Graduate School of Education
Showing 221-230 of 594 Results
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Elizabeth Finlayson Harris
Ph.D. Student in Education, admitted Autumn 2023
BioElizabeth Finlayson Harris is a PhD student in Curriculum and Teacher Education at Stanford University, specializing in science, engineering, and technology education with a minor in Feminist, Gender, and Sexuality Studies. Her research examines epistemology, affect, and feminist perspectives in science education, with particular attention to pre-service teacher learning. She has published in Science Education, Emotion, Space and Society, and Studying Teacher Education, and her current projects explore humor, laughter, and epistemic affect in science classrooms. A former high school physics teacher and instructional designer, Liz brings a commitment to equity, joy, and critical inquiry in both her teaching and scholarship.
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Derric I. Heck
Ph.D. Student in Education, admitted Autumn 2019
Current Research and Scholarly InterestsMy research focuses on educational equity, emphasizing the lived experiences of educators, identity development, and culturally sustaining pedagogy. I employ narrative and qualitative methodologies to explore how race and education intersect, centering marginalized youth and communities. My work also examines the interplay between school-community partnerships, teacher agency, and disciplinary practices, contributing to a broader understanding of belonging, wellness, and justice in education.
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Alexandrea R. Henry
Ph.D. Student in Education, admitted Autumn 2023
Graduate Program Assistant, GSE Dean's OfficeBioAlexandrea Henry is a Ph.D. candidate in the Graduate School of Education in the Race, Inequality, and Language in Education and Curriculum Studies and Teacher Education programs. They earned a bachelor’s degree in Sociology and a minor in education from the University of California, Berkeley, and a master’s degree in Education from the University of Pennsylvania. Alexandrea’s research draws on Black studies, Critical Pedagogy, and studies of Carceral Logics in education to examine how young people make sense of power through disciplinary practices at school. Moreover, she is interested in centering the experiences and expertise of K-2 students in the fight for liberatory learning spaces. While at Stanford, Alexandrea has worked on the Accessible Ethnic Studies, Newberry Institute, and Juvenile Justice and Alternative Education projects. She has also taught in San Bruno Jail and served as a Systems Navigator with the Santa Clara Public Defender's Office. Previously, they were a public school teacher and union organizer in North Philadelphia, a preschool teacher in Oakland, and has worked on district-level projects related to equity and professional development. Ultimately, she believes in advocating for and co-creating worlds where every person is free, from the River to the Sea.
