Graduate School of Education
Showing 101-150 of 498 Results
-
Sophie D'Souza
Ph.D. Student in Education, admitted Autumn 2023
BioSophie D'Souza is a PhD student in Developmental and Psychological Sciences with a cross-area specialisation in Race, Inequality, and Language in Education.
-
William Damon
Professor of Education and Senior Fellow, by courtesy, at the Hoover Institution
Current Research and Scholarly InterestsDevelopment of purpose through the lifespan; educational methods for promoting purpose and the capacity for good work.
-
Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Sean Darling-Hammond
Lecturer
BioI am an Assistant Professor at UCLA in the departments of Community Health Sciences, Biostatistics, and Education Policy; a lecturer at Stanford's Graduate School of Education; and the Founder and Principal of BITJustice (Bend It To Justice) LLC.
Approach:
I seek to expand belonging and well-being by conducting research in two domains:
1) identifying k-12 practices that reduce racial disparities in health, discipline, and academic performance
2) identifying social policies that combat and sideline racial bias.
I aim to eschew departmental and methodological silos by conducting research that bridges the fields of public health, education, psychology, law, and public policy. While I have conducted dozens of qualitative research projects and produced work in the critical race theory tradition, my research mainly employs quantitative and econometric methods to analyze large-scale data, understand drivers of population health, and elevate effective public policies (e.g., school-based restorative practices).
Recent scholarship:
A recent article in the Proceedings of the National Academy of Sciences elucidates a new mental health risk for Black students—that schools rapidly grow more punitive towards Black students in the first weeks of the school year. It also shows how early-year data can be used to detect—and target interventions towards—schools where racial disparities in discipline are likely to emerge. Another project (published by the Learning Policy Institute and under review at AERA Open) reviews millions of California public student records and finds evidence that student exposure to restorative practices may reduce exclusionary discipline, improve academic achievement, and reduce related racial disparities; and that school adoption may reduce school-wide victimization, misbehavior, gang membership, depression, and sleep deprivation, and may increase school climate and student GPA. Two related projects find that—for Black boys and Black girls—exposure to restorative practices is related to lower depressive symptom, suicidal ideation, and substance abuse rates. A final project using this data finds that Black male and female students who perceive their School Resource Officers as exhibiting racial bias have higher rates of depressive symptoms, anxiety, and psychological distress. I also conduct randomized controlled trials to evaluate means of combatting racial bias. A recent paper in Science Advances reports on a teacher-facing growth-mindset intervention that reduced racial disparities in teachers’ responses to student misbehavior. And a recent field experiment conducted in partnership with the City of Denver found that a scalable racial bias training enhanced public employees’ abilities to combat racial bias in the workplace and society.
Scholarly Impact:
My work has been published in Science Advances, Proceedings of the National Academy of Sciences, and Nature Human Behavior; cited in over 700 peer reviewed articles; and referenced by the New York Times, the Washington Post, NBC, the Department of Education Regional Education Labs, and the House Judiciary Committee.
Teaching:
I have received strong student evaluations in four courses at UCLA (two in health program planning and evaluation, one in approaches to interdisciplinary scholarship, and one to empower students from underrepresented backgrounds to succeed in our comprehensive exam). While earning my PhD at UC Berkeley, I also served as an instructor for multiple statistics classes and received UC Berkeley’s “Outstanding Graduate Student Instructor Award.” Guided by cutting-edge psychological theory, I developed and piloted a package of practices and teaching materials which led multiple cohorts of under-represented minority students to realize minimum raw scores of 90% in statistics classes, and (according to anonymous, in-depth, post-surveys) to overcome many negative internalized beliefs and adopt a growth mindset. -
Thomas Dee
Barnett Family Professor, Professor of Education, Senior Fellow at the Stanford Institute for Economic Policy Research and, by courtesy, at the Hoover Institution
BioThomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), a Research Associate at the National Bureau of Economic Research (NBER), a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR) and the Faculty Director of the John W. Gardner Center for Youth and Their Communities. His research focuses largely on the use of quantitative methods to inform contemporary issues of public policy and practice. The Association for Public Policy Analysis and Management (APPAM) awarded his collaborative research the Raymond Vernon Memorial Award in 2015 and again in 2019. He currently serves on the editorial boards of the American Educational Research Journal, the Journal of Policy Analysis and Management, and Education Finance and Policy.
