Graduate School of Education
Showing 141-160 of 172 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. -
Megumi E. Takada
Ph.D. Student in Education, admitted Autumn 2021
Graduate Program Assistant, Stanford Teacher Education Program (STEP)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
Research Assistant, Padilla ProgramCurrent Research and Scholarly InterestsMy research explores the complex relationship between sociocultural context and educational experiences, with a specific emphasis on adolescent students. I am particularly drawn to investigating the resilience and adaptive mechanisms employed by immigrant students as they integrate to the host country.
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Robert D. Wachtel Pronovost
Ph.D. Student in Education, admitted Autumn 2020
Teaching Asst ? Graduate Hourly, LDT Learning, Design and TechnologyCurrent Research and Scholarly InterestsMy (in-progress) dissertation is a year-long single-case study to examine the pedagogical practices of an experienced, highly regarded makerspace teacher in a public elementary school as they balance constraints and stakeholder expectations to facilitate maker-centered learning for all students.
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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 2020
Department Community Graduate Associate, African and African American Studies
MMUF Graduate Mentor, Other Advising ProgramsBioDarion 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.
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Camille Whitney
Ph.D. Student in Education, admitted Autumn 2010
BioCamille is a doctoral candidate in Education Policy and the Economics of Education and an IES fellow. Before coming to Stanford, Camille taught high school math in Memphis and worked as a Research Analyst at Child Trends in Washington, D.C. Her research interests include identifying effective educational policies and practices for underserved students and English Language Learners, fostering engagement and socio-emotional skills in school, and the effects of mindfulness programs for students and educators.
