Graduate School of Education
Showing 401-500 of 600 Results
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Amado Padilla
Associate Dean for Faculty Affairs and Vida Jacks 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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Kathryn Pandes
Communications Manager, John Gardner Center
Current Role at StanfordCommunications Associate, John W. Gardner Center for Youth and Their Communities, Stanford Graduate School of Education
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Anna Parenteau
Postdoctoral Scholar, Education
BioPostdoctoral Fellow at the Stanford Center on Early Childhood
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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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Julia Poel
Ph.D. Student in Education, admitted Autumn 2025
Graduate Program Assistant, GSE Centers and ProgramsBioJulia Grace Marie Poel is a PhD student in Curriculum Studies and Teacher Education, specializing in Science, Engineering, and Technology Education. She is also pursuing a cross-area specialization in Learning Sciences and Technology Design. Julia’s research focuses on the intersection of education policy, curriculum studies, and teacher education. She has a specific interest in how the integration of sustainability and multiple knowledge systems can bridge civic and science education.
Before beginning her studies at Stanford, Julia received her MA in Education Policy from Teachers College, Columbia University, and her BS in Elementary Education with a minor in Spanish from the University of Illinois Urbana-Champaign. Julia contributed to a variety of projects in K-12 education policy and science education at both institutions. For example, in a collaborative project between the Center for Educational Equity at Teachers College and the Youth Advocacy and Policy Lab at Harvard Law School, Julia had the opportunity to develop a conceptual model for civic education. At the University of Illinois Urbana-Champaign, Julia designed and facilitated professional learning experiences for K-12 teachers to support them in co-designing and customizing curriculum materials to be transdisciplinary and sustainability-centered. Julia also served as a K-2 science instructor at an elementary school in Harlem, New York, while completing her MA.
Julia is passionate about research and initiatives that aim to create equal opportunities for all students. She believes the intersection of science and civic education presents a critical opportunity to engage students in learning experiences that are relevant to their lives and communities. Julia believes science and civic education can empower students to design solutions that socially, scientifically, and technologically improve the world. -
Denise Pope
Senior Lecturer in Education
Current Research and Scholarly InterestsDr. Pope is co-founder of Challenge Success, a research and intervention non-profit affiliated with the GSE that aims to improve student experiences in K-12 schools 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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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 -
Tairan Qiu
Assistant Professor of Education
BioI, 邱泰然, Tairan Qiu (she/her/她), am an Assistant Professor of English Language Arts and Literacy Education in the Graduate School of Education. Prior to my doctoral studies, I was an ELA and ESOL teacher. As a transnational migrant and East Asian woman, my research is at the intersection of language, literacy, culture, race, gender, and im/migration. My research agenda is oriented around critically unpacking the dynamic language and literacy practices of transnational youth and families, centering their stories and experiences to shape research-informed change in their schools, communities, and homes, and sustaining their whole cultural, linguistic, and literate repertoire.
I am committed to working in and with historically marginalized communities through community-centered research, teaching, and service. For example, funded by the Community Literacies Collaboratory, I am the co-founder of the University of Houston-Project Row Houses Community Literacies Center in Third Ward, Houston, TX. This arts-based Community Literacies Center offers weekly multiliteracies events for predominantly Black, Asian, Latiné, and translingual children, youth, and caregivers, where they celebrate their vibrant literacy practices in community with one another. Currently, I am working with a collective of nine transnational Girls of Color to narrate their transnational and translingual literacies and advocacy in and across their respective communities. -
Francisco Ramirez
Vida Jacks Professor of Education, Emeritus
Current 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, Sr Fellow at the Stanford Institute for HAI, Professor, by courtesy, of Education, of Philosophy, of Law and Senior Fellow, by courtesy, at the Freeman Spogli Institute
BioRob Reich is the McGregor-Girand Professor of Social Ethics of Science and Technology at Stanford University. In 2024-25, Rob was on public service leave as Senior Advisor to the United States Artificial Intelligence Safety Institute.
His scholarship in political theory engages with the work of social scientists and engineers. His newest work is on governance of frontier science and technology. 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 testified before Congress and written widely for the public, including for the New York Times, Washington Post, Wired, Time Magazine, The Atlantic, 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 and at the Spencer Foundation. He helped to create the global movement #GivingTuesday and served as its inaugural board chair. -
Ana Trindade Ribeiro
Senior Research Data Lead, SAL Policy
Current Role at StanfordSenior Research Associate at SCALE Initiative
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Maria Luiza Rocha Bueno
Ph.D. Student in Education, admitted Autumn 2025
BioMaria Luiza Rocha Bueno is a PhD student in Global and Comparative Education at Stanford University. Her research examines how grassroots social movements engage the State to advance alternative educational projects committed to social transformation, with a current focus on the Landless Workers’ Movement (MST) and teacher education programs in Brazil. More broadly, she is interested in critical pedagogy, popular education and alternative educational projects. Maria Luiza holds a bachelor’s degree in Mathematics and an MA in Education.
