Graduate School of Education
Showing 451-478 of 478 Results
-
Camille Whitney
Ph.D. Student in Education, admitted Autumn 2010
BioCamille is a doctoral candidate in Education Policy and the Economics of Education and an IES fellow. Before coming to Stanford, Camille taught high school math in Memphis and worked as a Research Analyst at Child Trends in Washington, D.C. Her research interests include identifying effective educational policies and practices for underserved students and English Language Learners, fostering engagement and socio-emotional skills in school, and the effects of mindfulness programs for students and educators.
-
Peter Williamson
Director, Stanford Teacher Education Program for Secondary Teachers and Associate Professor (Teaching) of Education
BioPeter Williamson is an Associate Professor, Teaching, at Stanford University. He served as the Faculty Director of the Stanford Teacher Education Program (STEP) for Secondary Teachers from 2015 to 2021. Before coming to Stanford, Peter was an associate professor at the University of San Francisco, were he co-founded the San Francisco Teacher Residency Program. He earned his doctorate at Stanford, and he studies urban education, English education, education with incarcerated youth, curriculum, and literacy. Peter began his career as a special education teacher working with students who were identified with emotional and behavioral challenges, and then later taught middle and high school English and journalism in the Bay Area’s urban schools.
-
John Willinsky
Khosla Family Professor, Emeritus
Current Research and Scholarly InterestsI work under the auspices of the Public Knowledge Project which is focused on extending access to, and the accessibility of, research and scholarship. The research is on student, professional, and public access to this educational resource, while PKP also engages in developing and designing open source software (free) publishing systems to improve the public and scholarly quality of peer-reviewed journals. This also involves international collaborations in Latin America, Africa, and South-East Asia are aimed at helping to better understand and strengthen scholarly publishing in those areas.
-
Sam Wineburg
Margaret Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsDistinguishing what is true in our current digital mess; the teaching and learning of history
New book out in 2018, Why Learn History (When It's Already on Your Phone)
How young people make decisions about what to believe on the Internet.
New forms of assessment to measure historical understanding
The creation of Web-based environments for the learning and teaching of history -
Caroline Winterer
William Robertson Coe Professor of History and American Studies, Professor of History and, by courtesy, of Classics and of Education
BioCaroline Winterer is William Robertson Coe Professor of History and American Studies, and Professor by courtesy of Classics. She specializes in American history before 1900, especially the history of ideas, political thought, and the history of science. She is currently writing a book on the history of deep time in America, to be published by Princeton University Press.
She teaches classes on American history until 1900, including American cultural and intellectual history, the American Enlightenment, the history of science, and the trans-Atlantic contexts of American thought.
She is the author of five books, including most recently Time in Maps: From the Age of Discovery to Our Digital Era (Chicago, 2020), edited with her Stanford colleague Karen Wigen. Assembling a group of distinguished historians, cartographers, and art historians, the book shows how maps around the world for the last 500 years have ingeniously handled time in the spatial medium of maps.
Her book American Enlightenments: Pursuing Happiness in the Age of Reason (Yale, 2016), showed how early Americans grappled with the promises of the Enlightenment – how they used new questions about the plants, animals, rocks, politics, religions and peoples of the New World to imagine a new relationship between the present and the past, and to spur far-flung conversations about a better future for all of humanity. Earlier books and articles have explored America's long tradition of looking at the ancient classical world for political, artistic, and cultural inspiration. She received an American Ingenuity Award from the Smithsonian Institution for mapping the social network of Benjamin Franklin: https://www.smithsonianmag.com/innovation/dear-sir-ben-franklin-would-like-to-add-you-to-his-network-180947639/.
She is currently accepting graduate students. For more information on the PhD program in the Department of History, visit: https://history.stanford.edu/academics/graduate-degree-programs. -
Christine Min Wotipka
Associate Professor (Teaching) of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsCross-national, comparative, and longitudinal analyses of leadership and higher education with a focus on gender, sexuality, and race and ethnicity.
-
Wei Yan
Postdoctoral Scholar, Education
BioWei Yan is a postdoctoral research fellow at Stanford University from 2021-2023. She received her Ph.D. from Tsinghua University and got the award of “The Best Graduate Student in Beijing”. She is the author of How to Live a Flourishing Life and How to Raise a Positive Child—both books are considered as a pioneering step in bringing positive psychology to the Chinese public.
Now she is a postdoctoral research fellow at Graduate School of Education, affiliated with Geoffrey Cohen who is a professor at GSE and Psychology Department. Her research focuses on the application of positive education, aiming to benefit not only students in the cities, but also students in the rural regions and vulnerable groups. She uses mixed methods, big data, machine learning and physiological experiments to investigate the formations of positive traits and virtues, including vitality, wellbeing, leadership, values, meaning and purposes.
Currently, Dr. Yan is working on a large project involving over hundreds of cities in China aiming to apply positive psychology to K-12 Students and Teachers. Through this project, she hopes to use empirical studies to investigate the mental status of both students and teachers, and to improve their levels of vitality, mental wellbeing, and life satisfaction. -
Jason Yeatman
Associate Professor of Pediatrics (Developmental-Behavioral Pediatrics), of Education and of Psychology
BioDr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.
As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function. -
Anisa Yudawanti
Ph.D. Student in Education, admitted Autumn 2023
Bioa-nee-sa yoo-da-wan-tee
she/her/hers
Anisa Yudawanti is a first year doctoral student in Race, Inequality and Language in Education in Stanford’s Graduate School of Education. Anisa is the proud daughter of Indonesian immigrants and was born and raised in Madison, Wisconsin.
Her experience working alongside youth in public schools and community-based organizations is what informs her research interests in liberatory and abolitionist pedagogy, counterspaces built by and for Black and brown youth, and how youth develop a critical racial consciousness.
Anisa's scholarship is supported by the EDGE: Enhancing Diversity in Graduate Education Fellowship through the Office of the Vice Provost for Graduate Education and the Emerging Scholars Fellowship through the Center for Comparative Studies in Race and Ethnicity.
