Graduate School of Education
Showing 131-140 of 156 Results
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Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
BioMegumi Takada is a doctoral candidate in the Graduate School of Education at Stanford University. Her research centers around children’s literacy experiences in the elementary school years, with a special interest in designing literacy instruction that promotes student agency and school belonging. Her most recent work focuses on translingual and multimodal writing, working with elementary school teachers to co-design writing instruction that leverages multilingual students' everyday language and literacy practices. Her work is driven by her former experience as a public school teacher in South Korea and Seattle, as well as her transnational, translingual experiences growing up cross-culturally in California and Japan. She is a recipient of the Fulbright teaching fellowship and graduated from Wellesley College with a degree in neuroscience and elementary teaching credentials.
スタンフォード大学教育学部で博士課程の研究を進めています。研究は主に小学生の読み書き・バイリンガル教育についてです。デザイン思考を取り入れて近所の公立小学校と連携しながら研究をしています。読み書きの授業に生徒達のアイデンティティ・言語・文化などを取り込んで、子どもたちにとって学校が居心地の良い場所、興味を持って楽しく勉強できる場所にしていこうと思っています。スタンフォード大学入学前は韓国で英語の先生として働き、その後はシアトルの公立小学校で１年生の担任をしていました。主にアメリカで生まれ育ちましたが、高校時代は関西で過ごしました。今後もこのような研究を通して、バイリンガル・マルチリンガルの子ども達、日本とアメリカを行き来する子ども達を支援できたらと思っています。 -
Brenda Valdes
Ph.D. Student in Education, admitted Autumn 2024
Current Research and Scholarly InterestsBrenda is a developmental Psychologist specializing in longitudinal quantitative methods to study variation in learning and language development. Her research examines how individual and contextual factors shape students’ developmental trajectories across time, with an emphasis on patterns in academic growth.
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Daniel Verdi
Ph.D. Student in Education, admitted Autumn 2025
Current Research and Scholarly InterestsMy research centers on science of science, human-centered AI, and social media, focusing on their societal aspects and impact. I study how information is produced and shared, designing and evaluating initiatives for (science) education, communication, and outreach.
Methodologically, I combine computational social science and human-computer interaction, using methods like natural language processing, social network analysis, and human-centered design. -
Darion Aaron Wallace
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020BioDarion A. Wallace, from Inglewood, CA, is a Ph.D. student in the Graduate School of Education in the Race, Inequality, and Language in Education, History of Education, and Sociology of Education programs. He earned a bachelor’s degree in Rhetoric and African American Studies from the University of California, Berkeley, and a master’s degree in International Education Policy Analysis from Stanford University. As a Black Education Studies scholar, Darion’s research draws upon Black Studies, Sociology, and History, while employing mixed methods, to interrogate the ways K-12 American schools cohere logics of (anti)blackness and structure the life and educational outcomes of Black students across temporal and spatial bounds. Moreover, he is interested in how abolitionist praxes, pedagogies, and epistemologies rooted in the Black radical and intellectual tradition have and continue to serve a liberatory function in the project of Black education. To this aim, Darion is interested in partnering with public schools and libraries to develop secondary students’ historical literacies and archival skills to help them better understand the localized sociopolitical context that undergirds their lived experience. Previously, he has worked with the Learning Policy Institute as a Research and Policy Associate, the Service Employees International Union as an Organizer, and San Francisco State University as an Africana Studies Lecturer on Black Masculinities and Black Social Science.
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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.
