Graduate School of Education
Showing 301-400 of 514 Results
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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, GSE Dean's Office
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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Davíd Morales
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsDavíd's research examines the pedagogical contributions of social movements and education activists, as well as their responses to colonial, (neo)liberal, and militarized logics that govern schools and racialized geographies across the U.S. and Latin America.
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Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022
Master of Arts Student in Political Science, admitted Spring 2024BioTom 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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Gabe Nitro
Master of Arts Student in Education, admitted Summer 2024
BioGabriel (Gabe) Nitro is a current Master's student at the Graduate School of Education (GSE) in the Stanford Teacher Education Program (STEP). He is interested in course design in STEM courses, specifically chemistry at the secondary and university level. Gabe holds a B.Sc. degree in Biochemistry with a minor in Science Education from the University of California, Los Angeles (UCLA). As an undergraduate student, he facilitated dozens of STEM courses as a Learning Assistant (LA), an Undergraduate Assistant (UA), and as a Peer Learning Facilitator (PLF). Moreover, he worked as a contracted employee for Macmillan Learning where he reviewed, created, and compiled materials for multiple chemistry-related projects. He conducted research in the Department of Anthropology under Dr. Kremer-Sadlik to investigate emotional work, the neoliberal subject, and pressure in children using ethnographic data from the Sloan Center on the Everyday Lives of Families (CELF) at UCLA. Additionally, he conducted research in the Cousins Center for Psychoneuroimmunology (PNI) under Dr. Boyle to investigate the nature of inflammation and anxiety in older adults. His recent research interests include the intersection of psychological disorders (particularly anxiety disorders), content design, and curriculum implementation in STEM courses at the secondary and university level.
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Sarah Novicoff
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Other Tech - Graduate, Loeb ProgramBioSarah Novicoff is a PhD student in Educational Policy at Stanford's Graduate School of Education. In her doctoral education, she studies how state policies have affected vulnerable subgroups of K-12 students (e.g., low-income students, English Language Learners, students with disabilities) with a specific focus on early literacy. Prior to graduate school, Sarah worked as a middle school teacher and as a Research Intern at the Brookings Institute Center on Education Policy in Washington, D.C. Sarah holds a B.A. in History with Honors from Brown University where she graduated magna cum laude.
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Andre Nudelman
Entrepreneur In Residence, GSE Dean's Office
Affiliate, Lemann CenterBioAndre Nudelman was appointed as Entrepreneur in Residence at Stanford University Graduate School of Education in September 2021 and in 2023 became the Entrepreneur in Residence at GSE Lemann Center. He has an extensive range of activities, including Private Equity with focus on Education, Entrepreneurship, Real Estate Investments, Agriculture, Art Collection, Non-profit organizations, and volunteer activities.
Beside co-teaching the Lytics Seminar at Stanford (GSE-EDUC 407, GSBGID307 and CS407), Mr. Nudelman has been invited to present at summits, seminars, conventions, and at Stanford multiple courses, UC Berkeley and Harvard Graduate School of Education.
Among his past ventures, Maple Bear Schools Latin America, the largest franchised K-12 bilingual school chain in Latin America, sold in 2016.
Presently, through Addquire Private Equity (addquire.com), he controls:
- Digital Media Academy (digitalmediaacademy.org), a company that offers Tech Courses in person and online to students from 3-18 years old globally.
- International Comprehensive (icomprhensive.com), a school quality improvement system
- International Canadian Academy (icanadianacademy.com), a K-12 bilingual school franchising chain
- Interactive Health International (cyberpatient.ca), a simulation online system for medical education
- Nouvelle School, an Early Education Franchising and company owned chain (nouvelleschool.com)
His philanthropic and volunteer activities include Former Chairman of the Canadian Council for The Americas BC for ten years; Cabinet Campaign member for Emily Carr University of Art+Design; Former Advisory board member at McRae Institute for International Relations at Capilano University; Former Chairman of The Einstein legacy Project in BC at Hebrew University of Jerusalem; Ambassador of Vancouver Biennale; Head of The Nudelman Family Trust, 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 -
Arinze Obiezue
MBA, expected graduation 2026
Master of Arts Student in Education, admitted Winter 2025BioArinze is an MBA Candidate at the Stanford Graduate School of Business and an MA Education Candidate at the Stanford Graduate School of Education. He's passionate about emerging applications of synthetic media in gaming, education, and mental health.
