Graduate School of Education
Showing 21-40 of 613 Results
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anthony lising antonio
Associate Professor of Education
Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.
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Alfredo J. Artiles
Lee L. Jacks Professor of Education
BioAlfredo J. Artiles is the Lee L. Jacks Professor of Education and the Director of the Research Institute at the Center for Comparative Studies in Race & Ethnicity at Stanford University. Artiles studies equity paradoxes generated by educational policies. He examines the protective and marginalizing effects of disability diagnoses and is advancing responses to these differential impacts. He and his colleagues led the federally funded National Center for Culturally Responsive Educational Systems and the Region IX Equity Assistance Center. He uses an interdisciplinary lens to interrogate the ideologies that organize the sociocultural lives of institutions and makes visible the role of power in naming and ordering intersectional identity categories of exception. He also advances comparative analyses of inclusive education models. Current research projects include:
* Examination of socio-historical, institutional and cultural influences in educators’ interpretations and responses to chronic district citations for racial disparities in special education and discipline.
* Re-design of policies and practices that leverage Black family partnerships and interrupt precursors to racial disparities affecting Black learners in a district with chronic disproportionality.
* Analysis of alternative meanings of “disability” and “inclusive education” across institutional contexts and their equity consequences for disparate groups of students.
* Documentation of how disability intersections with other identities (e.g., race, language) become visible or invisible across institutional practices (e.g., referrals, assessment, eligibility meetings) and the consequences for educational opportunities.
* Analysis of equity consequences of inclusive education implementation in Global South contexts.
* Oral history of Larry P v. Riles: An interdisciplinary analysis of disability-race intersections.
* Use of a design-oriented participatory approach to co-create integrated data systems across general education, special education, and bilingual/English learner programs to improve disability identification practices.
Dr. Artiles has been appointed to consensus panels of the National Academies of Sciences, Engineering and Medicine that produced the reports Promoting the Educational Success of Children and Youth Learning English, Closing the Opportunity Gap for Young Children, and the Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education. He was a member of the White House Commission on Educational Excellence for Hispanics. Artiles is President of the National Academy of Education, is an elected member of the American Academy of Arts & Sciences, a Fellow of the American Educational Research Association (AERA), and an elected International Fellow of the British Academy. He was elected AERA Vice-President to lead its Social Context of Education Division (Division G).
Prof. Artiles is editor of the book series Futures of Disability in Worlds of Difference (Harvard Education Press). Artiles was a Resident Fellow at Stanford’s Center for Advanced Studies in the Behavioral Sciences. He received an Honorary Doctorate from the University of Göteborgs (Sweden) and was Honorary Professor at the University of Birmingham (UK). He delivered AERA’s 2011 Wallace Lecture and the 2017 Brown Lecture. Artiles has received numerous awards such as the Palmer O. Johnson Award for the most outstanding article published in an AERA journal and AERA’s Review of Research Award. Dr. Artiles has received mentoring awards from the Spencer Foundation, AERA’s Division on Social Contexts of Education, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. -
Elizabeth Backus
Operations and Finance Director, SAL Early Childhood Education
Current Role at StanfordOperations and Finance Director of the Stanford Center on Early Childhood
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Jeremy Bailenson
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, and a Senior Fellow at the Woods Institute for the Environment. He has served as Director of Graduate Studies in the Department of Communication for fifteen years. He earned a B.A. 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 250 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 25 years.
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 The Washington Post, The Wall Street Journal, Harvard Business Review, CNN, PBS NewsHour, Wired, National Geographic, Slate, The San Francisco Chronicle, TechCrunch, 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 has exhibited VR in hundreds of venues ranging from The Smithsonian to The Superbowl. -
Lakshmi Balasubramanian
Academic Prog Prof 3, Research Staff - Other
Current Role at StanfordLecturer & Sr. Researcher
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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.
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Jon Ball
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Computer ScienceBioHi! I'm a 3rd year PhD Student in Education Data Science dedicated to improving information accessibility.
Recent projects include:
Natural Language Processing: language analytics for Open Journal Systems (OJS)
Graph ML: modeling citation networks of computer science publications (OJS/arXiv)
Social Network Analysis: clustering of philanthropic partnerships for the Jim Joseph Foundation (SF)
