Graduate School of Education
Showing 301-400 of 608 Results
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Emily Jane Levine
Associate Professor of Education and, by courtesy, of History
Current Research and Scholarly InterestsCurrent research topics include a genealogy of academic concepts; the contemporary consequences of Germany and America’s divergent paths in knowledge organization; Jews and private philanthropy for scholarship; the historical tension between knowledge-for-its-own sake and applied knowledge; the global transfer of the kindergarten, mass schooling, and higher education; and the history and future of institutional innovation.
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Sarah Levine
Executive Director of STEP, Stanford Teacher Education Program (STEP)BioI am the executive director of the Stanford Teacher Education Program (STEP). Our STEP faculty and staff prepare teachers for leadership in and beyond the classroom. Teachers learn to help their students develop knowledge, skills, and sense of self and community as we work to understand the connections between culture, teaching, and learning.
Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between in- and out-of-school worlds.
My research focuses on the teaching and learning of literary interpretation and writing in under-resourced high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that AI and digital media (for example, natural language processing models like ChatGPT; visual representations of text like word clouds; and radio production) can be used as frameworks for teaching reading and writing to middle and high school students. -
Guilherme Lichand
Assistant Professor at the Graduate School of Education
BioGuilherme is proudly Brazilian. His research focuses on the sources of educational inequities in the global South and on solutions with the potential to overturn them. He is co-director at the Stanford Lemann Center and a faculty affiliate at the Stanford King Center on Global Development, the Stanford Center on Early Childhood, the Stanford Institute for Advancing Just Societies, and the UC Berkeley Center for Effective Global Action. He holds a PhD in Political Economy and Government from Harvard University. He was previously the UNICEF Professor of Child Well-being and Development at the University of Zurich. Guilherme is also a co-founder of Brazilian EdTech Movva, a student success management system supporting vulnerable students graduate college. He was acknowledged by the Schwab Foundation as top-10 Brazilian social entrepreneur in 2020 (post-Covid legacy) and by MIT Technology Review as the top under-35 Brazilian innovator in 2014. His research has been published in numerous scientific journals, including the Proceedings of the National Academy of Sciences (PNAS) and Nature Human Behavior, and campaigns featuring his work won multiple awards, including two lions at the Cannes Lions International Festival of Creativity.
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Ira Lit
Professor (Teaching) of Education
BioResearch and practice focuses on teacher education, elementary education, educational equity, and the design and purpose of education and schooling, as well as the exploration of the educational experience of students often marginalized by the school context.
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Susanna Loeb
Kissick Family Professor and Senior Fellow at the Stanford Institute for Economic Policy Research
BioSusanna Loeb is the Kissick Family Professor at the Graduate School of Education. She was Director of the Annenberg Institute at Brown University, where she was also Professor of Education and of International and Public Affairs and the founder and executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford. She was the founding director of the Center for Education Policy at Stanford and co-director of Policy Analysis for California Education. Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education.
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Rachel Lotan
Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsEquitable teaching and learning in heterogeneous classrooms; Teaching as a profession in international contexts, Curriculum development.
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Prashant Loyalka
Associate Professor of Education and Senior Fellow at the Freeman Spogli Institute for International Studies
Current Research and Scholarly InterestsPrashant's research focuses on examining/addressing inequalities in the education of youth and on understanding/improving the quality of education received by youth in a number of countries including China, India, Russia, and the United States. In the course of addressing educational inequalities, Prashant examines the consequences of tracking, financial and informational constraints, as well as social and psychological factors in highly competitive education systems. His work on understanding educational quality is built around research that assesses and compares student learning in higher education, high school and compulsory schooling. He furthermore conducts large-scale evaluations of educational programs and policies that seek to improve student outcomes.
