Graduate School of Education
Showing 1-100 of 391 Results
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Alejandra Alcaraz
Master of Arts Student in Education, admitted Summer 2020
BioAlejandra is a first-generation college graduate from Los Ángeles, California. She graduated with a degree in linguistics from the University of California, Santa Cruz in three years. After earning her B.A., she taught high school Spanish in San José, Brooklyn, and San Francisco before enrolling at the Stanford University 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.
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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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Nicole Ardoin
Director, E-IPER, Associate Professor of Education and Senior Fellow at the Woods Institute for the Environment
Current Research and Scholarly InterestsCommunity Involvement
Community/Youth Development and Organizations
Diversity
Environmental Education
Ethnography
Evaluation
Organizations
Qualitative Research Methods -
Emma Louise Armstrong-Carter
Ph.D. Student in Education, admitted Autumn 2018
Other Tech - Graduate, Obradvic ProgramCurrent Research and Scholarly InterestsEmma Armstrong-Carter is a doctoral student in Developmental and Psychological Sciences at Stanford University and a recipient of the IES fellowship training grant. She received her BA in Psychology & Neuroscience and Geographic Information Science from the University of North Carolina at Chapel Hill (UNC) in 2016. Emma is amazed by the variation in children’s behavioral, socio-emotional, and cognitive functioning. She studies young children's capacity to contribute to the lives of others--via helping friends, family, and strangers. In particular, she investigates how these types of helping behaviors interplay with children's experiences at school (e.g., self-regulated behavior), and their bodies, using markers of stress-physiology such as cortisol, and autonomic nervous system arousal.
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Alfredo J. Artiles
Lee L. Jacks Professor in the Graduate School of Education
BioDr. Artiles is Lee L. Jacks Professor of Education. His programmatic work engages the questions “how do educational equity remedies create new injustices and what are effective ways to reduce these paradoxes?” His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. More specifically, he aims to understand how responses to disability intersections with race, social class and language advance or hinder educational opportunities for disparate groups of students. 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 sociocultural 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 appear and disappear 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 teachers’ struggles with the second language-learning disability dilemma during instructional processes prior to referring dual language learners to special education.
* Analyzing equity consequences of inclusive education implementation in Global South nations.
Dr. Artiles served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. He received mentoring awards from The Spencer Foundation, the American Educational Research Association (AERA) and Arizona State University. Artiles is an elected member of the National Academy of Education and Fellow of AERA and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. The 2011 article based on his Wallace Lecture, “Toward an interdisciplinary understanding of educational equity and difference: The case of the racialization of ability” received AERA’s Palmer O. Johnson Award. His paper “Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 – 2016” (with S. Dorn & A. Bal) won the 2017 AERA Review of Research Award. -
Jeremy Bailenson
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.
He has published more than 100 academic papers, in interdisciplinary journals such as Science, the Journal of the American Medical Association, and PLoS One, as well domain-specific journals in the fields of communication, computer science, education, environmental science, law, marketing, medicine, political science, and psychology. His work has been continuously funded by the National Science Foundation for 15 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, was quoted by the U.S. Supreme Court outlining the effects of immersive media. 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, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, and The Chronicle of Higher Education, and has produced or directed five 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.
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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. -
Donald Barr
Professor (Teaching) of Pediatrics (General Pediatrics) and, by courtesy, at the Graduate School of Education
BioDonald Barr is a physician and is Associate Professor of Sociology and Human Biology, and is the founder and director of Stanford’s undergraduate curriculum in health policy. His research has included health policy and health care reform in the former Soviet Union and the effect of the organizational structure of the U.S. medical care delivery system on the quality of primary care. More recently he has begun to study cultural and linguistic barriers to health care access for low-income patients, and factors associated with higher rates of attrition from pre-medical studies among minority students at Stanford and other universities. His book, Introduction to U.S. Health Policy: The Organization, Financing, and Delivery of Health Care in America, was recently published by Pearson Education. In June 2003 Dr. Barr was awarded the Lloyd W. Dinkelspiel Award for Distinctive Contribution to Undergraduate Education at Stanford University. This conversation focused on writing for medicine and social science.
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Brigid Barron
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
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.” -
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. -
Keith Bowen
Postdoctoral Research Fellow, Education
BioFor over 10 years, I have worked in the fields of international relief, development, and conflict resolution, building capacity in Eastern Europe, the Balkans, South Africa, Rwanda, Sudan, Iraq, Afghanistan, and Pakistan, as well as educating students in the U.S. and other Western countries who aspire to work in these fields.
I've worked as an academic and filmmaker, creating educational documentaries on liberation movements around the world, which I've then used with university students in my classrooms. I've had several programs distributed by the Discovery Channel, which has been rewarding, but what has been especially remarkable to me is the response of my students. I've come to appreciate the power of narrative and immediacy of film to transform students' perceptions of the world and their place in it.
