Graduate School of Education
Showing 41-60 of 163 Results
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Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa is a PhD student in Educational Policy at Stanford's Graduate School of Education. Her previous experience as a teacher, as a government official, and as an advocate of civil society reinforced her commitment to the delivery of equitable, inclusive, and quality education for all learners. After serving in public schools and as a Teach for Peru fellow, Daniela led initiatives towards the strengthening of inclusive education systems in the Ministry of Education of Peru and the Peruvian Down Syndrome Society, collaborating on cross-country initiatives with members of the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Before starting her PhD program, she worked as an equity and inclusion consultant at the Global Partnership for Education (GPE). She is interested in exploring the barriers to policies providing adequate support for teachers to serve diverse learners. Specifically, she aims to look into the way the different levels of the system interact and shape inclusive education practices.
Daniela holds a B.A. in Early Childhood Education with Honors from the University of Piura (Peru) and a M.A. in Education (International Education Policy Analysis) from Stanford University. -
Rubén A. González
Ph.D. Student in Education, admitted Autumn 2020
Master of Arts Student in Sociology, admitted Winter 2024
Other Tech - Graduate, GSE Dean's Office
Other Tech - Graduate, Stanford Teacher Education Program (STEP)BioRubén González, proudly from Greenfield, California, is a Ph.D. candidate in the Race, Inequality, and Language in Education (RILE) program at Stanford University. His research interests focus on the sociopolitical disposition and action of teachers of color, and the use of critical pedagogy and Youth Participatory Action Research (YPAR) in classroom settings. He dedicates his work to improving the K-12 schooling experiences of Black, Indigenous, all students of color, and other marginalized youth. Rubén taught high school English, English Language Development, and AVID in Sacramento, California, for six years prior to pursuing his graduate studies. Rubén also worked with (im)migrant and multilingual Latinx youth as an academic tutor in classroom and after-school settings in Dixon, California, during his undergraduate studies. He completed his Bachelor’s degree in English at Sacramento State University after transferring from Hartnell College. At the statewide level, Rubén serves on the Education Trust–West’s (ETW) Educator Advisory Council (EAC). In local community settings, Rubén has organized with the Association of Raza Educators (ARE) Sacramento, and Ethnic Studies Now (ESN) Sacramento and Elk Grove.
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Hsiaolin Hsieh
Ph.D. Student in Education, admitted Autumn 2018
Other Tech - Graduate, GSE Dean's OfficeBioHsiaolin Hsieh is a doctoral candidate at the Stanford Graduate School of Education. Her research is relevant to equity and fairness in education, especially for students classified as English learners (ELs). Formally trained in educational measurement and assessment, Ms. Hsieh has ample experience in the design, implementation, evaluation, and interpretation of tests in the K-12 context, and in large-scale data collection and analysis for projects examining upper elementary students’ literacy and reading comprehension. Her research draws on both qualitative approaches (e.g., interviews, think-aloud protocols, collaborative coding, classroom observations) and quantitative techniques (e.g., statistical modeling, and machine learning algorithms). Working in researcher-practitioner partnerships, she has examined students’ course pathways and classroom heterogeneity patterns in middle and high school and supported schools in improving their assessment, reclassification, and course designation practices to provide ELs with increased access to mathematics courses. Her work in multilingual classrooms is useful in examining how educational technology can be leveraged to assist student learning. Applying natural language processing and computational linguistics methods, she has analyzed complex student dialogic participation in the classrooms. Her findings speak to the importance of using student-student conversations in the classroom context to inform English proficiency classification decisions. She is the developer of LogoSearch, an online repository created to collect, archive, and evaluate student conversations, and the creator of visualizations intended to support educators in identifying effective ways of providing ELs with more equitable learning opportunities.
