Graduate School of Education
Showing 451-460 of 543 Results
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Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and Ethnicity
Master of Arts Student in Sociology, admitted Autumn 2024BioTamara Nicole Sobomehin is a PhD student at the Stanford Graduate School of Education, specializing in Learning Sciences and Technology Design, as well as Curriculum Studies and Teacher Education (Science, Engineering, and Technology). Alongside her four amazing children and husband, Olatunde, she centers the principles of Love and Ujima (collective work and responsibility) and works to advance social sustainability and restorative community and school design. Her research examines joyful learning, positive design, equity in Ed|TECH|Edu, and community-centered learning ecologies to generate scholarship and technologies that advance a praxis of care, connectedness, and creativity.
Tamara is passionate about empowering children with access to meaningful experiences that support interest and agency in their learning. She is serving her second term as an elected school board trustee for the Ravenswood City School District (2018-2022; 2022-2026) and is a co-founder and the Chief Education Officer at StreetCode Academy—an award-winning tech education organization with a mission to empower communities of color with the mindsets, skills, and access to participate in the innovation ecosystem. At StreetCode Academy, Tamara creates and supervises all learning initiatives, helping community members develop creative confidence and technical skills in coding, entrepreneurship, and design.
Tamara holds a BA in Psychology from Stanford University, an MEd in Educational Leadership and Policy Studies from the University of Texas, Arlington, and a PhD minor in Comparative Studies in Race and Ethnicity from Stanford University. -
Guillermo Solano-Flores
Professor of Education
Current Research and Scholarly InterestsCurrent research projects examine academic language and testing, formative assessment practices for culturally diverse science classrooms, and the design and use of illustrations in international test comparisons and in the testing of English language learners.