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Xinyu Lu
Graduate Visiting Researcher Student, Education
Temp - Non-Exempt, Domingue ProgramBioXinyu Lu is a Doctoral Candidate in Educational Economics and Management at Zhejiang University and a Visiting Scholar and Research Associate at Stanford University. Her research lies at the intersection of Computational Education, Economics of Education, Learning Analytics, Educational Measurement, and Evidence-Based Education Policy. She is particularly interested in leveraging artificial intelligence, large-scale educational data, and causal inference methods to understand learning processes, evaluate educational interventions, and support talent development.
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Leslie Patricia Luqueño
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Comparative Studies in Race and EthnicityCurrent Research and Scholarly InterestsMy current research lies at the intersection of higher education, immigration, and family studies, with an emphasis on how the children of Latinx immigrants make sense of their higher education trajectories and aspirations. I am particularly interested in the role of families within college choice decision-making and employ both qualitative and data science methods to investigate how familial values and knowledge is employed throughout the college application process for Latinx students.
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Ludmille Lyvert
Ph.D. Student in Education, admitted Autumn 2025
BioLudmille Lyvert is an incoming PhD student in Education at the Stanford Graduate School of Education. Originally from Haiti, she earned her bachelor’s degree in education from Université Quisqueya and completed a master’s degree in Women’s Studies at the University of Alabama in 2025 as a Fulbright Scholar.
With over five years of experience in education and non-profit work, Ludmille is committed to advancing equitable access to education and empowering communities through civic and human rights education. Her research focuses on the intersection of policy studies, program development, and civic and human rights education as a means to inspire social change, particularly in her home country, Haiti. -
Yue Ma
Ph.D. Student in Education, admitted Autumn 2024
BioYue Ma is currently pursuing his Ph.D. in Education Policy at the Stanford Graduate School of Education. His research focuses on evaluating the impacts of early childhood development interventions and school learning improvement programs. Prior to continuing his educational journey, Yue was a Research Scholar with the Rural Education Action Program. Yue received his Ph.D. in Economics from Shaanxi Normal University in 2017. He has extensive experience managing international research projects, including survey design, enumerator training, building local partnerships, and cultural adaptation of proven educational interventions.
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Ramon Martinez
Associate Professor of Education
BioRamón Antonio Martínez is an associate professor in the Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity at Stanford University. His research explores the intersections of language, race, and ideology in K-12 public schools, with a particular focus on literacy learning among multilingual children and youth, and the preparation of teachers to work in multilingual settings. In addition to his long-term, community-engaged, and ethnographically informed research, Dr. Martínez actively supports pre-service teachers through his ongoing work in the Stanford Teacher Education Program (STEP). His scholarship has been published in journals such as Anthropology & Education Quarterly, International Multilingual Research Journal, Language Policy, Linguistics and Education, Modern Language Journal, Research in the Teaching of English, and Review of Research in Education. Dr. Martínez earned his Ph.D. from the Division of Urban Schooling in the Graduate School of Education & Information Studies at the University of California, Los Angeles.
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Raymond McDermott
Professor of Education, Emeritus
Current Research and Scholarly InterestsInteraction analysis and social structure; the political economy of learning; writing systems; educational and psychological anthropology.
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Daniel McFarland
Professor of Education and, by courtesy, of Sociology and of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsThe majority of my current research projects concern the sociology of science and research innovation. Here are some examples of projects we are pursuing:
1. the process of intellectual jurisdiction across fields and disciplines
2. the process of knowledge innovation and diffusion in science
3. the propagators of scientific careers and advance
4. the role of identity and diversity on the process of knowledge diffusion and career advance
5. the process of research translation across scientific fields and into practice
6. the formal properties and mechanisms of ideational change (network analysis, or holistic conceptions of scientific propositions and ideas)
7. developing methods for identifying the rediscovery of old ideas recast anew
8. investigating the process of scientific review
I am also heavily involved in research on social networks and social network theory development. Some of my work concerns relational dynamics and cognitive networks as represented in communication. This often concerns the communication of children (in their writings and speech in classrooms) and academic scholars.