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Alma Rodriguez
Ph.D. Student in Education, admitted Autumn 2024
Research Asst - Graduate, John Gardner CenterBioAlma Rodriguez is a third-year Ph.D. candidate at Stanford’s Graduate School of Education, specializing in Sociology of Education under the supervision of Dr. Anthony Lising Antonio. 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.
At Stanford University, Alma's research sits at the intersection of social movements, undocumented student activism, and higher education. Her work examines how undocumented students in California engage in hidden forms of activism and strategic adaptation, navigating visibility, risk, and resistance in response to shifting political climates. Drawing on non-visible, everyday activism and social movement scholarship, Alma explores how undocumented students resist, and continue to exercise their political voice when visibility imposes existential risks.
A qualitative scholar by training, Alma conducts ethnographic fieldwork inside Dream Centers, centering the lived experiences and political agency of undocumented students as her primary unit of analysis. -
David Rogosa
Associate Professor of Education, Emeritus
Current Research and Scholarly InterestsStatistical issues in educational assessment; analysis of longitudinal data.
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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
Current Research and Scholarly InterestsI am currently working on two book projects through which I am continuing to develop frameworks for understanding ethnoracial, linguistic, and educational formations. The first examines racial reckonings 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 Rosales
Rsch Admstr 1, SAL Early Childhood Education
Current Role at StanfordAs a Research Administrator, Maria provides vital administrative and operational support, including managing financial transactions, coordinating conferences and events, arranging and reconciling travel for faculty and visitors, and assisting with the formatting and editing of academic papers.
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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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Naama Sadan
Postdoctoral Scholar, Education
BioNaama Sadan is a postdoc at the Stanford Graduate School of Education and an affiliate of the Ardoin Socioecology Lab. She is a former high-school teacher and current researcher working on fostering cultural shifts toward sustainability in institutions. Originally from Jerusalem, Israel, she completed her Ph.D. at the Hebrew University, conducting fieldwork in California as a visiting student researcher at UC Berkeley. Her dissertation focused on integrating eco-literacy into California school districts. At Stanford, her research explores the role of rituals in promoting environmental education and sustainable behaviors in both religious and non-religious contexts. Naama also consults for the California Eco-Literacy Initiative (CALEI) and serves as co-chair of the Applied Collaboratory for Religion and Ecology (ACRE), a Stanford-based initiative. In addition to writing, she finds joy in other creative outlets as a permaculture designer, translator and teacher of mystical texts, and floral artist. Naama is always eager to connect with others passionate about cultural work that reconnects individuals and institutions with the earth.
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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.
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Beth Schueler
Associate Professor of Education
BioBeth Schueler is an Associate Professor of Education at Stanford University. She studies education policy, politics, and governance. Her goal is to understand the political dimensions of educational policymaking to help policymakers and practitioners improve school systems and better serve students. Much of her work has focused on efforts to improve U.S. K-12 schools and districts that have been labelled low-performing. She uses both quantitative and qualitative research methods, often in partnership with state and local educational agencies, to study topics including accountability policy, school and district turnaround, state takeovers of school districts, school board governance, public opinion, (de)centralization, education leadership, individualized instruction, the development of civic competencies, and more. Prior to Stanford, she was on the faculty at the University of Virginia and was a postdoctoral research fellow at the Harvard Kennedy School of Government.
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Daniel Schwartz
Dean of the Graduate School of Education and the Nomellini & Olivier Professor of Educational Technology
Current Research and Scholarly InterestsInstructional methods, transfer of learning and assessment, mathematical development, teachable agents, cognition, and cognitive neuroscience.
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Ranjeshni Sharma
Administrative Manager, John Gardner Center
Current Role at StanfordAdministrative Manager
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Rich Shavelson
Margaret Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsAssessment of learning in higher education (including the Collegiate Learning Assessment); accountability in higher education; higher education policy.
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Bernardo Silveira
Ph.D. Student in Education, admitted Autumn 2025
BioBernardo Silveira is an education journalist, high school teacher, and teacher educator with over a decade of teaching experience. His foundational education includes a bachelor's degree in Portuguese Language and Literatures from Universidade Salgado de Oliveira. Besides furthering his expertise through postgraduate specializations in New Trends in Education and Student Focus, Technologies Applied to Education, and Higher Education Teaching and Active Methodologies, Bernardo earned a master's degree in Education with a specialization in Innovation in Education from the University of Lisbon. He is currently a doctoral student in Education at Stanford University, focusing on Curriculum Studies and Teacher Education, as well as Learning Sciences and Technology Design.
