Graduate School of Education
Showing 141-150 of 165 Results
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Brenda Valdes
Ph.D. Student in Education, admitted Autumn 2024
Other Tech - Graduate, Padilla ProgramCurrent Research and Scholarly InterestsMy research explores the complex relationship between sociocultural context and educational experiences, with a specific emphasis on adolescent students. I am particularly drawn to investigating the resilience and adaptive mechanisms employed by immigrant students as they integrate to the host country.
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Robert D. Wachtel Pronovost
Ph.D. Student in Education, admitted Autumn 2020
Other Tech - Graduate, LDT Learning, Design and TechnologyCurrent Research and Scholarly InterestsMy (in-progress) dissertation is a year-long single-case study to examine the pedagogical practices of an experienced, highly regarded makerspace teacher in a public elementary school as they balance constraints and stakeholder expectations to facilitate maker-centered learning for all students.
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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 2020
Department Community Graduate Associate, African and African American Studies
MMUF Graduate Mentor, Other Advising ProgramsBioDarion 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.