Last, I am heavily involved in institutional efforts to develop computational social science, computational sociology, and education data science on Stanford's campus. -
Milbrey McLaughlin
David Jacks Professor of Higher Education, Emerita
Current Research and Scholarly InterestsSchool context; planned change; teacher workplaces; government policy; inner-city youth; neighborhood-based organizations; community youth development.
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Maria Jose Melendrez
Ph.D. Student in Education, admitted Autumn 2024
BioMaria Jose (she/her/they) is a second-year doctoral student whose research focuses on access and equity for first-generation, immigrant, and disabled students, particularly those navigating intersecting identities. Grounded in her training in sociology, her work examines how institutional contexts, student agency, and social networks shape students’ educational experiences, pathways, and opportunities for meaningful learning.
Prior to her doctoral studies, Maria Jose worked with students, families, faculty, and administrators across student affairs and academic affairs. In these roles, she translated her classroom learning and research commitments into practice by supporting students as they navigated institutional systems and pursued their educational goals.
As a doctoral student, Maria Jose examines how meritocratic narratives shape institutional understandings of access, equity, and student success. Their work also explores the social construction of disability, with particular attention to burn-survivor students’ experiences of visibility, embodiment, belonging, and access in educational spaces. -
Vinod Menon
Rachael L. and Walter F. Nichols, MD, Professor and Professor, by courtesy, of Education and of Neurology and Neurological Sciences
Current Research and Scholarly InterestsEXPERIMENTAL, CLINICAL AND THEORETICAL SYSTEMS NEUROSCIENCE
Cognitive neuroscience; Systems neuroscience; Cognitive development; Psychiatric neuroscience; Functional brain imaging; Dynamical basis of brain function; Nonlinear dynamics of neural systems. -
Debra Meyerson
Adjunct Professor, Graduate School of Education
BioTenured Associate Professor of Organizational Behavior from 2003 to 2013. Transitioned to adjunct professor in 2013 after a severe stroke in 2010.
While full time at Stanford and previously, Debra Meyerson conducted research primarily in three areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; and c) going to scale in the charter school field. Debra authored Tempered Radicals: How People Use Difference to Inspire Change at Work (HBS Press 2001), which provides an in depth look into how people can use diversity and difference to create positive change in the workplace without division or strife.
Nine years after her stroke in 2010, Debra published Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019.) The book is built on the combination of her lived experience as a survivor with disabilities and extensive interviews and research; it highlights the need for significantly more support than is provided in the current system to rebuild identity on the path to rebuilding lives of meaning and purpose. Debra also and co-founded Stroke Onward, a nonprofit now dedicated to catalyzing change in the healthcare system in order to insure survivors in the future receive that support. As co-Chair and active volunteer for Stroke Onward, Debra's focus is on driving research and publications that will help to better understand the problems and solutions that can inform the creation of a better healthcare system. She is also an extensive speaker in academic and industry settings.
For more complete and additional information on Debra's current work, please use the following links:
Full Bio at Graduate School of Education -- https://ed.stanford.edu/faculty/debram
Full Curriculum Vitae -- https://goto.stanford.edu/meyerson-cv -
John Mitchell
Mary and Gordon Crary Family Professor in the School of Engineering, and Professor, by courtesy, of Electrical Engineering and of Education
Current Research and Scholarly InterestsProgramming languages, computer security and privacy, blockchain, machine learning, and technology for education
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João Vitor Moreira
Masters Student in Education, admitted Autumn 2025
Graduate Program Assistant, Research Staff - OtherBioExperienced in AI development, data science, and software engineering, with hands-on work in content moderation and abuse detection systems. I design and evaluate models that balance safety and user experience, including human-in-the-loop workflows and bias-aware approaches. My research explores how information propagates across social networks and how bias emerges in AI-driven learning environments. Motivated to work in Trust & Safety to build scalable systems that protect users and promote healthy online communities.
