Graduate School of Education
Showing 1-20 of 22 Results
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Andrea Christine Geissinger
Postdoctoral Scholar, Education
BioAndrea Geissinger is a SCANCOR (Scandinavian Consortium for Organizational Research) Postdoctoral Scholar. Her research interest lies at the intersection between digital innovation, organizational sociology, and sociological institutionalism. She is motivated to understand the impact of digital technology on social and cultural norms and values through qualitative and archival methods. For instance, by drawing on institutional theories, she has explored one of the most promising alternative forms of organization of the past decade: the sharing economy. As digital platforms set new norms by drawing on elements of both market and community on a large scale, Andrea’s current research focuses on deepening our understanding of what this “community” means in, for, and around organizations and society.
Andrea is also a Research Fellow at the House of Innovation at the Stockholm School of Economics, Sweden. She holds a Ph.D. in Business Administration from Örebro University School of Business, M.Sc. from Stockholm Business School, and a B.A. from Ludwig-Maximilians-University in Munich, Germany. Prior to her research career, Andrea worked in management consulting. -
Gabriella Silva Gorsky
Postdoctoral Scholar, Education
BioGage Gorsky is a queer mixed Mexican Jewish multimodal research advisor, data analyst, and program evaluator who uses a range of methodologies to explore intersections of identity and the phenomenon of social categorization, with a focus on the liminal and marginal embodied experiences of real people. They have a doctorate in Educational Measurement and Statistics from the University of Washington, where their dissertation examined persistent gender stereotypes embedded into the linguistic features of middle school math word problems. Gage’s inquiry bridges social science themes, with expertise and experience doing research spanning disciplines- education, history, statistics, feminist and queer theories, psychology, and identity development.
Past projects have covered dynamic subject matter, including a genealogical and historical study of the Mormon migration to California during the mid-19th century, a statistical exploration of factors influencing healthcare utilization among transgender adults in the United States, and HR- and disability justice-focused survey research on workplace inclusion practices within a markedly mixed-ability workforce.
Their most recent work explores the dynamic expression of intersectional Jewish identity, including collaborations with the Jews of Color Initiative, where they helped lead “Beyond the Count,” the largest ever study of Jews of Color released August 2021, as well as the Jim Joseph Foundation, SVARA, Nazun, and synagogues across the United States. As well as serving on the advisory boards for Edot Midwest, Tiyuv, and OneTable. -
Tamara Handy
Postdoctoral Scholar, Education
BioDr. Tamara Handy is a former education psychologist and a current postdoctoral fellow in the Learning Differences and the future of Special Education Initiative at the Stanford Graduate School of Education. She has worked in schools and hospitals both in Sri Lanka and in the Midwest serving children with disabilities from birth to 18. Her overarching research agenda examines ways in which to establish inclusive educational systems in inequitable school settings. Specifically, her scholarly endeavors center supporting teachers and students in establishing inclusive school systems. Her academic, clinical and research specializations focus broadly on Disability and Difference, Systems Change in Policy and Practice. She focuses specifically on processes and practices within and outside the school system which constricts access, acceptance, achievement, and opportunities for children and youth located in the margins of society due to race, poverty, gender and disability. At present, she is exploring ways in which the neuroscience of learning along with other learning sciences, and disability studies scholarship can enhance the learning experiences of students with disabilities, in inclusive school settings.
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Nicklas Johansen
Graduate Visiting Researcher Student, Education
BioNicklas Johansen is a Visiting Student Researcher in the Graduate School of Education at Stanford University. He is a Ph.D. Fellow in Social Data Science at Copenhagen Center for Social Data Science at the University of Copenhagen.
He is interested in how digital information has affected behavior during the COVID-19 pandemic using various methods from social sciences and data sciences. Some of his research focuses on misinformation on social media, whereas others investigate learning effects in elementary schools before, during, and after pandemic lockdowns. He is affiliated with three research projects: HOPE, EduQuant, and Nation-scale Social Networks.
He teaches three university courses: Elementary Social Data Science, Introduction to Social Data Science, and Data-Driven Organizational Analysis, and one executive leadership course in Tech Policy. -
Anna Lukkarinen
Postdoctoral Scholar, Education
BioAnna Lukkarinen is a SCANCOR (Scandinavian Consortium for Organizational Research) Postdoctoral Scholar at the Department of Management Science and Engineering. Her research centers on entrepreneurial finance, digital platforms, and sustainability. Most recently, Anna has investigated the importance of secondary markets for early-stage equity investing and the roles of investor attention and ethnicity in cross-border equity crowdfunding. She currently focuses on sustainability and ethics in entrepreneurial finance and on fund-seeking entrepreneurs’ overoptimism.