Before Stanford, Arinze worked in venture capital across Kenya and Nigeria as part of the investment team at The Fund for Africa's Future (aka. Future Africa), helping drive investments into some of Africa's top startups. He’s also the co-founder and publisher of Kenga, an independent culture publication documenting the ideas, personalities, and cultures shaping African Gen Z communities on the continent and in the diaspora. Arinze started off his career as a content designer at Meta in London, where he worked on product features aimed at limiting the spread of sensitive content on Facebook and Instagram. While at Meta, Arinze co-founded EarlyAdmit, a coaching platform that helped high-achieving students from underrepresented minority backgrounds get admitted to the top MBA programs in the world. EarlyAdmit was acquired in 2023 by Tequire.
Arinze joined Meta after graduating valedictorian of his class at the African Leadership University (ALU) in Mauritius with a first-class honours degree in Business Management, then left Meta to pursue a master’s degree in Global Affairs with a focus on AI Policy at Tsinghua University, where he was a Schwarzman Scholar and a China Oceanwide Fellow. In 2020, he became the first-ever student from an African university to be offered admission to the competitive deferred MBA programs at both Harvard Business School and Stanford Graduate School of Business.
Arinze currently sits on the Advisory Board of the Queer African Network (QAN), a nonprofit building digital platforms and third spaces for Africa's queer community to find community, resources, and opportunities. He also briefly served as the Managing Editor of 'A Nasty Boy', Nigeria's first LGBTQ+ publication, where he helped bring visibility to the stories of a community thriving against all odds in one of Africa's most violently homophobic countries.
Arinze is a 2017 recipient of The Diana Award and, in 2021, served as a Judge for the prestigious social impact award created in honour of the Late Princess Diana. In 2023, RIVET recognised Arinze as one of the 20 young people in the world, catalyzing the youth revolution through social innovation and entrepreneurship. For his work building Kenga, a creative platform that helps shift the narrative of Africa towards better stories about the African experience, Arinze was also named a 2023 Kekere Storyteller Prize Champion. In 2024, the Skoll Foundation selected Arinze as a Skoll Fellow among a cohort of 33 other global changemakers leading impactful organisations in their communities. -
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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Jonathan Osborne
Kamalachari Professor of Science Education, Emeritus
BioMy research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science. In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have worked on four major projects in argumentation. The first from 1999-2002 was on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning funded by the Nuffield Foundation. From 2007-2010 I was co-PI on the project 'Learning to Teach Ideas, Evidence and Argument in School Science' which explored how to build teachers competency with the use of this pedagogy in four schools. Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science. Some of this work can be found on the website:
http://scientificargumentation.stanford.edu/
My other area of interest in pedagogy is the teaching of reading and the facilitation of discussion. I have published a book entitled 'Language and Literacy in Science Education' and we are just completing a five year IES funded project - 'Catalyzing Comprehension through Discussion and Debate' exploring how we can support the teaching of reading in science. We have developed a web site with some of our materials:
http://serpmedia.org/rtl/
And a MOOC called 'Reading to Learn in Science" which is offered by NovoEd and will be run again from Jan 13, 2016 for 12 weeks.
Finally, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7) and have several publications in this field. -
Brad Osgood
Professor of Electrical Engineering and, by courtesy, in Education
BioOsgood is a mathematician by training and applies techniques from analysis and geometry to various engineering problems. He is interested in problems in imaging, pattern recognition, and signal processing.