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Tammy Moriarty
Executive Director, PLEX, Ctr. Sup. Exc. in Teaching
BioDr. Moriarty's work focuses on conducting professional development with high school teachers for CSET's Hollyhock Fellowship program as well as providing online coaching and support to teachers throughout the school year. Her experience includes being a secondary science teacher, a district science resource teacher, and school administrator. She holds a BS in Animal Physiology and Neuroscience from the University of California at San Diego, an MA in Educational Leadership from the University of San Diego, and a PhD in Leadership Studies, PK-12 Specialization from the University of San Diego. tmoriart@stanford.edu
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Miguel Morillas
Postdoctoral Scholar, Education
BioMiguel Morillas is a sociologist and organizational researcher working at the intersection of migration, organizations, and inequality. He is based at SCANCOR and works with Professor Tomás R. Jiménez in the Department of Sociology.
Miguel uses primarily ethnographic and qualitative methods to study how organizations shape the inclusion of migrants and ethnic minorities. He examines how migrants’ skills, identities, and life trajectories are recognized and valued, and how migrants, in turn, navigate and reshape organizational contexts. His broader interests include inclusion and exclusion, recognition, meaning-making, and organizational memory. He holds a PhD in Management and Organization from the Stockholm School of Economics. -
Marley Murrell
Ph.D. Student in Education, admitted Autumn 2024
SGSI Assistant, Vice Provost for Graduate EducationBioMarley Murrell, proudly from Tucson, Arizona, is a PhD student in the Curriculum and Teacher Education (CTE) program at Stanford University. She is also working on her PhD Minor in Comparative Studies in Race and Ethnicity (CSRE). Her scholarship is being supported by the Enhancing Diversity in Graduate Education (EDGE) Fellowship. Her current research interest are within mathematics education looking at teacher learning, professional development, and mathematics anxiety.
Prior to her studies at Stanford, Marley earned her Bachelors of Science in Mathematics with an emphasis in Education from the University of Arizona. While teaching, she earned her Master of Science in Mathematics Education from Northern Arizona University. In her teaching career she taught Algebra, Cambridge Algebra, Geometry, Cambridge Geometry, AVID 9, and Dual Enrollment College Algebra all at Amphitheater High School, her alma matter. As a high school teacher, she founded and ran the schools Girls Powerlifting Club. She also coached the school's Color Guard. -
Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022BioTom Nachtigal is a PhD student in the international and comparative education program. She's interested in researching how international organizations influence national civic education policies via promotion of social and emotional learning. Particularly, she's looking at how values of democracy, rule of law, human rights, and national identity are imbued in conflict-affected areas, in light of international education policies informed by SEL. Trained as an international lawyer, she served as a legal advisor in the Israeli government, practicing international law and human rights, an experience that informed her interests in civic education from the lens of international politics.
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Jessica Ann
Temp - Non-Exempt, Ctr. Sup. Exc. in Teaching
Staff, SAL Digital LearningBioJessica Ann is a program designer and creative technologist with 10+ years of experience leading initiatives that integrate emerging technologies into education and community learning spaces. As Manager of the AI Tinkery at the Stanford Accelerator for Learning, she led the launch of Stanford’s first cross-functional hub for AI literacy and upskilling — supporting peer-driven learning, responsible experimentation, and practical use of generative AI tools across diverse educational and operational teams. Jessica holds an MFA in Art + Technology from The Ohio State University and is passionate about building programs that advance equity, foster collaboration, and empower communities to shape the future with AI.
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Charlotte Notaras
Ph.D. Student in Education, admitted Autumn 2026
BioCharlotte Notaras is a doctoral student in the SHIPS Educational Policy program at Stanford’s Graduate School of Education. Her work sits at the intersection of policy design, implementation, and evaluation, with a focus on the systems and structures that states, districts, and schools need to drive continuous improvement in education. In her prior role as Lead Analyst at the National Center on Education and the Economy (NCEE), she studied high-performing education systems globally and supported a number of high-profile state policy initiatives, including the Blueprint for Maryland’s Future, Utah’s First Credential program, the Growing Michigan Together Council, and the Mississippi Legislative Education Study Group. Charlotte holds an MSc in Policy Evaluation from the University of Oxford and a BA in Psychology from Princeton University.
