Graduate School of Education


Showing 111-120 of 126 Results

  • Candace Thille

    Candace Thille

    Associate Professor (Teaching) of Education

    Current Research and Scholarly InterestsCIF21 DIBBs: Building a Scalable Infrastructure for Data-Driven Discovery and Innovation in Education: Funded by the National Science Foundation.
    In collaboration with Carnegie Mellon, MIT, and the University of Memphis, we are creating a community software infrastructure, called LearnSphere, which supports sharing, analysis, and collaboration across a wide variety of educational data. LearnSphere supports researchers as they improve their understanding of human learning. It also helps course developers and instructors improve teaching and learning through data-driven course redesign.

    The Learning Engineering Initiative: EdHub. Funded by the Chan Zuckerberg Initiative/Silicon Valley Community Foundation.
    The EdHub project is a cross-sector initiative, to engineer the creation of a novel research and development hub in the Bay Area that is designed to integrate, by design, ongoing research in the Learning Sciences with ongoing approaches to enduring problems of practice within education.

    Adaptable Learning Feedback for Instructors: The Open Analytics Research System (OARS). Funded by the Stanford VPTL Innovation Grant.
    The activities and embedded assessments in online courseware provide support to students and generate fine-grained student learning data. The Open Analytic Research System (OARS) collects and models student learning data and and presents information to instructors in a dashboard to guide instruction and class activities.

    Next Generation Courseware Challenge: A Partnership for Iterative Excellence in Online Courseware for College Learners. Funded by The Bill and Melinda Gates Foundation.
    The OLI statistics courseware was created as an open educational resource (OER) on, the now proprietary, CMU OLI platform. In moving to Stanford, I moved the courseware to Lagunita, Stanford’s OpenEdx platform so that it would once again be an OER and extended the capabilities of the Lagunita platform to support the OLI statistics course. In collaboration with multiple partner institutions, we have continued to expand and update the courseware and conducted several learning studies. We have conducted studies in "Mindset" with Carol Dweck's (Stanford Psychology) PERTS group. In collaboration with Emma Brunskill (Stanford Computer Science), we are implementing an adaptive problem solver that uses Bayesian optimization algorithms to automatically identify which items to include in a practice set, and how to adaptively select these items in order to maximize student performance on the specified set of learning objectives and skills. Additional RCT studies that we are currently conducting in the OLI statistics courseware at our partner institutions include a study on the impact of prompting and scaffolding learners to make strategic choices about their use of course resources; and a separate study that builds affect detectors into the courseware to test the impact of timing interventions to the affective as well as cognitive state of the learner.

  • Guadalupe Valdés

    Guadalupe Valdés

    Bonnie Katz Tenenbaum Professor of Education, Emerita

    Current Research and Scholarly InterestsValdés is the Founder and Executive Director of "English Together" a 501(c)(3) organization. The organization creates rich connections between ordinary speakers of English and low-wage, immigrant workers by preparing volunteers to provide one-on-one “coaching” in workplace English.

  • Maria Del Socorro Velazquez

    Maria Del Socorro Velazquez

    Social Sci Res Scholar

    BioMaria is an IDEAL Provostial Fellow/Academic Staff Researcher in the Stanford Graduate School of Education. Her research examines housing, educational opportunity, educational policy, and place. She draws on qualitative methods and uses an interdisciplinary framework to draw attention to the socially constructed nature of inequities in schools and school communities. Relatedly, her work considers the efforts parents, educators, and community members take to contest and disrupt inequities in schools and school communities towards creating transformative opportunities for youth.

    Maria’s collaborative research and publications contribute to scholars’ and educational leaders’ understanding of the housing-school nexus, school-prison nexus, and school organizational policies and practices that contribute to categorical inequalities. Maria holds a Ph.D. and an M.A. in Educational Policy Studies from the University of Wisconsin-Madison, and a B.A. in Ethnic Studies from the University of California, Berkeley.