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Amado Padilla
Associate Dean for Faculty Affairs and Professor of Education
Current Research and Scholarly InterestsCurrent projects include: (a) the development of models of ethnic identity that incorporate social cognition theory and social identity; (b)acculturation stress and mental health status across three generations of Latinos; (c) home, school and community protective factors that empower Latino students to succeed academically; (d) learning of Mandarin by high school students in summer intensive programs vs. students in regular high school world language classes; and (e) student language and academic content learning in a Mandarin/English dual language immersion program.
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Eujin Park
Assistant Professor of Education
BioDr. Park is an Assistant Professor at the Graduate School of Education at Stanford University. Dr. Park draws upon critical theories of racialization, Asian American Studies, and community engaged research to examine how Asian American families negotiate with race in and through educational institutions. She recently conducted an ethnographic investigation of community-based educational spaces in the Chicago-area Asian American community, which highlighted the role of community spaces in youths’ educational experiences and understandings of racializing discourses. In addition to publishing and presenting her work in multiple academic venues, Dr. Park draws upon her research in her work with Asian American and other youth of color in community-based organizations. She earned her Ph.D. in Educational Policy Studies from the University of Wisconsin-Madison with a concentration in Social Sciences and a Minor in Qualitative Methods. She also holds an M.A. from UW-Madison and a B.A. from the University of California, Berkeley.
Prior to joining the faculty, Dr. Park was an IDEAL Provostial Fellow, part of the inaugural cohort of early-career scholars of race and ethnicity at Stanford University. Prior to that, she was a Postdoctoral Research Associate at the Institute for Research on Race and Public Policy (IRRPP) at the University of Illinois-Chicago. -
Roy Pea
Director, H-STAR, David Jacks Professor of Education and Professor, by courtesy, of Computer Science
Current Research and Scholarly Interestslearning sciences focus on advancing theories, research, tools and social practices of technology-enhanced learning of complex domains
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Francis Pearman
Assistant Professor of Education
BioFrancis A. Pearman is an Assistant Professor of Education in the Graduate School of Education at Stanford University. His research focuses on how poverty and inequality shape the life chances of children, especially in rapidly changing cities. Pearman holds a Ph.D. and M.Ed. from Vanderbilt University and a B.S. from the University of Virginia.
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David Plank
Professor (Research) of Education, Emeritus
BioDavid Plank is Co-Director of the Lemann Center for Entrepreneurship and Innovation in Brazilian Education. He served as Executive Director of Policy Analysis for California Education (PACE) for 11 years, retiring in 2018. Before joining PACE Plank was a Professor at Michigan State University, where he founded and directed the Education Policy Center. He was previously on the faculties at the University of Pittsburgh and at the University of Texas at Dallas, where he taught courses and conducted research in the areas of educational finance and policy. He received his Ph.D. from the University of Chicago in 1983. Plank is the author or editor of six books, including the AERA Handbook of Education Policy Research. He has published widely in a number of different fields, including economics of education, history of education, and educational policy. His current interests include the role of the State in education, and the relationship between academic research and public policy. In addition to his work in the United States, Plank has served as a consultant to international organizations including the World Bank, the United Nations Development Program, the Organization for Economic Cooperation and Development, the United States Agency for International Development, the Ford Foundation, and also to governments in Africa and Latin America.
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Denise Pope
Senior Lecturer in Education
Current Research and Scholarly InterestsDr. Pope is co-founder of Challenge Success, a research and intervention project that aims to reduce unhealthy pressure on youth and champions a broader vision of youth success. Challenge Success is an expanded version of the SOS: Stressed-Out Students project that Dr. Pope founded and directed from 2003-2008. She lectures nationally on parenting techniques and pedagogical strategies to increase student well-being, engagement with learning, and integrity.
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Ann Porteus
Senior Lecturer in Education
BioNo research activity. Interests in interpersonal/group dynamics, team building, leadership development, and multicultural education.
