Graduate School of Education
Showing 301-350 of 526 Results
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Daniel McFarland
Professor of Education and, by courtesy, of Sociology and of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsThe majority of my current research projects concern the sociology of science and research innovation. Here are some examples of projects we are pursuing:
1. the process of intellectual jurisdiction across fields and disciplines
2. the process of knowledge innovation and diffusion in science
3. the propagators of scientific careers and advance
4. the role of identity and diversity on the process of knowledge diffusion and career advance
5. the process of research translation across scientific fields and into practice
6. the formal properties and mechanisms of ideational change (network analysis, or holistic conceptions of scientific propositions and ideas)
7. developing methods for identifying the rediscovery of old ideas recast anew
8. investigating the process of scientific review
I am also heavily involved in research on social networks and social network theory development. Some of my work concerns relational dynamics and cognitive networks as represented in communication. This often concerns the communication of children (in their writings and speech in classrooms) and academic scholars.
Last, I am heavily involved in institutional efforts to develop computational social science, computational sociology, and education data science on Stanford's campus. -
Milbrey McLaughlin
David Jacks Professor of Higher Education, Emerita
Current Research and Scholarly InterestsSchool context; planned change; teacher workplaces; government policy; inner-city youth; neighborhood-based organizations; community youth development.
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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
On Partial Leave from 01/01/2025 To 01/31/2025Current 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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Marley Murrell
Ph.D. Student in Education, admitted Autumn 2024
BioMarley Murrell, proudly from Tucson, Arizona, is a PhD student in the Curriculum and Teacher Education (CTE) program at Stanford University. She is also working on her PhD Minor in Comparative Studies in Race and Ethnicity (CSRE). Her scholarship is being supported by the Enhancing Diversity in Graduate Education (EDGE) Fellowship. Her current research interest are within mathematics education looking at teacher learning, professional development, and mathematics anxiety.
Prior to her studies at Stanford, Marley earned her Bachelors of Science in Mathematics with an emphasis in Education from the University of Arizona. While teaching, she earned her Master of Science in Mathematics Education from Northern Arizona University. In her teaching career she taught Algebra, Cambridge Algebra, Geometry, Cambridge Geometry, AVID 9, and Dual Enrollment College Algebra all at Amphitheater High School, her alma matter. As a high school teacher, she founded and ran the schools Girls Powerlifting Club. She also coached the school's Color Guard. -
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 entertainment and education.
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.
