Graduate School of Education
Showing 101-200 of 613 Results
-
Anne Harper Charity Hudley
Associate Dean of Educational Affairs, Bonnie Katz Tenenbaum Professor of Education and, Professor, by courtesy, of Linguistics and of African and African American Studies
BioAnne H. Charity Hudley, Ph.D., is Associate Dean of Educational Affairs and the Bonnie Katz Tenenbaum Professor of Education at Stanford University and Professor of African-American Studies and Linguistics by courtesy. She is affiliated with the Center for Comparative Race and Ethnicity (CCSRE) and the Symbolic Systems Program. She also serves as the Jan Barker Alexander Resident Fellow for the Ujamaa House. Her research and publications address the relationship between language variation and educational practices and policies from preschool through graduate school. She has a particular emphasis on creating high-impact practices for underrepresented students in higher education. Charity Hudley is the co-author of four books: The Indispensable Guide to Undergraduate Research; We Do Language: English Language Variation in the Secondary English Classroom; Understanding English Language Variation in U.S. Schools; and Talking College: Making Space for Black Linguistic Practices in Higher Education. Her fifth book, Talking Faculty: Professional and Linguistic Choices for Black Faculty Thriving in U.S. Higher Education, will appear in 2026. She is the co-editor of several collections, including Inclusion in Linguistics and Decolonizing Linguistics.
Her other publications have appeared in Language, The Journal of English Linguistics, Child Development, Language Variation, and Change, American Speech, Language and Linguistics Compass, Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, and many book collections, including The Handbook of African-American Psychology, Ethnolinguistic Diversity and Literacy Education, Oxford Handbook of Sociolinguistics, and Oxford Handbook of Language in Society. She has been an invited speaker for numerous keynotes and academic meetings, provides lectures and workshops for K-12 teachers, and generously contributes to community initiatives and public intellectual work.
Dean Charity Hudley is a fellow of the Linguistic Society of America and the American Association for the Advancement of Science. Her contributions have been recognized with a Public Engagement Award from the Society for Linguistic Anthropology, an award from the Linguistic Society of America, and funding from NIH, NSF, the Mellon Foundation, and the Ford Foundation, among others. Professor Charity Hudley has served on the Executive Committee of the Linguistic Society of America; the Standing Committee on Research of the National Council of Teachers of English; as a consultant to the National Research Council Committee on Language and Education; and to the NSF’s Committee on Broadening Participation in the Science, Technology, Engineering, and Mathematics (STEM) Sciences. In addition, she has served as an Associate Editor for Language and on the editorial board of Language and Linguistics Compass and the Linguistic Society of America Committee on Linguistics in Higher Education.
Dean Charity Hudley was previously the North Hall Endowed Chair in the Linguistics of African America at U.C. Santa Barbara. At UC Santa Barbara, she also served as the Director of Undergraduate Research, Vice-Chair of the Council of Planning and Budget, and a Faculty Fellow for the Center for Innovative Teaching, Research, and Learning (CITRAL). -
Catherine Chi Chase
Senior Scholar, SAL Digital Learning
BioCathy Chase is a senior scholar working for the Stanford Accelerator for Learning. Cathy has 20 years of experience doing research and design in the Learning Sciences, with an interdisciplinary focus on cognition, STEM education, and educational technology. Cathy has expertise in exploration and discovery-oriented learning activities, technologies like generative AI, educational games, and intelligent tutoring systems, and psychological constructs like transfer and motivation. She currently works on genAI-supported student creation and sustainability education.
