Graduate School of Education
Showing 551-593 of 593 Results
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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 -
Maisha T. Winn
Excellence in Learning Graduate School of Education Professor
BioMaisha T. Winn is the Excellence in Learning Professor in the Graduate School of Education where she also serves as the faculty director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She is also the Principal Investigator of the Futuring for Equity Lab. An ethnographer by training, Dr. Winn examines the intersection of language, literacy, and culture. Her research seeks to understand how non-dominant communities curate independent teaching and learning spaces to engage in writing, reading, and learning.
Dr. Winn was the A 2022-23 Andrew W. Mellon Fellow at the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford and is a member of the National Academy of Education. She is a past president (2025-2026) of the American Educational Research Association (AERA) and is also an AERA Fellow.
Dr. Winn has authored several books including: Writing in Rhythm: Spoken Word Poetry in Urban Classrooms; Black Literate Lives: Historical and Contemporary Perspectives; Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and Justice on Both Sides: Transforming Education through Restorative Justice. She co-edited Faith Made Flesh: The Black Child Legacy Campaign for Transformative Justice and Healthy Futures (with Lawrence “Torry” Winn, Vajra Watson, and Kindra F. Block); Restorative Justice in Education: Transforming Teaching and Learning through the Disciplines (with Lawrence “Torry” Winn); and Humanizing Research: Decolonizing Qualitative Inquiry with Youth and Communities (with Django Paris). Her work has also appeared in The ANNALS of the American Academy of Political and Social Science; International Journal of Qualitative Studies in Education; Review of Research in Education, Mind, Culture and Activity; and Anthropology & Education Quarterly.
Her new book, Futuring Black Lives: Independent Black Institutions and the Literary Imagination, follows the work of institution builders during the Black Arts Movement (1965-1975) and how they leveraged the literary imagination in service of world-building. -
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 teaches classes on American history until 1900, including American cultural and intellectual history, the American Enlightenment, and the history of science.
She is the author of six books, including most recently How the New World Became Old: The Deep Time Revolution in America (Princeton University Press, 2024).
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
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.
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Xingyao (Doria) Xiao
Postdoctoral Scholar, Education
BioDr. Xingyao (Doria) Xiao is a postdoctoral scholar at Stanford’s Graduate School of Education, working on the LEVANTE project—an international effort to better understand how children learn and develop across different cultures and contexts. Her research focuses on using advanced statistical methods, like Bayesian modeling and psychometrics, to study learning over time and improve how we measure it fairly.
At Stanford, Dr. Xiao collaborates with Professors Ben Domingue and Nilam Ram to help design research tools that work across languages, cultures, and educational systems, supporting more inclusive and accurate educational research worldwide. -
Maya Emily Xu
Bachelor of Science, Honors, Biology with Honors
Masters Student in Biology, admitted Autumn 2022
Minor, Education
Stanford Student Employee, BiologyBioI'm an undergraduate ('25) and coterminal masters student majoring in biology (concentrating in ecology, evolution and environment). I previously completed a minor in education, a Notation for Science Communication, and will co-instruct BIO 121/221 (Ornithology) for the third time this spring.
Broadly, I'm interested in three main topics (which all have to do with birds!): 1) how birds can be used as indicator or sentinel species for environmental disturbance; 2) how interactions between humans and birds are shifting thanks to gradients of anthropogenic change; and 3) how these interactions can be shaped to better promote wider ecological health and beneficial services. I'm currently in the middle of a year-long study with Marty Freeland, funded by Jasper Ridge Biological Preserve's ('Ootchamin 'Ooyakma) (JROO) Mellon Grant, to compare the riparian bird communities at JROO and TomKat Ranch using three different survey methodologies (in-person transects, passive acoustic monitoring, and mob tape deployments). I'm also working closely with the San Francisco Bay Bird Observatory (SFBBO), where I volunteer as a bird banding trainee, and the Stanford SIGMA lab to quantify heavy metal contamination in the feathers of songbirds caught at the bird banding stations in JROO and the SFBBO's main station in Milpitas.
I previously conducted my senior honors thesis on how heavy metals affect raptors on the North American Pacific coast. My primary study species were the peregrine falcons (Falco peregrinus) breeding on top of Stanford University’s Hoover Tower, and the golden eagles (Aquila chrysaetos) breeding at JROO, where I'm a docent and former avian transect leader. -
Kyndal Yada
Program Manager, SAL Early Childhood Education
Current Role at StanfordFIND Program Manager
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Fengrong Yang
Senior Data Analyst, SAL Early Childhood Education
Current Role at StanfordResearch Data Analyst - RAPID Project - Stanford Center on Early Childhood
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Jessica Yauney
Ph.D. Student in Education, admitted Autumn 2024
Graduate Program Assistant, SAL Digital LearningBioI am an Education PhD student at Stanford who is working in Computer Science and Artificial Intelligence. I was a software developer at FamilySearch and still love genealogy. I was a high school computer science teacher and dance teacher in Los Angeles, California. I'm interested in learning and improving myself as a programmer and an educator.
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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 (she/her) is a PhD Candidate in Race, Inequality, and Language in Education in the Graduate School of Education. She comes to Stanford by way of the Midwest and West Sumatra, Indonesia.
Drawing on her experience as a community-based youth worker and high school social studies teacher, Anisa's research moves us to consider what studies of space and movement can bring to bear on our understanding of schools. Her scholarship sits at the intersections of education studies, Black and critical geographies, and abolition and carceral studies. Her current study examines schools as sites of enclosure and how racially marked youth navigate school space through the lens of escape and fugitivity. She situates her inquiry in the Midwest and the Bay Area.
