Graduate School of Education
Showing 1-50 of 189 Results
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Jon Ball
Ph.D. Student in Education, admitted Autumn 2020
Teaching Assistant STS 191W, Science, Technology and SocietyCurrent Role at StanfordResearch Assistant (GSE)
Teaching Assistant (STS) -
Xavi Luis Burgos
Ph.D. Student in Education, admitted Autumn 2021
Current Research and Scholarly InterestsThe pedagogical, political, and prophetic histories and strategies of Caribbean communities and Afro-Diaspora religious traditions; embodied knowledges, sacred epistemologies and ontologies, and ancestor veneration; youth movements and popular educational projects; the pedagogies of memory and remembrance; visual and performance art; political theory, the politics of space, cultural transformations, and racial formations.
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Thomas Caruso
Clinical Professor, Anesthesiology, Perioperative and Pain Medicine
Ph.D. Student in Education, admitted Autumn 2019Current Research and Scholarly InterestsMy research pursuits are focused on system based improvement projects. At Lucile Packard Children's Hospital Stanford, I use system based approaches to improve the quality of care patients receive in the perioperative area and in the ICUs, with a focus on safe transitions of care. Through the Department of Graduate Medical Education at Stanford School of Medicine, I advise residency and fellowship programs on evidence based methods to improve their programs, with a focus on mentorship.
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Merve Cerit
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsMy research aims to understand digital behaviors and their relationship with well-being through computational models and in-situ behavior change interventions. For my research, I have been working on a large-scale smartphone dataset, Screenome. I work closely with Nick Haber and Roy Pea from the School of Education and Nilam Ram and Byron Reeves from the Communication Department.
In my work, I mostly use machine learning and human-centered design principles. -
Tom Cheng
Masters Student in Education, admitted Autumn 2022
Current Research and Scholarly InterestsI am interested in developing an application which provides immediate feedback to intermediate learners of English as a Second Language (ESL) who are interested in improving their speaking with the help of AI. This application will address several issues in learning and teaching, including but not limited to: importance of conversational practice and feedback in ESL learning; ESL learners' lack of support outside of classroom; lack of manpower; teachers' workload; and modeling and peer feedback.
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Jessica Christine Boyle
Ph.D. Student in Education, admitted Autumn 2018
Ph.D. Minor, SociologyBioJessica Boyle is a doctoral candidate in education policy at Stanford University and a Health Policy Research Scholar at the Robert Wood Johnson Foundation. She received her M.Ed. in education policy and management at Harvard University and her B.A. in sociology at Colby College. Prior to Stanford, she spent several years working at Harvard’s Education Redesign Lab, where she focused on the role of city government in addressing the iron-law correlation between socioeconomic status and education outcomes.
Shaped by her experiences as an unaccompanied homeless youth and first-generation college student, Jessica researches education as a lever of social mobility and explores the potential of big data to inform social policy. Her current projects are focused on examining the relationship between ecological health factors and academic achievement, with a particular focus on the opioid crisis. -
Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa is a PhD student in Educational Policy at Stanford's Graduate School of Education. Her previous experience as a teacher, as a government official, and as an advocate of civil society reinforced her commitment to the delivery of equitable, inclusive, and quality education for all learners. After serving in public schools and as a Teach for Peru fellow, Daniela led initiatives towards the strengthening of inclusive education systems in the Ministry of Education of Peru and the Peruvian Down Syndrome Society, collaborating on cross-country initiatives with members of the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Before starting her PhD program, she worked as an equity and inclusion consultant at the Global Partnership for Education (GPE). She is interested in exploring the barriers to policies providing adequate support for teachers to serve diverse learners. Specifically, she aims to look into the way the different levels of the system interact and shape inclusive education practices.
Daniela holds a B.A. in Early Childhood Education with Honors from the University of Piura (Peru) and a M.A. in Education (International Education Policy Analysis) from Stanford University. -
Rubén A. González
Ph.D. Student in Education, admitted Autumn 2020
Other Tech - Graduate, GSE Dean's Office
SU Student - Summer, Stanford Teacher Education Program (STEP)BioRubén González, proudly from Greenfield, California, is a Ph.D. candidate in the Race, Inequality, and Language in Education (RILE) program at Stanford University. His research interests focus on the sociopolitical disposition and action of teachers of color, and the use of critical pedagogy and Youth Participatory Action Research (YPAR) in classroom settings. He dedicates his work to improving the K-12 schooling experiences of Black, Indigenous, all students of color, and other marginalized youth. Rubén taught high school English, English Language Development, and AVID in Sacramento, California, for six years prior to pursuing his graduate studies. Rubén also worked with (im)migrant and multilingual Latinx youth as an academic tutor in classroom and after-school settings in Dixon, California, during his undergraduate studies. He completed his Bachelor’s degree in English at Sacramento State University after transferring from Hartnell College. At the statewide level, Rubén serves on the Education Trust–West’s (ETW) Educator Advisory Council (EAC). In local community settings, Rubén has organized with the Association of Raza Educators (ARE) Sacramento, and Ethnic Studies Now (ESN) Sacramento and Elk Grove.
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Danielle Marie Greene
Ph.D. Student in Education, admitted Autumn 2017
Ph.D. Student in Education, admitted Autumn 2017
Ph.D. Minor, LinguisticsBioDanielle Greene is a 5th year Ph.D. candidate in the Race, Inequality, and Language in Education (RILE) and Curriculum Studies and Teacher Education (CTE) programs at the Graduate School of Education. From Virginia, Danielle previously taught middle school Social Studies in an urban district before coming to Stanford. Focusing on the social context of education, her research explores teaching cultures and language practices within K-12 public schools that have majority African American students, faculty, and staffs. Specifically, Danielle centers African American resistances to linguistic, cultural, and physical Black displacement and dispossession in schools and their surrounding communities. Finally, she also has the immense pleasure of serving as the Chief of Staff of the Richmond Resilience Initiative - a guaranteed income pilot serving working-class residents of Richmond, Virginia.