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Andre Nudelman
Entrepreneur In Residence, GSE Dean's Office
Affiliate, Lemann CenterBioAndre Nudelman, Doctor Honoris Causa
Andre was appointed as the Entrepreneur in Residence at Stanford University Graduate School of Education from September 2021 to August 2023, and since 2023 as the Entrepreneur in Residence at Stanford University Graduate School of Education- Lemann Center.
In recognition of his contributions to education and entrepreneurship, he was honored with the title of Doctor Honoris Causa by Universidade Estácio de Sá in Rio de Janeiro, Brazil, on January 29, 2025.
Joined StartX Board of Advisors (BoA) mentorship program in Jul 2025.
The Hebrew University of Jerusalem - Liaison Officer with Stanford Bio Design in May 2025.
Stanford GSE - Digital Learning Design Workshop: EDUC 254 - Mentor and Juror since Sep 2021.
Instructor - Stanford GSE - EDUC 404 - Topics on Brazilian Education - Lemann Center - Apr 2025 - Jun 2025.
Instructor - Stanford GSE EDUC 236 - Gen AI + EdTechs - Apr 2025 - Jun 2025.
Instructor at Lytics Seminar Stanford GSBGID 307 - GSE EDUC 407 - CS 407 - Apr 2024 - Jun 2024.
He has an extensive range of activities, including Private Equity with focus on Education, Entrepreneurship, Real Estate Investments, Agriculture, Non-profit organizations, and volunteer activities.
Among his past ventures, Maple Bear Schools Latin America, the largest franchised K-12 bilingual school chain in Latin America, sold in 2016.
Presently, he serves as an advisor of Addquire Private Equity, which he founded, that controls Comprehensive Education, that encompass Digital Media Academy (digitalmediaacademy.org), that offers Tech Courses in person and online to students from 3-18 years old globally; IC - International Comprehensive (icomprehensive.com), a school quality improvement system; IC Academy (icanadianacademy.com), a K-12 bilingual school chain; Nouvelle School a Early Childhood franchised chain (www.nouvelleschool.com); Interactive Health International (cyberpatient.ca), a simulation online system for medical education, and the philanthropic initiatives.
His philanthropic and volunteer activities include: Education + AI - The Nudelman Initiative (www.educall.org) in Brazil, former Chairman of the Canadian Council for The Americas BC for ten years; former Cabinet Campaign member for Emily Carr University of Art+Design; Advisory board member at McRae Institute for International Relations at Capilano University; Chairman of The Einstein legacy Project in BC at Hebrew University of Jerusalem; Ambassador of Vancouver Biennale; among others.
Now he is funding and coordinating the Education + AI in Action - The Nudelman Initiative, that is changing the public education in small towns in Brazil's Northeast region. www.educall.org -
Michael O'Key
Ph.D. Student in Education, admitted Autumn 2021
BioMichael O'Key is a fifth-year Ph.D. candidate in the Graduate School of Education, concentrating in Race, Inequality, and Language (RILE) and Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS), as well as second-year law student and Public Interest Law Fellow at University of California Los Angeles School of Law. His research examines the nexus between school access and student assignment policies, school segregation, and juvenile delinquency.
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Eghosa Obaizamomwan Hamilton
STEP Secondary English Clinical Associate, Stanford Teacher Education Program (STEP)
BioDr. Eghosa Obaizamomwan-Hamilton is a Black motherscholar who prioritizes scholarship in service of her community. She works in the Graduate School of Education at Stanford University, and prior to higher education, she was a K-12 educator for 16 years. Her broad research and teaching focus on Black Critical Race Theory, Black Educational Studies, Black Feminist Thought, intersectionality, critical pedagogy, and the sociology of race and education. She is the co-founder of the nonprofit organization Making Us Matter and co-founding editor of The Black Educology Mixtape “Journal”. Her scholarship investigates the complex intersections of race, identity, gender, and education, and is published in peer-reviewed journals such as Harvard Educational Review, Equity & Excellence in Education, Race Ethnicity and Education, and Educational Studies. Her first book, Articulations, A Radical Methodology for Black Pedagogy: Redefining Education through Black Women’s Hair Experiences, is published through Routledge. Drawing on 18 years of experience, her writing, teaching, and research intersect to explore interdisciplinary themes deeply informed by and engaging with Black intellectual traditions.