I also focus on interactivity. On top of narrative and immediacy, I've built programs that draw students into the learning experience through exploration and interaction - with curriculum dynamically shifting based on student choice and response.
I've taken this work to scale. In my work for the U.S. Government and international humanitarian organizations, I've created courses that have been completed by more than 30,000 students and practitioners, not only at the State Department, USAID, and relief agencies in the U.S., but also at comparable institutions in other countries, and even in internet cafes and refugee camps around the world. I've earned about a dozen awards for these various efforts.
I'm continuing this work at Stanford. My focus now is using new media and technology to bring university students in the U.S. and other high-income Western Countries into extended contact with students in fragile states and zones of conflict, measuring advances in learning and shifts in attitude through qualitative and quantitative methods.
This is an extraordinary time for those who use media and technology in teaching and learning. Blended in smart combinations, especially with traditional in-person learning, the new tools we have are powerful:
- Visual narrative, through its expression in digital cinema
- Expanding and interconnecting networks of lifelong learners
- Complex interaction, including multiplayer computer simulation
- Targeted feedback, dynamically reshaping curriculum to meet individual learner needs
- Statistical data analysis, upon which to base informed iterative design
- Worldwide electronic distribution, especially to inexpensive mobile devices
If we do this right, the world will be much better for it. -
Bryan Brown
Associate Dean for Student Affairs and Associate 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.
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Eric Reynolds Brubaker
Ph.D. Student in Mechanical Engineering, admitted Spring 2017
Master of Arts Student in Education, admitted Summer 2020BioI am a Ph.D. candidate in Mechanical Engineering, M.A. student in Education, and former course assistant in Stanford's Product Realization Lab. My research investigates how people design and learn across group boundaries to solve grand challenges (e.g., food and energy insecurity).
I work with global product development organizations to study how people learn to see, co-discover, and co-create across functional, organizational, and national boundaries. This is to develop better products and product development systems in which everyone can bring their full, authentic selves to the work. This research builds upon theories of design, organization studies, and the learning sciences.
As an educator, I teach design, manufacturing, and community-engaged courses and study learning environments (i.e., makerspaces) that foster belonging and becoming. Previously, I was an instructor and program manager at MIT D-Lab, coordinator of International Development Design Summits (where I first experienced co-creation), and an engineer at Battelle. A proud Buckeye, I was raised and went to college in Ohio. -
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
Vida Jacks Professor of Education
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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Thomas Caruso
Clinical Associate 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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Rosa Chavez
Ph.D. Student in Education, admitted Autumn 2016
BioRosa is a doctoral student in Mathematics Education and an IES Fellow. She earned an M.S. in Mathematical Sciences and a B.A. in Mass Communication from The University of Texas-Pan American. Before attending Stanford, she worked with the Pharr-San Juan-Alamo Independent School District in South Texas teaching middle school and high school mathematics. Her research interests include policy implementation and its interaction with teaching and learning in the mathematics classroom.
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Geoffrey Cohen
James G. March Professor in 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. -
Christopher J. Cormier
Postdoctoral Research Fellow, Education
BioDr. Christopher J. Cormier is a former special education teacher in the Greater Los Angeles Metropolitan area. He has taught all grades from first through 12th exclusively in Title 1 schools. His research program is the social and cultural contexts of minoritized learners and teachers in special education. Under this overarching theme he examines two lines of scholarship. The first is the surrounding the professional and socio-emotional lives of minoritized teachers . The second is around culturally informed identification of minoritized students in special education. Dr. Cormier brings a comparative lens across national and international contexts to both of his research lines. He is the current President Elect for the Division for Culturally and Linguistically Diverse Exceptional Learners (DDEL) of the Council for Exceptional Children and also serves as chair for the Research and Professional Issues Committee.
Current research projects include:
•Special education teacher burnout, stress and mental health and how it changes over three time points in the school year.
•Understanding the protective nature of Afrocentric schools in the United States and Canada and its impact on Black students with disabilities.
•The role of mentoring among Black male teachers -
Caitlyn Craft
Affiliate, Graduate School of Education
BioFrom 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).
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William Damon
Professor of Education and Senior Fellow, by courtesy, at the Hoover Institution
Current Research and Scholarly InterestsDevelopment of purpse through the lifespan; the formation of purpose during adolescence; educational methods for promoting purpose and the capacity for good work.
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Tamara Danoyan
Faculty Affairs Administrator, GSE Dean's Office Operations
Current Role at StanfordFaculty Affairs Administrator
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Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Coralie Fanny A Delhaye
Postdoctoral Research Fellow, Education
BioCoralie Delhaye is a Science Education researcher in the Center to Support Excellence in Teaching. Working in collaboration with Hilda Borko and Jonathan Osborne, she is currently conducting research in the Improving Science Together project: a partnership between Stanford University, Berkeley University of California and the Santa Clara Unified School District. Her research interests include collaborative research, science education, argumentation, science and social representations, and teacher professional development.