  • Brian A. Wandell

    Brian A. Wandell

    Isaac and Madeline Stein Family Professor and Professor, by courtesy, of Electrical Engineering, of Ophthalmology and of Education

    Current Research and Scholarly InterestsModels and measures of the human visual system. The brain pathways essential for reading development. Diffusion tensor imaging, functional magnetic resonance imaging and computational modeling of visual perception and brain processes. Image systems simulations of optics and sensors and image processing. Data and computation management for reproducible research.

  • Hans N. Weiler

    Hans N. Weiler

    Professor of Education and of Political Science, Emeritus and Academic Secretary to the University, Emeritus

    BioHans N. Weiler

    Professor Emeritus of Education and Political Science, and Academic Secretary, Emeritus, Stanford University
    Professor of Comparative Politics and Rektor, Emeritus, Viadrina European University, Frankfurt (Oder)

    Having been trained as a political scientist in Frankfurt/Main, Freiburg, and London,
    Hans N. Weiler has been a professor of education and political science at Stanford
    University since 1965, where he was instrumental in developing Stanford’s program
    in international development education (SIDEC). He was director of UNESCO’s
    International Institute for Educational Planning in Paris (IIEP) in the 1970s and has
    served as a consultant to a number of international organizations (including the
    World Bank and the African Development Bank), foundations and national
    governments in Europe, Africa, and South East Asia. At Stanford, he served as
    Associate Dean for Academic Affairs, as a University Fellow, and as Director of the
    Center for European Studies. He was a Fellow at the Center for Advanced Study in
    the Behavioral Sciences, and has been awarded research fellowships and grants
    by, among others, the British Council, the Japan Society for the Promotion of
    Science, the Spencer Foundation, the Thyssen Foundation, the Friedrich Ebert
    Foundation, and the Deutsche Bank Foundation. In 1993, he was appointed a
    professor of comparative politics and elected the first Rektor (president) of Viadrina
    European University at Frankfurt (Oder), a position from which he retired in the fall
    of 1999. He chaired the Commission on Higher Education of the State of Saxony
    (1999-2002) and was instrumental in the founding and development of the Hertie
    School of Governance in Berlin from 2002 to 2009. He has served in a variety of
    advisory and consulting roles in German and European higher education between
    1999 and 2014. From 2014 to 2017, he served as Stanford’s Academic Secretary to
    the University.

    He has served as a member of the Board of Trustees of the (private) Hertie School
    of Governance in Berlin, of the international boards of the Free University of Berlin
    and the Wirtschaftsuniversität Wien, of the Advisory Board of the Center for Higher
    Education Development (CHE) in Germany, and of the Global Scientific Committee
    for UNESCO’s Forum on Higher Education, Research and Knowledge. His service
    as an evaluator includes the “Excellence Initiative” in German higher education, the
    Berlin Social Science Research Center (Wissenschaftszentrum Berlin), the
    University of Freiburg, and various award competitions on research, teaching
    quality, and teacher education. His recent speaking engagements have included
    invited addresses in New York, Paris, Vienna, Budapest, San Francisco,
    Heidelberg, Berlin, Frankfurt/Main, Kuala Lumpur, Trieste, Johannesburg, Cape
    Town, Munich, Istanbul, and Stanford. He has been awarded the Order of Merit of
    the Republic of Poland (Commander’s Cross), of the Federal Republic of Germany
    (Bundesverdienstkreuz I. Kl.), and of the State of Brandenburg, as well as an
    honorary doctorate by Viadrina University, and honorary citizenship by the city of
    Frankfurt (Oder). His publications deal with the politics of educational change, the
    international politics of knowledge production, and the dynamics of reform and nonreform
    in higher education.

    Further information, including a list of publications and a
    more detailed CV, is available at www.stanford.edu/people/weiler.

    August, 2018

  • John Willinsky

    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

    Sam Wineburg

    Margaret Jacks Professor of Education, Emeritus

    Current Research and Scholarly InterestsDistinguishing what is true in our current digital morass; the teaching and learning of history

    Latest book, with co-author Mike Caulfield, "Verified: How to think straight, get duped less, and make better decisions about what to believe online."

    How young people make decisions about what to believe on the Internet.

    New forms of assessment to measure digital literacy

    The creation of Web-based environments for the learning and teaching of history