Graduate School of Education
Showing 101-159 of 159 Results
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Debra Meyerson
Adjunct Professor, GSE Dean's Office
BioTenured Associate Professor of Organizational Behavior from 2003 to 2013. Transitioned to adjunct professor in 2013 after a severe stroke in 2010.
While full time at Stanford and previously, Debra Meyerson conducted research primarily in three areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; and c) going to scale in the charter school field. Debra authored Tempered Radicals: How People Use Difference to Inspire Change at Work (HBS Press 2001), which provides an in depth look into how people can use diversity and difference to create positive change in the workplace without division or strife.
Nine years after her stroke in 2010, Debra published Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019.) The book is built on the combination of her lived experience as a survivor with disabilities and extensive interviews and research; it highlights the need for significantly more support than is provided in the current system to rebuild identity on the path to rebuilding lives of meaning and purpose. Debra also and co-founded Stroke Onward, a nonprofit now dedicated to catalyzing change in the healthcare system in order to insure survivors in the future receive that support. As co-Chair and active volunteer for Stroke Onward, Debra's focus is on driving research and publications that will help to better understand the problems and solutions that can inform the creation of a better healthcare system. She is also an extensive speaker in academic and industry settings.
For more complete and additional information on Debra's current work, please use the following links:
Full Bio at Graduate School of Education -- https://ed.stanford.edu/faculty/debram
Full Curriculum Vitae -- https://goto.stanford.edu/meyerson-cv -
Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
Graduate Program Assistant, Stanford Teacher Education Program (STEP)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
Research Assistant, 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.