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Jelena Obradović
Professor of Education
Current Research and Scholarly InterestsAdaptation, resilience, and developmental psychopathology of disadvantaged children populations; Stress reactivity and biological sensitivity to contextual influences; Executive function and self-regulatory abilities; Effects of risk, adversity, and social status on children’s development.
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Yura Oh
Affiliate, Artiles Program
BioYura is a master's student in the International Comparative Education program. With a strong interest in community engagement, she is also pursuing the Research-Practice Partnership certification.
Before coming to Stanford, Yura was a secondary school teacher in South Korea, teaching Korean language, ethics, and pedagogy. During this time, she led school activities on multicultural education, digital literacy, and global citizenship education while also managing EdTech initiatives and school public relations. Yura later worked as a program specialist at the Korean National Commission for UNESCO, supporting literacy education projects for Jordanian women and Uruguayan inmates. She also organized the International Forum on Korea-Africa Education Cooperation, highlighting outcomes in non-formal education, digital education, and vocational training.
Yura believes in the power of educators and communities to advance educational equity. Her research interests include (1) teachers’ professional development in global citizenship education (with culturally responsive teaching strategies), (2) how the programs and structures of philanthropic organizations influence beneficiaries to become donors within their communities, (3) the relationship between transnational language practices and identity formation among immigrant teachers and youth, and (4) how community-based educational spaces can either dismantle or reinforce racial and ethnic inequities. -
John Onuigbo
Masters Student in Education, admitted Autumn 2026
BioJohn Onuigbo is an education innovator and social entrepreneur whose work focuses on helping students in vulnerable communities gain the skills and confidence to thrive in the future workforce, regardless of the limitations of their environment. His mission lies at the intersection of education, entrepreneurship, and technology, where he creates transformative learning opportunities that bridge access and possibility for young people across Nigeria and beyond.
John is the founder and chief executive officer of Foris Labs, a virtual science laboratory that enables secondary school students to perform experiments in physics, chemistry, and biology through interactive digital simulations. Built in response to the limited access to functional laboratories in many Nigerian schools, Foris Labs is redefining how science is taught and experienced. The platform has been adopted by leading schools across the country, helping students understand core scientific concepts and teachers deliver more engaging lessons.
Alongside this, John founded Stemnovo NG, an initiative that empowers young people in rural and semi-urban communities with practical skills in coding, robotics, and entrepreneurship. Since its inception, the program has reached over 17,000 students, providing them with the tools to turn curiosity into innovation. Many participants have gone on to win national and international innovation competitions and develop technology-driven solutions to local challenges.
In recognition of his impact, John became the first African to win the Stanford Center on Longevity Design Challenge in 2021, a global innovation competition that celebrates creative solutions advancing learning, health, and wellbeing. His leadership has also guided students to victories in major programs, including the Diamond Challenge, Beyond School Community Challenge, the World Affairs Challenge, and the UK–Nigeria Debate Championship. He won The Future Awards Africa Prize for Education 2025 and was named a Dalai Lama Fellow for the year 2026.
John served as the youngest member of the South East Development Commission’s Venture Capital Advisory Committee, where he contributed to developing a framework for a $50M VC fund focused on youth-focused innovation and entrepreneurship development across the region. In 2025, he was named a Social Shifters Fellow and appointed to the Social Shifters Global Youth Council, where he works alongside young leaders around the world to promote inclusive and sustainable innovation.
