Graduate School of Education
Showing 1-100 of 498 Results
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Fernando Amaral Carnauba
Assistant Professor (Teaching) at the Graduate School of Education
BioFernando Carnauba received his doctoral degree in Mathematics Education from Teachers College, Columbia University. He earned an MA in Economics at the University of São Paulo and an MA in Mathematics Education at Teachers College. Fernando currently works on deepening teacher education programs with a network of 20 Brazilian universities. In partnership with the Lemann Center at Stanford GSE, this network develops and offers professional development programs in Mathematics and Science to public school teachers in Brazil.
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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.
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anthony lising antonio
Associate Professor of Education
Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.
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Lucas Arribas Layton
Lecturer
BioLucas Arribas Layton brings over 20 years of experience working in the fields of education and international development mainly with World Bank and the US Government. Mr Arribas Layton is a dual national, born in Spain and raised between rural Castilla and urban California, where he arrived as a three-year old. Mr. Arribas Layton started his career as a public-school teacher while at Harvard University, but soon yielded to the call of international service, joining the Peace Corps as a family hillside farming extentionist in Honduras. He earned a Master’s degree and also meet his wife, Janet Holt, at Stanford, in the International Comparative Education program, focusing on bilingual intercultural education of the Mapuche in Chile. Mr Arribas Layton served in Peace Corps again, this time with his wife in Mozambique, as Portuguese speaking secondary school teachers. Mr Arribas Layton holds a PhD, conferred by UCLA for research on Education for Sustainable Development in India. He has worked for the World Bank, supporting education projects in South Sudan and Ethiopia, and returned to work for the Peace Corps as a programming specialist at headquarters in Washington DC and then as overseas staff on the tropical Pacific islands of Micronesia. He most recently worked for Room to Read, San Francisco, supporting libraries, literacy, and girls’ education in Southeast Asia, South Asia, and, Africa, and the US Government, as a Foreign Service Officer awaiting assignment to Zambia. Mr. Arribas Layton is a proud father of three children: 3rd grader Isabel, 1st grader Thomas, and little Gabriel, now three and full of vim and vigor. Mr Arribas Layton loves family, discovering history, exploring diverse geographies and cultures, and striving for a more sustainable and peaceful future.
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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 American Academy of Arts & Sciences, 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. -
Jeremy Bailenson
Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
On Leave from 10/01/2023 To 06/30/2024BioJeremy 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, and a Senior Fellow at the Woods Institute for the Environment. He has served as Director of Graduate Studies in the Department of Communication for over a decade. He earned a B.A. 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 25 years.
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 The Washington Post, The Wall Street Journal, Harvard Business Review, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, TechCrunch, 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 has exhibited VR in hundreds of venues ranging from The Smithsonian to The Superbowl. -
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.
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Jon Ball
Ph.D. Student in Education, admitted Autumn 2020
BioHi! I'm a 3rd year PhD Student in Education Data Science dedicated to improving information accessibility.
Recent projects include:
Natural Language Processing: language analytics for Open Journal Systems (OJS)
Graph ML: modeling citation networks of computer science publications (OJS/arXiv)
Social Network Analysis: clustering of philanthropic partnerships for the Jim Joseph Foundation (SF) -
Adam Banks
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. -
Ralph Banks
The Jackson Eli Reynolds Professor of Law, Professor, by courtesy, of Education and Senior Fellow, by courtesy, at the Hoover Institution
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.
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Brigid Barron
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.
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Eric Bettinger
Conley DeAngelis Family Professor, Professor of Education, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Economics at the Graduate School of Business
Current Research and Scholarly InterestsEric's research interests include economics of education; student success and completion in college; the impacts of online education; the impacts of financial aid; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. His research focuses on using rigorous statistical methods in identifying cause-and-effect relationships in higher education.
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Jo Boaler
Nomellini and Olivier Professor in the Graduate School of Education
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)
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Hilda Borko
Charles E. Ducommun Professor in the Graduate School of Education
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. -
Bryan Brown
Kamalachari Professor of Science Education and Vice Provost for Faculty Development, Diversity and Engagement
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.
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Xavi Luis Burgos
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and EthnicityCurrent Research and Scholarly InterestsAfro-Caribbean religious traditions | visual and performance art | the sanctification of the body and space | martyrdom | political theory | embodied religious knowledges and material cultures | Indigenous epistemologies and ontologies | ancestor veneration and spirit possession | youth movements and popular educational projects | the politics of memory and pedagogies of remembrance | the logics of race
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Eamonn Callan
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.
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Janet Carlson
Associate Professor (Research) of Education
Current Research and Scholarly InterestsPedagogical Content Knowledge (PCK) for teaching science, design of professional learning for teachers including equity, core practices, teacher leadership, research-practice partnerships
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Martin Carnoy
Lemann Foundation Professor
Current Research and Scholarly InterestsResearching econometric models of quality of education in Latin America and Southern Africa. Studying changes in university financing and the quality of engineering and science tertiary education in China, India, and Russia.
