Graduate School of Education
Showing 481-500 of 517 Results
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Caroline Winterer
William Robertson Coe Professor of History and American Studies, Professor of History and, by courtesy, of Classics and of Education
BioCaroline Winterer is William Robertson Coe Professor of History and American Studies, and Professor by courtesy of Classics. She specializes in American history before 1900, especially the history of ideas, political thought, and the history of science.
She teaches classes on American history until 1900, including American cultural and intellectual history, the American Enlightenment, and the history of science.
She is the author of six books, including most recently How the New World Became Old: The Deep Time Revolution in America (Princeton University Press, 2024).
She is currently accepting graduate students. For more information on the PhD program in the Department of History, visit: https://history.stanford.edu/academics/graduate-degree-programs. -
Christine Min Wotipka
Associate Professor (Teaching) of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsCross-national, comparative, and longitudinal analyses of leadership and higher education with a focus on gender, sexuality, and race and ethnicity.
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Benjamin Xie
Postdoctoral Scholar, Education
BioPostdoctoral Fellow with the Stanford Human-Computer Interaction (HCI) Group and Graduate School of Education.
I design tools for critical interactions with data. My current projects relate to data literacy for environmental advocacy, AI-assisted assessment design, and critical AI evaluation.
I engage in the fields of computing education, human-computer interaction, and AI Ethics.
In fall 2025, I will start as an Assistant Professor of Computer Science at the University of Denver. -
Tiffany (Qianru) Yang
Postdoctoral Scholar, Education
BioTiffany is a postdoctoral fellow with the Stanford Impact Labs postdoctoral fellowship program. She received her Ph.D. in education from the Harvard Graduate School of Education in 2024, concentrating in Human Development, Learning and Teaching, along with a Secondary Field in Data Science from the Harvard School of Engineering and Applied Sciences. Prior to her doctoral training, she received a B.A. in psychology from the University of Washington, Seattle, and an Ed.M. in human development and psychology from Harvard University. Tiffany’s research examines how early experiences influence children’s cognitive development and learning, with a particular focus on the role of the home environment and family interactions. This work aims to identify culturally situated factors that support the development of foundational cognitive skills in early to middle childhood, especially among underrepresented populations.
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Jessica Yauney
Ph.D. Student in Education, admitted Autumn 2024
Other Tech - Graduate, SAL Digital LearningBioI am an Education PhD student at Stanford who is working in Computer Science and Artificial Intelligence. I was a software developer at FamilySearch and still love genealogy. I was a high school computer science teacher and dance teacher in Los Angeles, California. I'm interested in learning and improving myself as a programmer and an educator.
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Jason Yeatman
Associate Professor of Pediatrics (Developmental-Behavioral Pediatrics), of Education and of Psychology
BioDr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.
As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function. -
Paul Youngmin Yoo
Postdoctoral Scholar, Education
BioPaul Youngmin Yoo is a postdoctoral scholar at Stanford University. He studies how schools and policies shape opportunities to inform what we do about child poverty and educational inequality. He is an IES (Institute of Education Sciences) postdoctoral fellow at the Stanford Center on Early Childhood and was a National Academy of Education/Spencer Foundation dissertation fellow.
