Graduate School of Education
Showing 1-33 of 33 Results
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Ibrahim Oluwajoba Adisa
Postdoctoral Scholar, Education
BioIbrahim ('Joba) Adisa is a Human-Centered AI (HAI) Postdoctoral Fellow at Stanford's Graduate School of Education, collaborating with Dr. Victor Lee on advancing research to promote AI literacy in K-12 education. His research lies at the intersection of learning sciences, computing education, data science, and AI literacy. He focuses on developing tools and curricula resources that enhance data literacy and promote creativity, computational thinking, and collaborative problem-solving with AI in K-12 education. His research is often conducted through co-designs and partnerships in formal and informal learning environments. He uses qualitative and statistical machine learning methods to model learners' interactions in these environments.
'Joba completed his undergraduate studies at the Federal University of Technology Minna with an emphasis on cognitive science, physics, and mathematics. He earned a master's in educational technology from the University of Ibadan and obtained his doctorate in Learning Sciences from Clemson University, where he supported several NSF-funded projects in STEM, data science, and AI education. Before graduate school, he worked as a Digital Learning Specialist at Tek Experts, a global digital tech talent corporation. His diverse academic background underpins his innovative approach to educational research and instructional design. 'Joba has received numerous awards and honors throughout his academic career, including the Outstanding Graduate Researcher Award and fellowships from MTN Foundation, Caroline Odunola Foundation, Clemson University, and Stanford PRISM Baker. His publications span various high-impact journals and conferences, contributing to the fields of AI literacy, data science and computing education. -
Margaret de Leon
Graduate Visiting Researcher Student, Education
BioMargaret de Leon is a Fulbright Scholar at Stanford University, under the supervision of Professor Mitchell Stevens, at the Pathways Network. She is a PhD Research Fellow at the University of Toronto, specializing in Comparative International Higher Education. Her research interests include college affordability, economics of education, and financial aid policy in the United States and Canada.
She is also a Visiting Doctoral Scholar at the Center for the Study of Higher Education at the University of California Berkeley. She completed her MA in Higher Education and Educational Policy at the University of Toronto and her BA in Political Science and French at Trinity College. -
Jared Furuta
Lecturer
Postdoctoral Scholar, EducationBioJared Furuta is a postdoctoral fellow at Stanford's Center for Philanthropy and Civil Society, where his research focuses on how educational institutions are culturally constructed in response to changing social norms, conceptions, and taken-for-granted assumptions about education. His past research has examined global changes in national high stakes exams, school tracking, national assessments, and U.S. college admissions policies, and his work has appeared in Sociology of Education, Social Forces, and Comparative Education Review. His current work focuses on long-term changes in systemic educational reform, as well as the effects of educational institutions on economic, political, and social outcomes at the national level.
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Hsiaolin Hsieh
Postdoctoral Scholar, Education
BioHsiaolin Hsieh is a doctoral candidate at the Stanford Graduate School of Education. Her research is relevant to equity and fairness in education, especially for students classified as English learners (ELs). Formally trained in educational measurement and assessment, Ms. Hsieh has ample experience in the design, implementation, evaluation, and interpretation of tests in the K-12 context, and in large-scale data collection and analysis for projects examining upper elementary students’ literacy and reading comprehension. Her research draws on both qualitative approaches (e.g., interviews, think-aloud protocols, collaborative coding, classroom observations) and quantitative techniques (e.g., statistical modeling, and machine learning algorithms). Working in researcher-practitioner partnerships, she has examined students’ course pathways and classroom heterogeneity patterns in middle and high school and supported schools in improving their assessment, reclassification, and course designation practices to provide ELs with increased access to mathematics courses. Her work in multilingual classrooms is useful in examining how educational technology can be leveraged to assist student learning. Applying natural language processing and computational linguistics methods, she has analyzed complex student dialogic participation in the classrooms. Her findings speak to the importance of using student-student conversations in the classroom context to inform English proficiency classification decisions. She is the developer of LogoSearch, an online repository created to collect, archive, and evaluate student conversations, and the creator of visualizations intended to support educators in identifying effective ways of providing ELs with more equitable learning opportunities.
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Tuomas Vesterinen
Postdoctoral Scholar, Education
BioTuomas Vesterinen is a philosopher of science specialized in psychiatry and ethics of artificial intelligence with additional interests in philosophy of mind and anthropology. His interdisciplinary research at Stanford focuses on the ethical, conceptual and social consequences that arise when employing artificial intelligence in psychiatry and mental healthcare organizations. His dissertation in philosophy “Socializing Psychiatric Kinds” (University of Helsinki, 2023) is on the role of social factors and non-epistemic values in the classification and explanation of psychiatric disorders.
Tuomas is affiliated with the Scandinavian Consortium for Organizational Research (SCANCOR) and the anthropology department. He’s also a member of the Robophilosophy, AI Ethics and Datafication (RADAR) research group and the Centre for Philosophy of Social Science (TINT) at the University of Helsinki. (https://researchportal.helsinki.fi/en/persons/tuomas-vesterinen) -
Ge "Tiffany" Wang
Postdoctoral Scholar, Education
BioI am an HAI postdoctoral fellow at the Stanford Socially Augmented Learning Technologies (SALT) Lab under the Stanford Institute for Human-Centered Artificial Intelligence (HAI), working with Professor Roy Pea. My research focuses on the intersection of human-computer interaction (HCI), human-centered artificial intelligence (HAI), and usable security and privacy, with a special emphasis on vulnerable populations like children, teenagers, and other marginalised communities.
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Karen D. Wang
Postdoctoral Scholar, Education
BioMy research is situated at the intersection of machine learning and human cognition. In my work, I apply learning analytics and data mining techniques to students’ interaction data in technology-based learning environments. The goal is to translate fine-grained behavioral data into meaningful evidence about students’ cognitive and metacognitive processes. These enhanced understandings of students’ mental processes and competencies are then used to guide the design of and evaluate instructional materials embedded in educational technology.
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Benjamin Xie
Postdoctoral Scholar, Education
BioPostdoctoral Fellow with the Stanford Human-Computer Interaction (HCI) Group and Graduate School of Education.
I design tools for critical interactions with data. My current projects relate to data literacy for environmental advocacy, AI-assisted assessment design, and critical AI evaluation.
I engage in the fields of computing education, human-computer interaction, and AI Ethics.
In fall 2025, I will start as an Assistant Professor of Computer Science at the University of Denver. -
Tiffany (Qianru) Yang
Postdoctoral Scholar, Education
BioTiffany is a postdoctoral fellow with the Stanford Impact Labs postdoctoral fellowship program. She received her Ph.D. in education from the Harvard Graduate School of Education in 2024, concentrating in Human Development, Learning and Teaching, along with a Secondary Field in Data Science from the Harvard School of Engineering and Applied Sciences. Prior to her doctoral training, she received a B.A. in psychology from the University of Washington, Seattle, and an Ed.M. in human development and psychology from Harvard University. Tiffany’s research examines how early experiences influence children’s cognitive development and learning, with a particular focus on the role of the home environment and family interactions. This work aims to identify culturally situated factors that support the development of foundational cognitive skills in early to middle childhood, especially among underrepresented populations.
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Paul Youngmin Yoo
Postdoctoral Scholar, Education
BioPaul Youngmin Yoo is a postdoctoral scholar at Stanford University. He studies how schools and policies shape opportunities to inform what we do about child poverty and educational inequality. He is an IES (Institute of Education Sciences) postdoctoral fellow at the Stanford Center on Early Childhood and was a National Academy of Education/Spencer Foundation dissertation fellow.