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Walter W. Powell
Jacks Family Professor and Professor, by courtesy, of Communication, of Sociology and of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsPlease go to my webpage for more info on research:
https://woodypowell.com -
Francisco Ramirez
Vida Jacks Professor of Education and, by courtesy, of Sociology
On Partial Leave from 09/01/2024 To 12/31/2024Current Research and Scholarly InterestsGlobalization and impact of human rights regime;rise of human rights education and analysis of civics, history, and social studies textbooks; transformations in the status of women in society and in higher education; universities as institutions and organizations;education, science and development
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sean reardon
Professor of Poverty and Inequality in Education, Senior Fellow at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Sociology
Current Research and Scholarly InterestsThe causes and patterns of racial/ethnic and socioeconomic achievement disparities;
The effects of school integration policies on segregation patterns and educational outcomes;
Income inequality and its educational and social consequences.
http://cepa.stanford.edu/sean-reardon -
Byron Reeves
Paul C. Edwards Professor of Communication and Professor, by courtesy, of Education
BioByron Reeves, PhD, is the Paul C. Edwards Professor of Communication at Stanford and
Professor (by courtesy) in the Stanford School of Education. Byron has a long history of
experimental research on the psychological processing of media, and resulting responses and
effects. He has studied how media influence attention, memory and emotional responses and has
applied the research in the areas of speech dialogue systems, interactive games, advanced
displays, social robots, and autonomous cars. Byron has recently launched (with Stanford
colleagues Nilam Ram and Thomas Robinson) the Human Screenome Project (Nature, 2020),
designed to collect moment-by-moment changes in technology use across applications, platforms
and screens.
At Stanford, Byron has been Director of the Center for the Study of Language and Information,
and Co-Director of the H-STAR Institute (Human Sciences and Technologies Advanced
Research), and he was the founding Director of mediaX at Stanford, a university-industry
program launched in 2001 to facilitate discussion and research at the intersection of academic
and applied interests. Byron has worked at Microsoft Research and with several technology
startups, and has been involved with media policy at the FTC, FCC, US Congress and White
House. He is an elected Fellow of the International Communication Association, and recipient of ICA Fellows book award for The Media Equation (with Prof. Clifford Nass), and the Novim Foundation Epiphany Science and Society Award. Byron’s PhD in Communication is from Michigan State University. -
Rob Reich
McGregor-Girand Professor of Social Ethics of Science and Technology, Senior Fellow at the Stanford Institute for HAI, Professor, by courtesy, of Education, of Philosophy and Senior Fellow, by courtesy, at FSI
BioRob Reich is professor of political science and, by courtesy, professor of philosophy and at the Graduate School of Education. He is a co-director of the Center on Philanthropy and Civil Society (publisher of the Stanford Social Innovation Review), and associate director of the Institute for Human-Centered Artificial Intelligence. He was faculty director at the Center for Ethics in Society for eight years, and he continues to lead its ethics and technology initiatives.
His scholarship in political theory engages with the work of social scientists and engineers. His newest work is on ethics and AI. His most recent books are System Error: Where Big Tech Went Wrong and How We Can Reboot (with Mehran Sahami and Jeremy M. Weinstein, HarperCollins 2021) and Digital Technology and Democratic Theory (edited with Lucy Bernholz and Hélène Landemore, University of Chicago Press 2021). He has also written widely about philanthropy, including Just Giving: Why Philanthropy is Failing Democracy and How It Can Do Better (Princeton University Press, 2018) and Philanthropy in Democratic Societies: History, Institutions, Values (edited with Chiara Cordelli and Lucy Bernholz, University of Chicago Press, 2016). His early work is focused on democracy and education, including Bridging Liberalism and Multiculturalism in American Education (University of Chicago Press, 2002) and Education, Justice, and Democracy (edited with Danielle Allen, University of Chicago Press, 2013). He has written for the New York Times, Washington Post, Wired, The Guardian, and the Stanford Social Innovation Review.
