Graduate School of Education
Showing 121-140 of 161 Results
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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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Mayank Sharma
Masters Student in Education, admitted Autumn 2024
Other Tech - Graduate, BiologyBioFirst year student at the Graduate School of Education (GSE), pursuing the Education Data Science (MS) program. Hit me up (masharma@stanford.edu) to discuss data science and/or education equity!
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Bernardo Silveira
Ph.D. Student in Education, admitted Autumn 2025
Graduate Program Assistant, Ctr. Sup. Exc. in TeachingBioBernardo Silveira is an education journalist and educator with a decade of teaching experience. His foundational education includes a bachelor's degree in Portuguese Language and Literatures (Universidade Salgado de Oliveira, 2018). Bernardo has furthered his expertise with postgraduate specializations in New Trends in Education and Student Focus (PUCRS, 2022), Technologies Applied to Education, and Higher Education Teaching and Active Methodologies (both Faculdade Descomplica, 2022). He earned his master's degree in Education, with an Innovation in Education specialization, from the University of Lisbon (2024), and is currently a doctoral student in Education at Stanford University, where he is focused on Curriculum Studies and Teacher Education: Learning Sciences and Technology Design
Bernardo's research centers on teacher training and the integration of Digital Information and Communication Technologies (DICT) in education. He is passionate about democratizing access to DICT and advocating for supportive public policies. Beyond his academic pursuits, Bernardo has a proven track record in authoring didactic materials, curriculum and MOOC development, and pedagogical management. -
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 EthnicityBioTamara 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. -
Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
BioMegumi Takada is a doctoral candidate in the Graduate School of Education at Stanford University. Her research centers around children’s literacy experiences in the elementary school years, with a special interest in designing literacy instruction that promotes student agency and school belonging. Her most recent work focuses on translingual and multimodal writing, working with elementary school teachers to co-design writing instruction that leverages multilingual students' everyday language and literacy practices. Her work is driven by her former experience as a public school teacher in South Korea and Seattle, as well as her transnational, translingual experiences growing up cross-culturally in California and Japan. She is a recipient of the Fulbright teaching fellowship and graduated from Wellesley College with a degree in neuroscience and elementary teaching credentials.
スタンフォード大学教育学部で博士課程の研究を進めています。研究は主に小学生の読み書き・バイリンガル教育についてです。デザイン思考を取り入れて近所の公立小学校と連携しながら研究をしています。読み書きの授業に生徒達のアイデンティティ・言語・文化などを取り込んで、子どもたちにとって学校が居心地の良い場所、興味を持って楽しく勉強できる場所にしていこうと思っています。スタンフォード大学入学前は韓国で英語の先生として働き、その後はシアトルの公立小学校で１年生の担任をしていました。主にアメリカで生まれ育ちましたが、高校時代は関西で過ごしました。今後もこのような研究を通して、バイリンガル・マルチリンガルの子ども達、日本とアメリカを行き来する子ども達を支援できたらと思っています。 -
Brenda Valdes
Ph.D. Student in Education, admitted Autumn 2024
Current Research and Scholarly InterestsBrenda is a developmental Psychologist specializing in longitudinal quantitative methods to study variation in learning and language development. Her research examines how individual and contextual factors shape students’ developmental trajectories across time, with an emphasis on patterns in academic growth.
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Daniel Verdi
Ph.D. Student in Education, admitted Autumn 2025
Current Research and Scholarly InterestsMy research centers on science of science, human-centered AI, and social media, focusing on their societal aspects and impact. I study how information is produced and shared, designing and evaluating initiatives for (science) education, communication, and outreach.
Methodologically, I combine computational social science and human-computer interaction, using methods like natural language processing, social network analysis, and human-centered design. -
Darion Aaron Wallace
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Student in Education, admitted Autumn 2020BioDarion A. Wallace, from Inglewood, CA, is a Ph.D. student in the Graduate School of Education in the Race, Inequality, and Language in Education, History of Education, and Sociology of Education programs. He earned a bachelor’s degree in Rhetoric and African American Studies from the University of California, Berkeley, and a master’s degree in International Education Policy Analysis from Stanford University. As a Black Education Studies scholar, Darion’s research draws upon Black Studies, Sociology, and History, while employing mixed methods, to interrogate the ways K-12 American schools cohere logics of (anti)blackness and structure the life and educational outcomes of Black students across temporal and spatial bounds. Moreover, he is interested in how abolitionist praxes, pedagogies, and epistemologies rooted in the Black radical and intellectual tradition have and continue to serve a liberatory function in the project of Black education. To this aim, Darion is interested in partnering with public schools and libraries to develop secondary students’ historical literacies and archival skills to help them better understand the localized sociopolitical context that undergirds their lived experience. Previously, he has worked with the Learning Policy Institute as a Research and Policy Associate, the Service Employees International Union as an Organizer, and San Francisco State University as an Africana Studies Lecturer on Black Masculinities and Black Social Science.
