implementation of the PSC. We will also analyze the impact of the professional development process on the mathematical knowledge and classroom teaching of the instructional leaders and the mathematics teachers with whom they work. In addition, we will analyze the impact on their students’ mathematics achievement. By the conclusion of the project, we anticipate that the participating schools will have the infrastructure and capacity to carry out the PSC indefinitely, using their own resources. In addition, the project will produce a highly refined set of PSC facilitation materials—with a strong emphasis on supporting a linguistically and culturally diverse student population—that can be widely disseminated.
Professor of Education
Current Research and Scholarly InterestsDr. Brown's current research examines issues of stress, culture, and language. His work examines how science is taught is ways that may alienate urban students due to the approach to language instruction. This work includes experimental work involving technology based education and inner city teaching practices.
Pigott Family School of Education Professor, Emeritus
Current Research and Scholarly InterestsCivic and moral education; ethical and civic dimensions of educational policy; multicultural education and minority rights in education.