Graduate School of Education
Showing 81-100 of 605 Results
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Alee Lee Capps
Casual - Non-Exempt,
Staff,BioAlee (Alexandra) Lee Capps is an early childhood educator and Stanford University affiliate working with the Graduate School of Education to support research in local Deaf and Hard of Hearing (DHH) classrooms. She has worked in early childhood education for more than 15 years and currently serves as Director of The Learning Tree Preschool, a family-run preschool in Fremont, California, that has served the community since 1980.
Alee’s connection to the Deaf and Hard of Hearing community is more recent and deeply personal. She is the hearing mother of a Deaf child born with bilateral microtia and atresia. Since her daughter’s birth, Alee and her family have been learning American Sign Language (ASL) and navigating early language access, education, and services for DHH children and their families. These experiences have made early language access and the prevention of language deprivation especially important to her.
At The Learning Tree Preschool, Alee has worked to make the early childhood environment more accessible and inclusive for DHH children and families, including creating opportunities for ASL and spoken English to be part of the school community. She is also a co-founder of Growing Peace Enrichment, which provides inclusive enrichment and after-school opportunities for children, and founder of Born to Belong, a community initiative focused on creating more inclusive and accessible opportunities for children and families.
Alee approaches her work in the Deaf community as a hearing parent and educator who is still learning. She strongly believes in Deaf leadership and that the voices, expertise, and lived experiences of Deaf people should guide work intended to serve Deaf children and communities.
Alee is especially interested in early language access, preventing language deprivation, and creating more inclusive early childhood experiences for DHH children and their families. Through her work at Stanford, she hopes to contribute her perspective as an early childhood educator and parent while continuing to learn from Deaf educators, researchers, families, and the broader Deaf community. -
Janet Carlson
Associate Professor (Research) of Education, Emerita
Current Research and Scholarly InterestsPedagogical Content Knowledge (PCK) for teaching science, design of professional learning for teachers including equity, core practices, teacher leadership, research-practice partnerships
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Martin Carnoy
Lemann Foundation Professor
Current Research and Scholarly InterestsResearching econometric models of quality of education in Latin America and Southern Africa. Studying changes in university financing and the quality of engineering and science tertiary education in China, India, and Russia.
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Merve Cerit
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsMy research aims to understand digital behaviors and their relationship with well-being through computational models and in-situ behavior change interventions. For my research, I have been working on a large-scale smartphone dataset, Screenome. I work closely with Nick Haber and Roy Pea from the School of Education and Nilam Ram and Byron Reeves from the Communication Department.
In my work, I mostly use machine learning and human-centered design principles. -
Joanne Chan
Masters Student in Education, admitted Autumn 2025
Current Research and Scholarly InterestsCo-designing play-filled and culturally-sustaining social and emotional learning experiences for marginalized children and their caregivers.
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Anne Harper Charity Hudley
Associate Dean of Educational Affairs, Bonnie Katz Tenenbaum Professor of Education and, Professor, by courtesy, of Linguistics and of African and African American Studies
BioAnne H. Charity Hudley, Ph.D., is Associate Dean of Educational Affairs and the Bonnie Katz Tenenbaum Professor of Education at Stanford University and Professor of African-American Studies and Linguistics by courtesy. She is affiliated with the Center for Comparative Race and Ethnicity (CCSRE) and the Symbolic Systems Program. She also serves as the Jan Barker Alexander Resident Fellow for the Ujamaa House. Her research and publications address the relationship between language variation and educational practices and policies from preschool through graduate school. She has a particular emphasis on creating high-impact practices for underrepresented students in higher education. Charity Hudley is the co-author of four books: The Indispensable Guide to Undergraduate Research; We Do Language: English Language Variation in the Secondary English Classroom; Understanding English Language Variation in U.S. Schools; and Talking College: Making Space for Black Linguistic Practices in Higher Education. Her fifth book, Talking Faculty: Professional and Linguistic Choices for Black Faculty Thriving in U.S. Higher Education, will appear in 2026. She is the co-editor of several collections, including Inclusion in Linguistics and Decolonizing Linguistics.
Her other publications have appeared in Language, The Journal of English Linguistics, Child Development, Language Variation, and Change, American Speech, Language and Linguistics Compass, Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, and many book collections, including The Handbook of African-American Psychology, Ethnolinguistic Diversity and Literacy Education, Oxford Handbook of Sociolinguistics, and Oxford Handbook of Language in Society. She has been an invited speaker for numerous keynotes and academic meetings, provides lectures and workshops for K-12 teachers, and generously contributes to community initiatives and public intellectual work.
Dean Charity Hudley is a fellow of the Linguistic Society of America and the American Association for the Advancement of Science. Her contributions have been recognized with a Public Engagement Award from the Society for Linguistic Anthropology, an award from the Linguistic Society of America, and funding from NIH, NSF, the Mellon Foundation, and the Ford Foundation, among others. Professor Charity Hudley has served on the Executive Committee of the Linguistic Society of America; the Standing Committee on Research of the National Council of Teachers of English; as a consultant to the National Research Council Committee on Language and Education; and to the NSF’s Committee on Broadening Participation in the Science, Technology, Engineering, and Mathematics (STEM) Sciences. In addition, she has served as an Associate Editor for Language and on the editorial board of Language and Linguistics Compass and the Linguistic Society of America Committee on Linguistics in Higher Education.
Dean Charity Hudley was previously the North Hall Endowed Chair in the Linguistics of African America at U.C. Santa Barbara. At UC Santa Barbara, she also served as the Director of Undergraduate Research, Vice-Chair of the Council of Planning and Budget, and a Faculty Fellow for the Center for Innovative Teaching, Research, and Learning (CITRAL). -
Catherine Chi Chase
Senior Scholar, SAL Digital Learning
BioCathy Chase is a senior scholar working for the Stanford Accelerator for Learning. Cathy has 20 years of experience doing research and design in the Learning Sciences, with an interdisciplinary focus on cognition, STEM education, and educational technology. Cathy has expertise in exploration and discovery-oriented learning activities, technologies like generative AI, educational games, and intelligent tutoring systems, and psychological constructs like transfer and motivation. She currently works on genAI-supported student creation and sustainability education.
Prior to joining the Accelerator, Cathy was an assistant professor of Cognitive Science in Education at Columbia University’s Teachers College. She is also a proud alum of the Learning Sciences and Technology Design program at the Stanford Graduate School of Education. She began her career in education as an elementary and middle school science teacher in Brooklyn, NY.