Prior to joining the Accelerator, Cathy was an assistant professor of Cognitive Science in Education at Columbia University’s Teachers College. She is also a proud alum of the Learning Sciences and Technology Design program at the Stanford Graduate School of Education. She began her career in education as an elementary and middle school science teacher in Brooklyn, NY. -
Ruishi Chen
Ph.D. Student in Education, admitted Autumn 2025
Research Assistant, McFarland ProgramBioI use computational methods — including natural language processing, social network analysis, and causal inference — to model how innovations and ideas emerge, spread, and take root across social systems. I am particularly interested in:
- Knowledge Diffusion: how ideas are produced, selected, and diffused through scholarly communication and peer review
- Innovation and Technology Adoption: how organizations and social systems respond to and integrate emerging technologies
- AI in Education: how AI-empowered tools are adopted and used in secondary education -
Geoffrey Cohen
James G. March Professor of Organizational Studies in Education and Business, Professor of Psychology and, by courtesy, of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsMuch of my research examines processes related to identity maintenance and their implications for social problems. One primary aim of my research is the development of theory-driven, rigorously tested intervention strategies that further our understanding of the processes underpinning social problems and that offer solutions to alleviate them. Two key questions lie at the core of my research: “Given that a problem exists, what are its underlying processes?” And, “Once identified, how can these processes be overcome?” One reason for this interest in intervention is my belief that a useful way to understand psychological processes and social systems is to try to change them. We also are interested in how and when seemingly brief interventions, attuned to underlying psychological processes, produce large and long-lasting psychological and behavioral change.
The methods that my lab uses include laboratory experiments, longitudinal studies, content analyses, and randomized field experiments. One specific area of research addresses the effects of group identity on achievement, with a focus on under-performance and racial and gender achievement gaps. Additional research programs address hiring discrimination, the psychology of closed-mindedness and inter-group conflict, and psychological processes underlying anti-social and health-risk behavior. -
Catie Connolly
Ph.D. Student in Education, admitted Autumn 2020
Graduate Teaching Consultant, Digital Learning Strategy
Copyeditor, Hume Center
Grad Writing Tutor, Hume Center
Proofreader, Hume CenterBioAs a PhD candidate in Developmental and Psychological Sciences at Stanford, I study how early childhood experience, cultural background, and education shape children's social-emotional development. I use a combination of quantitative and qualitative methods, including surveys, interviews, and experimental tasks, to understand the development of core social-emotional skills like emotion regulation and executive functioning in ethnically-, culturally-, and socioeconomically-diverse child populations.
I am passionate about applying developmental science to inform educational policy and practice. My goal is to contribute to the advancement of knowledge and practice in early childhood education by working with students, parents, and teachers to create evidence-based and culturally-responsive curricula and interventions that will improve students' social-emotional outcomes and well-being. -
Arturo Cortez
Affiliate, Garcia Program
BioArturo Cortez, PhD (he/they) is a Visiting Scholar at the Stanford University Graduate School of Education. As a learning scientist, Dr. Cortez explores how justice- and future-oriented contexts of teaching and learning can support educators and young people to imagine beyond today’s injustices. In particular, he is interested in how intergenerational and transdisciplinary collaboratives speculate new possible futures, mediated by their participation with everyday technologies in gaming contexts, for example. As such, Dr. Cortez designed The Learning to Transform Technologies (LiTT) Lab to study how play-based learning environments encourage educators to engage in more symmetrical relationships with young people, while also developing expansive pedagogical models that center equitable relationship-building and robust collaboration. For the 2024-2026 academic years, Dr. Cortez was a National Academy of Education/Spencer Foundation Postdoctoral Fellow and a Visiting Scholar at the University of California, Davis School of Education. His research has been supported by the George Lucas Educational Foundation, the National Academy of Education, and the Spencer Foundation. Furthermore, Dr. Cortez is the recipient of the 2025 Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies from the American Educational Research Association (Division C). Dr. Cortez, a former public school educator, holds a Ph.D. from the University of California, Berkeley.
-
Gabriel Couto
Other Tech - Graduate, Hoover Institution
Research Assistant, Lemann CenterBioGabriel is a Brazilian economist, activist, and researcher who aims to democratize the access to education, reduce poverty and improve lives in the Global South through evidence-based policy and innovation.
-
Geoffrey Cox
Professor of the Practice, Graduate School of Education
BioGeoff Cox is a Professor of the Practice, overseeing the MA/MBA program in the Graduate School of Education. He has more than 40 years of experience in higher education administration and leadership. Prior to returning to Stanford in 2016 he was President of Alliant International University. Previous positions also include President of Cardean University, one of the first efforts to establish a fully online university; Vice Provost for Institutional Planning at Stanford; Associate Provost and Director of Financial Planning and Budgets at the University of Chicago. He has served as a Commissioner on the Western Association of Schools and Colleges, the regional higher education accrediting authority. He holds a PhD in Philosophy from the University of Chicago and a BA from Knox College.