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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. -
Lisa J. Chamberlain
Professor of Pediatrics (General Pediatrics) and, by courtesy, of Education
Current Research and Scholarly InterestsChild Health disparities - Projects focus on elucidating the non-clinical factors that impact access to appropriate care for children with chronic illness.
Health Policy - Projects explore the intersection of medicine as a profession and formation of child health policy. -
Anne Harper Charity Hudley
Associate Dean of Educational Affairs, Bonnie Katz Tenenbaum Professor of Education and, Professor, by courtesy, of Linguistics
BioAnne H. Charity Hudley, Ph.D., is Associate Dean of Educational Affairs and Professor of Education at Stanford University and Professor of African-American Studies and Linguistics by courtesy. She is affiliated with the Center for Comparative Race and Ethnicity (CCSRE) and the Symbolic Systems Program. Her research and publications address the relationship between language variation and educational practices and policies from preschool through graduate school. She has a particular emphasis on creating high-impact practices for underrepresented students in higher education. Charity Hudley is the co-author of four books: The Indispensable Guide to Undergraduate Research; We Do Language: English Language Variation in the Secondary English Classroom, and Understanding English Language Variation in U.S. Schools, and Talking College, Making Space for Black Linguistic Practices in Higher Education.
Her other publications have appeared in Language, The Journal of English Linguistics, Child Development, Language Variation, and Change, American Speech, Language and Linguistics Compass, Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, and many book collections, including The Handbook of African-American Psychology, Ethnolinguistic Diversity and Literacy Education, Oxford Handbook of Sociolinguistics, and Oxford Handbook of Language in Society. She has been an invited speaker for numerous keynotes and academic meetings, provides lectures and workshops for K-12 teachers, and generously contributes to community initiatives and public intellectual work.
Dean Charity Hudley is a fellow of the Linguistic Society of America and the American Association for the Advancement of Science. Her contributions have been recognized with a Public Engagement Award from the Society for Linguistic Anthropology, an award from the Linguistic Society of America, and funding from NIH, NSF, the Mellon Foundation, and the Ford Foundation, among others. Professor Charity Hudley has served on the Executive Committee of the Linguistic Society of America; the Standing Committee on Research of the National Council of Teachers of English; as a consultant to the National Research Council Committee on Language and Education; and to the NSF’s Committee on Broadening Participation in the Science, Technology, Engineering, and Mathematics (STEM) Sciences. In addition, she has served as an Associate Editor for Language and on the editorial board of Language and Linguistics Compass and the Linguistic Society of America Committee on Linguistics in Higher Education.
Dr. Charity Hudley was previously the North Hall Endowed Chair in the Linguistics of African America at U.C. Santa Barbara. At UC Santa Barbara, she also served as the Director of Undergraduate Research, Vice-Chair of the Council of Planning and Budget, and a Faculty Fellow for the Center for Innovative Teaching, Research, and Learning (CITRAL). -
Arisa Sugiyama Chue
Student Employee, Computer Science
Undergraduate, Computer Science
Undergraduate, Graduate School of Education
Student Tour Guide, VISBioContact:
achue [at] cs [dot] stanford [dot] edu -
Geoffrey Cohen
James G. March Professor of Organizational Studies in Education and Business, Professor of Psychology and, by courtesy, of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsMuch of my research examines processes related to identity maintenance and their implications for social problems. One primary aim of my research is the development of theory-driven, rigorously tested intervention strategies that further our understanding of the processes underpinning social problems and that offer solutions to alleviate them. Two key questions lie at the core of my research: “Given that a problem exists, what are its underlying processes?” And, “Once identified, how can these processes be overcome?” One reason for this interest in intervention is my belief that a useful way to understand psychological processes and social systems is to try to change them. We also are interested in how and when seemingly brief interventions, attuned to underlying psychological processes, produce large and long-lasting psychological and behavioral change.
The methods that my lab uses include laboratory experiments, longitudinal studies, content analyses, and randomized field experiments. One specific area of research addresses the effects of group identity on achievement, with a focus on under-performance and racial and gender achievement gaps. Additional research programs address hiring discrimination, the psychology of closed-mindedness and inter-group conflict, and psychological processes underlying anti-social and health-risk behavior. -
Geoffrey Cox
Sr. Asso Dean for Finance & Administration, GSE Dean's Office
Current Role at StanfordSenior Associate Dean for Finance and Administration, Graduate School of Education
Lecturer
Program Director, MA/MBA program
Director, Stanford Learning Partners, an initiative of the Transforming Learning Accelerator -
Caitlyn Craft
Technical Consultant, GSE Dean's Office
Staff, Graduate School of EducationBioFrom 2014 to mid-2020 I served as the Director of Technology and Communications for Stanford University's Office of the Vice Provost for Graduate Education. I have since transitioned to a full-time role outside of the University while continuing to serve as a technical consultant within graduate education, namely for the Stanford Institute for Higher Education Research (SIHER).
