Graduate School of Education
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Alfredo J. Artiles
Lee L. Jacks Professor of Education
BioDr. Artiles is the Lee L. Jacks Professor of Education. His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. Professor Artiles studies how protections afforded by disability status can unwittingly stratify educational opportunities for racialized groups and is advancing responses to these inequities. For instance, he is studying the cultural-historical contexts of racial disparities in special education and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:
* Examining the role of socio-cultural influences (e.g., histories of racial inequities in communities and schools) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education.
* Mapping the changing meanings of “disability” and “inclusive education” and the ways in which disability-race intersections become visible or invisible across identification policies, practices and settings at the district and school levels.
* Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
* Documenting how teachers and other school professionals decide whether dual language learners' academic or behavioral difficulties are related to disabilities.
* Analyzing equity consequences of inclusive education implementation in Global South nations.
Dr. Artiles received an honorary doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (United Kingdom). He served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the National Academy of Education and Fellow of the American Educational Research Association (AERA), the Learning Policy Institute and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He was elected AERA Vice-President to lead its Social Context of Education Division. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including AERA’s Palmer O. Johnson Award, the AERA Review of Research Award, and Mentoring Awards from AERA’s Division on Social Contexts of Education, the Spencer Foundation, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. Professor Artiles has served on consensus study panels of the National Academies of Sciences, Engineering and Medicine focusing on English learners, the Future of Educational Research, and Opportunity Gaps for Young Children.
Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
BioJeremy Bailenson is founding director of Stanford University’s Virtual Human Interaction Lab, Thomas More Storke Professor in the Department of Communication, Professor (by courtesy) of Education, Professor (by courtesy) Program in Symbolic Systems, a Senior Fellow at the Woods Institute for the Environment, and a Faculty Leader at Stanford’s Center for Longevity. He earned a B.A. cum laude from the University of Michigan in 1994 and a Ph.D. in cognitive psychology from Northwestern University in 1999. He spent four years at the University of California, Santa Barbara as a Post-Doctoral Fellow and then an Assistant Research Professor.
Bailenson studies the psychology of Virtual and Augmented Reality, in particular how virtual experiences lead to changes in perceptions of self and others. His lab builds and studies systems that allow people to meet in virtual space, and explores the changes in the nature of social interaction. His most recent research focuses on how virtual experiences can transform education, environmental conservation, empathy, and health. He is the recipient of the Dean’s Award for Distinguished Teaching at Stanford. In 2020, IEEE recognized his work with “The Virtual/Augmented Reality Technical Achievement Award”.
He has published more than 200 academic papers, spanning the fields of communication, computer science, education, environmental science, law, linguistics, marketing, medicine, political science, and psychology. His work has been continuously funded by the National Science Foundation for over 20 years.
Bailenson consults pro bono on Virtual Reality policy for government agencies including the State Department, the US Senate, Congress, the California Supreme Court, the Federal Communication Committee, the U.S. Army, Navy, and Air Force, the Department of Defense, the Department of Energy, the National Research Council, and the National Institutes of Health.
His first book Infinite Reality, co-authored with Jim Blascovich, emerged as an Amazon Best-seller eight years after its initial publication, and was quoted by the U.S. Supreme Court. His new book, Experience on Demand, was reviewed by The New York Times, The Wall Street Journal, The Washington Post, Nature, and The Times of London, and was an Amazon Best-seller.
He has written opinion pieces for Harvard Business Review, The Washington Post, The Wall Street Journal, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, and The Chronicle of Higher Education, and has produced or directed six Virtual Reality documentary experiences which were official selections at the Tribeca Film Festival. His lab’s research has exhibited publicly at museums and aquariums, including a permanent installation at the San Jose Tech Museum.
Arnetha F. Ball
Charles E. Ducommun Professor in the Graduate School of Education, Emerita
Current Research and Scholarly InterestsLanguage, Literacies, and Studies in Teacher Professional Development; research on the writing and writing instruction of culturally and linguistically diverse students; preparing teachers to teach diverse student populations in culturally and linguistically complex classrooms; linking sociocultural and linguistic theory to educational practice; and using the linguistic resources present among culturally diverse populations to enhance curriculum and instruction. She is currently conducting research on the implementation of her "Model of Generative Change" (Ball 2009) in pre-service teacher education, inservice teacher professional development, and a secondary pipeline program designed to "grow our own next generation of excellent teachers for urban schools." Over the last few years she has been collecting data in New Zealand, South Africa, Australia, and the United States on the preparation of teachers to work with historically marginalized populations. Her research on the use of writing as a pedagogical tool to facilitate generative thinking is ongoing and her most recent project looks at the development of blended online learning environments that are designed to prepare teachers to work effectively with diverse student populations in transnational contexts.