Bernardo's research focuses on teacher education and the integration of digital technologies in education. He is passionate about community- and design-based research that engages teachers in educational discussions, democratizes access to technologies, and advocates for supportive public policies. Beyond his academic pursuits, Bernardo has a proven record of authoring didactic materials, developing curricula and MOOCs, and managing pedagogical initiatives. -
Rebecca D. Silverman
Judy Koch Professor
Current Research and Scholarly InterestsMy research focuses on early language and literacy development and instruction.
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Sanne Smith
Senior Lecturer of Education
BioSanne Smith is the director of the master’s program in education data science and a lecturer at Stanford Graduate School of Education.
Her research interests center around the study of social networks and the creation of thriving, diverse contexts. She has studied, for example, why adolescents tend to segregate within schools, how interdisciplinary centers boost scholar productivity and how social capital within neighborhoods offsets ethnic health inequalities. Her work has appeared in the American Journal of Sociology, Social Networks, Research Policy and Social Science Research.
Her teaching includes courses that introduce students to coding, data wrangling and visualization, supervised and unsupervised machine learning (e.g., hierarchical linear modeling, structural equation modeling, factor and principal component analysis), and interpretation of quantitative data.
Prior to directing the GSE master’s program in education data science, she worked as a research scientist at the Center for Population Health Sciences at Stanford and carried out national survey collection for the Children for Immigrants Longitudinal Survey in Four European Countries in the Netherlands. -
Olatunde Sobomehin
Adjunct Lecturer, GSE Faculty Affairs
BioOlatunde Sobomehin is the 2025 Distinguished Practitioner in Residence at the Stanford Graduate School of Education and the Stanford Accelerator for Learning. As a student at Stanford from 1998 to 2003, he held leadership positions in Alpha Phi Alpha, Nu Sigma Chapter, the NAACP, and STeP Up (Students using Technology to Empower People for United Progress), a student group he founded. He also led a public speaking course in the School of Engineering and competed on Stanford’s Top-25 Men’s Basketball team, where he was voted Most Inspirational Player (2003). Since graduating, he has taught courses through the Stanford Haas Center for Public Service and the Stanford d.school, where he also co-authored the book Creative Hustle with sam seidel.
In 2014, Olatunde co-founded StreetCode Academy, an East Palo Alto–based nonprofit that offers free technology education to communities of color. Under his leadership, StreetCode has become a national model for community-based innovation, serving more than 3,000 students annually and delivering over 50,000 hours of free instruction. His body of work has earned him recognition as a 2018 Aspen Institute Scholar, a 2019 Praxis Fellow, and a 2020 Social Entrepreneurship Fellow at Stanford University.
Most recently, he has delivered academic presentations at two international conferences: the International Society of the Learning Sciences (ISLS) Conference in Finland and the ACM Global Computing Education Conference in Botswana, where he shared hands-on strategies for advancing the social and societal impacts of computing. He frequently speaks on community-centered innovation, equity in technology education, and creative leadership, and has served as a guest lecturer in courses across engineering, education, and design.
Olatunde and his wife, Tamara, reside in East Palo Alto, CA, and are the blessed parents of four children: Olatayo and Temilola, students at Stanford University; Tatiola, a freshman at USC; and Olataiye, an eighth grader. -
Tamara Nicole Sobomehin
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Student in Education, admitted Autumn 2021
Ph.D. Minor, Comparative Studies in Race and EthnicityBioTamara Nicole Sobomehin is a PhD student at the Stanford Graduate School of Education, specializing in Learning Sciences and Technology Design and Curriculum Studies & Teacher Education (Science, Engineering, and Technology), with a PhD minor in Comparative Studies in Race and Ethnicity. Alongside her four amazing children and her husband, Olatunde, she centers the principles of Love and Ujima to embody the commitment to collective work and responsibility required to advance social sustainability and restorative community and school design. Her research examines joyful learning, positive design, equity in Ed|TECH|Edu, and community-rooted learning initiatives to generate scholarship and technologies that advance a praxis of care, connectedness, and creativity.
Tamara is passionate about empowering children by designing meaningful experiences that foster agentic engagement and creative confidence in their learning. She is president of the Ravenswood City School District Board of Trustees, serving her second term as an elected school board member (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 and an MA in Sociology from Stanford University, and an MEd in Educational Leadership and Policy Studies from the University of Texas at Arlington. -
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.