Rob is the recipient of multiple teaching awards, including the Walter J. Gores award, Stanford’s highest honor for teaching. He was a sixth grade teacher at Rusk Elementary School in Houston, Texas before attending graduate school. He is a board member of the magazine Boston Review, of Giving Tuesday, and at the Spencer Foundation. -
Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
BioAlma Rodriguez is a first-year Ph.D. student at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio and Dr. Christine Min Wotipka. Alma is a DACA (Deferred Action for Childhood Arrivals) recipient who earned her Bachelor of Arts in Sociology with highest honors from the University of California, Berkeley. Her research interest focuses on the undocumented student population. During her undergrad, Alma completed her senior honor’s thesis under the supervision of the Sociology department at UC Berkeley. Her qualitative research focused on how undocumented students navigate the higher education pipeline. Particularly, Alma is interested in understanding how undocumented students obtain cultural capital and in what ways they implement it in their communities.
Alma’s research focus at Stanford aims to shed light on undocumented Latina student mothers navigating higher education. Specifically, examining how the intersectionality of their identities such as gender, immigration status, and race has constituted a new set of challenges that have shaped their experiences navigating institutions of higher education. -
Marcos Rojas Pino
Ph.D. Student in Education, admitted Autumn 2022
BioI am a physician from Chile, passionate about medical education and educational technologies. My research focuses on the use of artificial intelligence, virtual reality, and augmented reality in medical education. I am actively developing tools that leverage artificial intelligence to enhance and evaluate clinical reasoning among healthcare professionals.
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Jonathan Rosa
Associate Professor of Education and, by courtesy, of Linguistics, of Anthropology and of Comparative Literature
On Leave from 09/01/2024 To 12/31/2024Current Research and Scholarly InterestsI am currently working on two book projects through which I am continuing to develop insights into ethnoracial, linguistic, and educational formations. The first offers frameworks for understanding ethnoracial contradictions across distinctive societal contexts by interweaving ethnographic analysis of diasporic Puerto Rican experiences and broader constructions of Latinidad that illustrate race and ethnicity as colonial and communicative predicaments. The second spotlights decolonial approaches to the creation of collective well-being through educational and societal transformations based on longstanding community collaborations in Chicago.
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Maria Ruiz-Primo
Associate Professor of Education
BioMaria Araceli Ruiz-Primo is an Associate Professor at the Graduate School of Education, Stanford University. Her work, funded mainly by the National Science Foundation and the Institute of Education Sciences, examines assessment practices and the assessment of student learning both in the classroom and in large-scale assessment programs. Her publications address the development and evaluation of multiple learning assessment strategies, including concept maps and students’ science notebooks, and the study of teachers’ informal and formal formative assessment practices, such as the use of assessment conversations and embedded assessments. She also has conducted research on the development and evaluation of assessments that are instructionally sensitive and instruments intended to measure teachers’ formative assessment practices. Recently she has worked on the analysis of state testing programs. She was co-editor of a special issue on assessment in the Journal of Research in Science Teaching and a special issue on classroom assessment in the Journal of Educational Measurement. She has published in Science, Educational Measurement: Issues and Practices, the Journal of Research in Science Teaching, and other major technical educational research journals.
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Shima Salehi
Assistant Professor (Research) of Education
BioShima Salehi is a Research Assistant Professor at Stanford Graduate School of Education, and the director of IDEAL research lab, the research component of Stanford IDEAL initiative to promote inclusivity, diversity, equity and access in learning communities. Her research focuses on how to use different instructional practices to teach science and engineering more effectively and inclusively. For effective science and engineering education, Dr. Salehi has studied effective scientific problem-solving and developed empirical framework for main problem-solving practices to train students in. Based on these findings, she has designed instructional activities to provide students with explicit opportunities to learn these problem-solving practices. These activities have been implemented in different science and engineering courses. For Inclusive science and engineering, she examines different barriers for equity in STEM education and through what instructional and/or institutional changes they can be addressed. Her recent works focus on what are the underlying mechanisms for demographic performance gaps in STEM college education, and what instructional practices better serve students from different demographic backgrounds. Salehi holds a PhD in Learning Sciences and a PhD minor in Psychology from Stanford University, and received a B.Sc. degree in Electrical Engineering from Sharif University of Technology, Iran. She is the founder of KhanAcademyFarsi, a non-profit educational organization which has provided service to Farsi-speaking students, particularly in under-privileged areas.