Anna holds a Ph.D. in Quantitative Methods of Economics and Management Science from Aalto University in Finland. She has a teacher’s qualification from the University of Helsinki, Finland, and has taught courses in strategic management, business mathematics, and statistics at Aalto University. Before academia, Anna worked in management consulting at McKinsey & Company and in investment banking at Citigroup. -
Kahdeidra Monét Martin, Ph.D.
Postdoctoral Scholar, Education
BioDr. Kahdeidra Monét Martin is currently a postdoctoral scholar of education at Stanford University, under the mentorship of Dean Anne Charity Hudley. She uses her lived experience, narrative inquiry, interviews, focus groups, and participatory community-based methods to examine linguistic variation, discourses of deviance, and the intersectional experiences of underrepresented groups in education research—namely Black youth in elite, independent schools and Black youth who are members of African diasporic religions. Her research explores strategies for culturally sustaining literacy instruction and interrogates notions of belonging and ethnicity within diasporic Black communities.
Through the lenses of critical race theory, intersectionality, and translanguaging, Dr. Martin examines raciolinguistics and the co-naturalization of language, race, and spirituality in the lives of African descendant people globally. She received her Ph.D. in Urban Education at The Graduate Center of the City University of New York in June 2021. Her dissertation is entitled “Counterstories of Black High School Students and Graduates of NYC Independent Schools: A Narrative Case Study.” It received the 2022 Outstanding Dissertation Award from the Qualitative Research SIG of the American Educational Research Association. Dr. Martin holds an M.S.Ed. in Teaching Urban Adolescents with Disabilities, from Long Island University, and a B.A. in African & African American Studies with a minor in Linguistics from Stanford University.
With Dr. Melissa Schieble and Dr. Amy Vetter, Dr. Martin has co-authored a book, Classroom Talk for Social Change: Critical Conversations in English Language Arts (Teachers College Press, 2020), which received a 2021 Divergent Book Award for Excellence in 21st Century Literacies Research. In recognition of her commitment to pedagogical excellence, she was one of three graduate student recipients of the 2020 Teaching Award.
Dr. Martin’s scholarship has been supported by numerous grants and fellowships, including a Fellowship by the Community Project to Prevent Discrimination and Violence Against Black and African Religions, Princeton University Crossroads Project Community Stories Fellowship, CUNY Mellon Humanities Alliance Teaching Fellowship, the Edwidge Danticat Society Graduate Research Award, and a two year Scholar in Residence at The Chapin School, her alma mater. -
Pauli Pakarinen
Postdoctoral Scholar, Education
BioPauli Pakarinen is a Postdoctoral Research Fellow at Stanford University in Graduate School of Education. His research examines the intersection of professional work, technology, and expertise in organizational settings. Pauli conducts ethnographic observation, archival work, and interviews to develop new understandings on how expertise and technology are mobilized in expert work to produce interventions, advice, and expert statements. He also investigates how expertise is increasingly incorporated and institutionalized into digital technologies, and how practitioners interact and work with these technologies. His research investigates theses question typically in complex settings saturated with information, technology, and interdependencies – such as simulation rooms, central banks, and financial market. His ongoing research focus on questions on relational and aesthetic expertise, professions and technology, expert work around models and data, and technological and regulatory transformations in financial services. Pauli holds Ph.D. in Organization and Management from Aalto University, Finland. Before joining Stanford, Pauli was a Postdoctoral Researcher at the Research Center for Work, Technology, and Organization at Emlyon Business School, France.
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Ehud Tsemach
Postdoctoral Scholar, Education
BioEhud Tsemach is currently a learning sciences scholar and a Jewish education researcher. His research interests at Stanford are developing a theoretical and pedagogical infrastructure for Jewish education, inspired by cognitive and dialogical learning sciences. The research explores pedagogies that facilitate textual thinking skills, and how cognition processes are interwoven with identity, values, and cultural background in the context of the classroom.
Tsemach’s PhD research has focused on Ultra-Orthodox Jewish students and explored how cognition, sociocultural background, and gender intersect. His peer-reviewed studies delineate the ways Ulta-Orthodox Jewish men and women build arguments in an academic context compared to other populations.
In 2020-2021 Tsemach had a postdoctoral fellowship at the Dialogos Center at the Hebrew University of Jerusalem. During his fellowship, he took part in developing research methods for analyzing classroom discourse inspired by Latour’s Actor-Network-Theory. During that year, he also co-researched, at the Center for the Study of Teacher Training and studied different aspects of teachers’ training programs at the Hebrew University of Jerusalem.
