Graduate School of Education
Showing 461-480 of 613 Results
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Maria Luiza Rocha Bueno
Ph.D. Student in Education, admitted Autumn 2025
BioMaria Luiza Rocha Bueno is a PhD student in Global and Comparative Education at Stanford University. Her research examines education and social movements in Latin America, specifically how grassroots movements engage schooling as a site of political struggle and social transformation. More broadly, she is interested in critical pedagogy, popular education and alternative educational projects. Maria Luiza holds a bachelor’s degree in Mathematics and an MA in Education.
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Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
Research Asst - Graduate, John Gardner CenterBioAlma Rodriguez is a third-year Ph.D. candidate at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio. Alma is a DACA (Deferred Action for Childhood Arrivals) recipient who earned her Bachelor of Arts in Sociology with highest honors from the University of California, Berkeley. Her research interest focuses on the undocumented student population. During her undergrad, Alma completed her senior honor’s thesis under the supervision of the Sociology department at UC Berkeley.
At Stanford University, Alma's research sits at the intersection of social movements, undocumented student activism, and higher education. Her work examines how undocumented students in California engage in hidden forms of activism and strategic adaptation, navigating visibility, risk, and resistance in response to shifting political climates. Drawing on non-visible, everyday activism and social movement scholarship, Alma explores how undocumented students resist, and continue to exercise their political voice when visibility imposes existential risks.
A qualitative scholar by training, Alma conducts ethnographic fieldwork inside Dream Centers, centering the lived experiences and political agency of undocumented students as her primary unit of analysis. -
David Rogosa
Associate Professor of Education, Emeritus
Current Research and Scholarly InterestsStatistical issues in educational assessment; analysis of longitudinal data.
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Marcos Rojas Pino
Ph.D. Student in Education, admitted Autumn 2022
BioI am a physician from Chile, passionate about medical education and educational technologies. My research focuses on the use of artificial intelligence, virtual reality, and augmented reality in medical education. I am actively developing tools that leverage artificial intelligence to enhance and evaluate clinical reasoning among healthcare professionals.
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Jonathan Rosa
Associate Professor of Education and, by courtesy, of Linguistics, of Anthropology and of Comparative Literature
Current Research and Scholarly InterestsI am currently working on two book projects through which I am continuing to develop frameworks for understanding ethnoracial, linguistic, and educational formations. The first examines racial reckonings across distinctive societal contexts by interweaving ethnographic analysis of diasporic Puerto Rican experiences and broader constructions of Latinidad that illustrate race and ethnicity as colonial and communicative predicaments. The second spotlights decolonial approaches to the creation of collective well-being through educational and societal transformations based on longstanding community collaborations in Chicago.
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Maria Rosales
Rsch Admstr 1, SAL Early Childhood Education
Current Role at StanfordAs a Research Administrator, Maria provides vital administrative and operational support, including managing financial transactions, coordinating conferences and events, arranging and reconciling travel for faculty and visitors, and assisting with the formatting and editing of academic papers.
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Maria Ruiz-Primo
Associate Professor of Education
BioMaria Araceli Ruiz-Primo is an Associate Professor at the Graduate School of Education, Stanford University. Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices, such as the use of assessment conversations and embedded assessments. She also has conducted research on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. Recently she has worked on the analysis of state testing programs. She was co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.
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Naama Sadan
Postdoctoral Scholar, Education
BioNaama Sadan is a postdoc at the Stanford Graduate School of Education and an affiliate of the Ardoin Socioecology Lab. She is a former high-school teacher and current researcher working on fostering cultural shifts toward sustainability in institutions. Originally from Jerusalem, Israel, she completed her Ph.D. at the Hebrew University, conducting fieldwork in California as a visiting student researcher at UC Berkeley. Her dissertation focused on integrating eco-literacy into California school districts. At Stanford, her research explores the role of rituals in promoting environmental education and sustainable behaviors in both religious and non-religious contexts. Naama also consults for the California Eco-Literacy Initiative (CALEI) and serves as co-chair of the Applied Collaboratory for Religion and Ecology (ACRE), a Stanford-based initiative. In addition to writing, she finds joy in other creative outlets as a permaculture designer, translator and teacher of mystical texts, and floral artist. Naama is always eager to connect with others passionate about cultural work that reconnects individuals and institutions with the earth.
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Shima Salehi
Assistant Professor (Research) of Education
BioShima Salehi is a Research Assistant Professor at Stanford Graduate School of Education, and the director of IDEAL research lab, the research component of Stanford IDEAL initiative to promote inclusivity, diversity, equity and access in learning communities. Her research focuses on how to use different instructional practices to teach science and engineering more effectively and inclusively. For effective science and engineering education, Dr. Salehi has studied effective scientific problem-solving and developed empirical framework for main problem-solving practices to train students in. Based on these findings, she has designed instructional activities to provide students with explicit opportunities to learn these problem-solving practices. These activities have been implemented in different science and engineering courses. For Inclusive science and engineering, she examines different barriers for equity in STEM education and through what instructional and/or institutional changes they can be addressed. Her recent works focus on what are the underlying mechanisms for demographic performance gaps in STEM college education, and what instructional practices better serve students from different demographic backgrounds. Salehi holds a PhD in Learning Sciences and a PhD minor in Psychology from Stanford University, and received a B.Sc. degree in Electrical Engineering from Sharif University of Technology, Iran. She is the founder of KhanAcademyFarsi, a non-profit educational organization which has provided service to Farsi-speaking students, particularly in under-privileged areas.