-
Dora Demszky
Assistant Professor of Education and, by courtesy, of Computer Science
BioDr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, measure the presence of dialect features in text, among others. Dr Demszky has received her PhD in Linguistics at Stanford University, supervised by Dr Dan Jurafsky. Prior to her PhD, Dr. Demszky received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
-
Benjamin Domingue
Associate Professor of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsI'm interested in models for psychological measurement and their uses alongside applied statistical projects of all kinds.
-
Carol Dweck
Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education
BioMy work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions people use to structure the self and guide their behavior. My research looks at the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.
-
Thomas Ehrlich
Lecturer
Current Research and Scholarly InterestsHe has just finished a book, written with a Stanford undergraduate as his co-author, about how and why young people should be involved in public service.
-
Philip Andrew Fisher
Excellence in Learning Graduate School of Education Professor
BioDr. Philip Fisher is the Excellence in Learning Professor in the Graduate School of Education at Stanford. His research, which has been continuously funded by the National Institutes of Health since 1999, focuses on developing and evaluating scalable early childhood interventions in communities, and on translating scientific knowledge regarding healthy development under conditions of adversity for use in social policy and programs. He is particularly interested in the effects of early stressful experiences on children's neurobiological and psychological development, and in prevention and treatment programs for improving children's functioning in areas such as relationships with caregivers and peers, social-emotional development, and academic achievement. He is currently the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children during the COVID-19 pandemic. Dr. Fisher is also interested in the brain's plasticity in the context of therapeutic interventions. He is the developer of a number of widely implemented evidence-based interventions for supporting healthy child development in the context of social and economic adversity, including Treatment Foster Care Oregon for Preschoolers (TFCO-P), Kids in Transition to School (KITS), and Filming Interactions to Nurture Development (FIND). He has published over 200 scientific papers in peer reviewed journals. He is the recipient of the 2012 Society for Prevention Research Translational Science Award, and a 2019 Fellow of the American Psychological Society.
-
Karin Forssell
Senior Lecturer of Education
BioDr. Karin Forssell is the director of the Learning Design and Technology (LDT) master's program and senior lecturer at the Stanford Graduate School of Education. Dr. Forssell also directs the GSE Makery, a Stanford maker space where students and faculty learn to make, and make to learn. In her courses, students learn to use research from the learning sciences and learning-centered design processes to create effective digital tools. Her current interests include maker space education, teacher technology adoption, and parenting in a digital world.
Dr. Forssell draws insights from her many years of concurrent work as a teacher on special assignment for technology in the Palo Alto Unified School District. Dr. Forssell earned her bachelor's degree in linguistics, master's degree in education, and doctorate in learning sciences and technology design at Stanford University. -
Jared Furuta
Postdoctoral Scholar, Education
BioJared Furuta is a postdoctoral fellow at Stanford's Center for Philanthropy and Civil Society, where his research focuses on how educational institutions are culturally constructed in response to changing social norms, conceptions, and taken-for-granted assumptions about education. His past research has examined global changes in national high stakes exams, school tracking, national assessments, and U.S. college admissions policies, and his work has appeared in Sociology of Education, Social Forces, and Comparative Education Review. His current work focuses on long-term changes in systemic educational reform, as well as the effects of educational institutions on economic, political, and social outcomes at the national level.
-
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. -
Antero Godina Garcia
Associate Professor of Education
Current Research and Scholarly InterestsAntero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.
-
Andrea Christine Geissinger
Postdoctoral Scholar, Education
BioAndrea Geissinger is a SCANCOR (Scandinavian Consortium for Organizational Research) Postdoctoral Scholar. Her research interest lies at the intersection between digital innovation, organizational sociology, and sociological institutionalism. She is motivated to understand the impact of digital technology on social and cultural norms and values through qualitative and archival methods. For instance, by drawing on institutional theories, she has explored one of the most promising alternative forms of organization of the past decade: the sharing economy. As digital platforms set new norms by drawing on elements of both market and community on a large scale, Andrea’s current research focuses on deepening our understanding of what this “community” means in, for, and around organizations and society.
Andrea is also a Research Fellow at the House of Innovation at the Stockholm School of Economics, Sweden. She holds a Ph.D. in Business Administration from Örebro University School of Business, M.Sc. from Stockholm Business School, and a B.A. from Ludwig-Maximilians-University in Munich, Germany. Prior to her research career, Andrea worked in management consulting.