-
Caitlyn Craft
Technical Consultant, GSE Dean's Office
Staff, Graduate School of EducationBioCaitlyn Craft served as the Director of Technology and Communications for Stanford University's Office of the Vice Provost for Graduate Education from 2014 to 2020. She has since transitioned to a full-time role outside of the University while remaining an Affiliate of the Stanford Institute for Higher Education Research (SIHER). Caitlyn specializes in the intersection of learning science and emerging technology, where she bridges digital strategy with user-centered product design.
-
Sophie D'Souza
Ph.D. Student in Education, admitted Autumn 2023
BioSophie D'Souza is a PhD student in Developmental and Psychological Sciences with a cross-area specialisation in Race, Inequality, and Language in Education.
-
William Damon
Professor of Education and Senior Fellow, by courtesy, at the Hoover Istitution
Current Research and Scholarly InterestsDevelopment of purpose through the lifespan; educational methods for promoting purpose and the capacity for good work.
-
Kristina Dance
Director of Learning Strategy and Operations, YouCubed Jo Boaler
BioKristina Dance serves as Director of Data Science at Youcubed. In that role she oversees curriculum writing and professional development for the youcubed high school course, Explorations in Data Science. She is a co-author of the curriculum and supports other aspects of youcubed curriculum and professional development. She is also a Lecturer in the Stanford Teacher Education Program and has taught courses focusing on race, intersectionality, identity, classroom community, assessment, and curriculum and instruction in mathematics. Before joining youcubed, she taught middle school and high school math for 10 years. She has designed professional development opportunities and coached mathematics teachers at all levels for the last ten years throughout the west coast. Kristina is a graduate of the Stanford Teacher Education program where she received her masters in education and teaching credential and has an undergraduate degree in mathematics.
-
Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Thomas Dee
Barnett Family Professor, Professor of Education, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research
BioThomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), the Robert and Marion Oster Fellow at the Hoover Institution, and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR). He is also a Research Associate at the National Bureau of Economic Research (NBER) and the Faculty Director of the John W. Gardner Center for Youth and Their Communities. His research focuses largely on the use of quantitative methods to inform contemporary issues of public policy and practice. In 2024, he received the Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation from the Association for Public Policy Analysis and Management (APPAM) and the Outstanding Public Communication of Education Research Award from the American Educational Research Association (AERA).
-
Dora Demszky
Assistant Professor of Education and, by courtesy, of Computer Science
BioDr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, measure the presence of dialect features in text, among others. Dr Demszky has received her PhD in Linguistics at Stanford University, supervised by Dr Dan Jurafsky. Prior to her PhD, Dr. Demszky received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
-
Rebecca Deutscher
Senior Research Associate, Ctr. Sup. Exc. in Teaching
Current Role at StanfordDr. Rebecca Deutscher is a Senior Research Associate at Stanford's Center to Support Excellence in Teaching (CSET) and has worked at the Graduate School of Education since 2014. She serves as a project director and researcher on a variety of projects including a digital personalized learning professional development program, a literacy and social-emotional curriculum project, a high school teacher professional development study, and several Research-Practice Partnership projects. Dr. Deutscher previously worked at the Lawrence Hall of Science as the lead evaluator on various science and technology programs in both formal and informal learning environments. She also worked at a charter school researching and evaluating programs on parent involvement, motivation, achievement, hands-on learning, and teachers’ perspectives on an inquiry-based astronomy program.
-
Polly Diffenbaugh
Sr. Clinical Associate, Stanford Teacher Education Program (STEP)
Current Role at StanfordSr. Clinical Associate, Stanford Teacher Education Program (STEP)
-
Ben Domingue
Associate Professor of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsI'm interested in models for psychological measurement and their uses alongside applied statistical projects of all kinds.
-
Carol Dweck
Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education
BioMy work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions people use to structure the self and guide their behavior. My research looks at the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.
-
Judith Ellen Fan
Assistant Professor of Psychology, by courtesy, of Education and of Computer Science
BioI direct the Cognitive Tools Lab (https://cogtoolslab.github.io/) at Stanford University. Our lab aims to reverse engineer the human cognitive toolkit—in particular, how people use physical representations of thought to learn, communicate, and solve problems. Toward this end, we use a combination of approaches from cognitive science, computational neuroscience, and artificial intelligence to achieve deeper understanding of quintessentially human ways of thinking and imagining. Our broader goal is to leverage such scientific understanding of human cognition to guide the development of technologies that augment human agency and creativity.
