Graduate School of Education


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  • anthony lising antonio

    anthony lising antonio

    Associate Professor of Education

    Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.

  • Lucas Arribas Layton

    Lucas Arribas Layton

    Lecturer

    BioLucas Arribas Layton brings over 20 years of experience working in the fields of education and international development mainly with World Bank and the US Government. Mr Arribas Layton is a dual national, born in Spain and raised between rural Castilla and urban California, where he arrived as a three-year old. Mr. Arribas Layton started his career as a public-school teacher while at Harvard University, but soon yielded to the call of international service, joining the Peace Corps as a family hillside farming extentionist in Honduras. He earned a Master’s degree and also meet his wife, Janet Holt, at Stanford, in the International Comparative Education program, focusing on bilingual intercultural education of the Mapuche in Chile. Mr Arribas Layton served in Peace Corps again, this time with his wife in Mozambique, as Portuguese speaking secondary school teachers. Mr Arribas Layton holds a PhD, conferred by UCLA for research on Education for Sustainable Development in India. He has worked for the World Bank, supporting education projects in South Sudan and Ethiopia, and returned to work for the Peace Corps as a programming specialist at headquarters in Washington DC and then as overseas staff on the tropical Pacific islands of Micronesia. He most recently worked for Room to Read, San Francisco, supporting libraries, literacy, and girls’ education in Southeast Asia, South Asia, and, Africa, and the US Government, as a Foreign Service Officer awaiting assignment to Zambia. Mr. Arribas Layton is a proud father of three children: 3rd grader Isabel, 1st grader Thomas, and little Gabriel, now three and full of vim and vigor. Mr Arribas Layton loves family, discovering history, exploring diverse geographies and cultures, and striving for a more sustainable and peaceful future.

  • Alfredo J. Artiles

    Alfredo J. Artiles

    Lee L. Jacks Professor of Education

    BioDr. Artiles is the Lee L. Jacks Professor of Education. His scholarship examines the dual nature of disability as an object of protection and a tool of stratification. Professor Artiles studies how protections afforded by disability status can unwittingly stratify educational opportunities for racialized groups and is advancing responses to these inequities. For instance, he is studying the cultural-historical contexts of racial disparities in special education and whether a disability diagnosis is associated with differential consequences for minoritized groups (e.g., segregation, quality and type of services). He and his colleagues have led national and regional technical assistance initiatives at the state and school district levels to address these equity paradoxes. Current research projects include:

    * Examining the role of socio-cultural influences (e.g., histories of racial inequities in communities and schools) in educators’ interpretations and responses to chronic school district citations for racial disparities in special education.
    * Mapping the changing meanings of “disability” and “inclusive education” and the ways in which disability-race intersections become visible or invisible across identification policies, practices and settings at the district and school levels.
    * Piloting a participatory model with youth of color with/without disabilities grounded in the arts and humanities to (re)structure school discipline policies and practices.
    * Documenting how teachers and other school professionals decide whether dual language learners' academic or behavioral difficulties are related to disabilities.
    * Analyzing equity consequences of inclusive education implementation in Global South nations.

    Dr. Artiles received an honorary doctorate from the University of Göteborgs (Sweden) and is Honorary Professor at the University of Birmingham (United Kingdom). He served on the Obama White House Advisory Commission on Educational Excellence for Hispanics. Dr. Artiles is an elected member of the American Academy of Arts & Sciences, the National Academy of Education and Fellow of the American Educational Research Association (AERA), the Learning Policy Institute and the National Education Policy Center. He was a resident fellow at the Center for Advanced Study in the Behavioral Sciences. He was elected AERA Vice-President to lead its Social Context of Education Division. Dr. Artiles has received numerous awards for his scholarly work and mentoring activities, including AERA’s Palmer O. Johnson Award, the AERA Review of Research Award, and Mentoring Awards from AERA’s Division on Social Contexts of Education, the Spencer Foundation, and Arizona State University. He was selected Distinguished Alumni from the University of Virginia School of Education. Professor Artiles has served on consensus study panels of the National Academies of Sciences, Engineering and Medicine focusing on English learners, the Future of Educational Research, and Opportunity Gaps for Young Children.

  • Jeremy Bailenson

    Jeremy Bailenson

    Thomas More Storke Professor, Senior Fellow at the Woods Institute for the Environment and Professor, by courtesy, of Education
    On Leave from 10/01/2023 To 06/30/2024

    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 over a decade. 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 200 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.

  • Arnetha F. Ball

    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.