-
Mohsen Fathzadeh
Genomic Scientist, Institute For International Studies, Loyalka, Prashant's Program
BioMohsen Fathzadeh is a medical geneticist with 20+ years of experience bridging science, care, and innovation.
His academic journey began at Yale University, where he completed his Ph.D. thesis under Prof. Arya Mani, focusing on a genetic form of familial Metabolic Syndrome. From 2015 to 2021, he served as a Postdoctoral Fellow at Stanford University, specializing in Cardiovascular Medicine, Psychiatry, and Public Health Sciences. During this tenure, he conducted comprehensive functional genomic analyses under the mentorship of esteemed professors.
Mohsen's collaborative efforts with Merck & Co., Inc. led to the identification of a gene regulator associated with body fat distribution. His research scope also includes the characterization of genes linked to insulin resistance and obesity. Recently, he explored the (epi)genetic link between newborn body fat distribution and high maternal gestational glucose levels, focusing on mother-child cohorts from diverse and underserved communities.
His primary goal is to utilize his findings to enhance our understanding of the genes and evolutionary pathways influencing healthspan and age-related diseases, thereby improving patient lives.
After completing his postdoctoral research in 2021, Mohsen spent two years in the biotech industry, specializing in genetic testing and variant assessment. He has an ongoing research project with Stanford's Population Health Center, studying epigenetic disease mechanisms in mother-child cohorts.
Mohsen recently joined Stanford's Graduate School of Education and the Freeman Spogli Institute for International Studies to work with Prof. Prashant Loyalka on a pioneering study that explores how educational interventions in genetic counseling can empower families—particularly in the context of autism spectrum disorders. This new chapter reflects his deepening commitment to integrating genomic science with public health education, leveraging AI and evidence-based learning to promote equity, early intervention, and informed decision-making across diverse populations. As the field of genetic counseling evolves, Mohsen envisions a future where accessible education and responsible innovation in educational AI can help every individual—and every story—be seen, heard, and supported.
Outside his professional life, Mohsen leads an active lifestyle and enjoys learning about diverse cultures. -
Philip Andrew Fisher
Diana Chen Professor of Early Childhood Learning and Professor, by courtesy, of Pediatrics
BioDr. Philip Fisher is the Diana Chen Professor of Early Childhood Learning in the Graduate School of Education and the Director of the Stanford Center on Early Childhood. His research, focuses on developing and evaluating scalable early childhood interventions in communities, and on translating scientific knowledge regarding healthy development under conditions of adversity for use in social policy and programs. He is particularly interested in the effects of early stressful experiences on children's development, and in prevention and treatment programs for improving children's functioning in areas such as relationships with caregivers and peers, social-emotional development, and academic achievement. He is currently the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children during the COVID-19 pandemic. Dr. Fisher is the developer of a number of widely implemented evidence-based interventions for supporting healthy child development in the context of social and economic adversity, including Treatment Foster Care Oregon for Preschoolers (TFCO-P) and Kids in Transition to School (KITS). Most recently, he developed the Filming Interactions to Nurture Development (FIND) video coaching program for supporting parenting in the home environment and early childhood care and education professionals in childcare and preschool contexts. He has published over 250 scientific papers in peer reviewed journals. He is the recipient of the 2012 Society for Prevention Research Translational Science Award, and a 2019 Fellow of the American Psychological Society.
-
Karin Forssell
Senior Lecturer of Education
BioDr. Karin Forssell is the director of the Learning Design and Technology (LDT) master's program and a Senior Lecturer at the Stanford Graduate School of Education. In her courses, students learn to use research from the learning sciences and learning-centered design processes to create effective digital tools. Dr. Forssell also directs the GSE Makery, a Stanford maker space where students and faculty learn to make, and make to learn, as well as the AI Tinkery, a sandbox for educators. Her current interests include hands-on learning, teacher technology adoption, and the potential for AI to support ethical and effective learning experiences.
Dr. Forssell draws insights from her many years of concurrent work as a teacher on special assignment for technology in the Palo Alto Unified School District. Dr. Forssell earned her BA in Linguistics, MA in Education, and PhD in Learning Sciences and Technology Design at Stanford University. -
Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa Zapatel is a PhD candidate in Education Policy at Stanford University. Her research examines how inclusive education policies shape student outcomes, with a particular focus on historically marginalized groups in Peru. She aims to develop context-sensitive tools for measuring inclusion and translate research into equity-driven policy.
Her experience spans over a decade across classrooms, government, and civil society in advancing inclusive education. She has led national initiatives at the Ministry of Education of Peru and the Peruvian Down Syndrome Society, and has collaborated with regional and global networks including the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Prior to her doctoral studies, she served as a consultant on equity and inclusion at the Global Partnership for Education.
Daniela holds a B.A. in Early Childhood Education with honors from the University of Piura (Peru) and an M.A. in International Education Policy Analysis from Stanford University. She is also the proud mother of two wonderful boys. -
Antero Godina Garcia
Professor of Education
Current Research and Scholarly InterestsAntero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.
-
Valerie Garcia
Ph.D. Student in Education, admitted Autumn 2025
BioValerie García is a linguist, educator, and researcher whose work centers on heritage language education, teacher development, and identity development. Currently pursuing her Ph.D. in Education at Stanford University, Valerie brings a strong interdisciplinary background bridging applied linguistics, pedagogy, and sociocultural analysis to her teaching and research.
She earned her M.S. in Applied Linguistics from Georgetown University, where she contributed to projects at the Assessment and Evaluation Language Resource Center (AELRC) and co-authored publications in The Modern Language Journal and the Institute of International Education. Her research has examined heritage language learner identity, multilingual education, and the impacts of language policies across the U.S., including her thesis on the differing perceptions of heritage language programs among administrators and teachers.
As a Spanish teacher and curriculum developer, Valerie has taught at Mountain House High School, Summit Charter Schools, and La Escuelita, where she integrates project-based and culturally responsive instruction aligned with state standards. Her teaching is grounded in linguistic justice and equitable access to world language education.
Valerie’s scholarship has been presented at the American Association for Applied Linguistics (AAAL) and the National Heritage Language Resource Center (NHLRC) conferences, and her visual research work has been featured in leading textbooks such as Second Language Research and The Art of Language Teaching and the Science of Language Learning.
Fluent in both English and Spanish, Valerie combines her expertise in linguistic research and pedagogy with her commitment to empowering multilingual learners and advancing equity in education. -
Jeannette Garcia Coppersmith
Postdoctoral Scholar, Education
Current Research and Scholarly InterestsJeannette is interested in understanding the instructional, cultural, and psychosocial mechanisms that contribute to-- and help to mitigate-- disparities in mathematics education. Her work sits at the intersections between teacher education, mathematics education, and social psychology. Using methods from the field of measurement, experimental designs, computational methods, and qualitative approaches, and pulling from critical perspectives and implicit social cognition theory, she aims to better understand the factors that shape teachers’ instructional decision-making and student opportunities to learn in reform-oriented math classrooms. Guiding her work is a vision for a more just education system and a fundamental belief that all children deserve rigorous, relevant and joyful learning experiences in mathematics.
-
Jorge Luis Garcia Perez
Master of Arts Student in Education, admitted Autumn 2025
Graduate Program Assistant, SAL Early Childhood EducationBioJorge is a Fulbright-García Robles Scholar, recipient of the SECIHTI (Mexican Ministry of Science, Humanities, Technology and Innovation) scholarship for graduate studies abroad, and the Claudio X. González Fellowship at Stanford University, where he is pursuing a master’s degree in Global Comparative Education. He has over six years of experience as a public school teacher and two additional years as a teacher educator in Mexico. He is deeply committed to bridging the gap between classroom realities and policy decisions, striving to improve both the quality and equity of education.
-
Shelley Goldman
Associate Dean for Faculty Affairs and for Student Affairs and Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsUse and integration of digital technologies for teaching and learning; learning in informal settings, especially learning mathematics and science within families; bringing the tools and mindsets of design thinking to K-12 classrooms and to broadening STEM participation.
