Bio-X
Showing 61-70 of 93 Results
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Cara Bohon
Clinical Associate Professor, Psychiatry and Behavioral Sciences - Child & Adolescent Psychiatry and Child Development
Current Research and Scholarly InterestsMy research interests have focused on the neural bases of eating disorders. I am particularly interested in the way emotion and reward is processed in the brain and how that may contribute to eating behavior and food restriction. I hope to eventually translate biological research findings into treatments.
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Paul Bollyky
Associate Professor of Medicine (Infectious Diseases) and of Microbiology and Immunology
Current Research and Scholarly InterestsChronic bacterial infections are a major health care problem. Our lab is interested in understanding the host and microbial factors that perpetuate chronic infections and in developing novel therapeutic interventions to improve human health.
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C. Andrew Bonham
Member, Bio-X
Current Research and Scholarly InterestsTolerance induction in liver transplantation.
Hepatocyte transplantation. -
John Boothroyd
Burt and Marion Avery Professor of Immunology, Emeritus
Current Research and Scholarly InterestsWe are intereseted in the interaction between the protozoan parasite Toxoplasma gondii and its mammalian host. We use a combination of molecular and genetic tools to understand how this obligate intracellular parasite can invade almost any cell it encounters, how it co-opts a host cell once inside and how it evades the immune response to produce a life-long, persistent infection.
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Hilda Borko
Charles E. Ducommun Professor in the Graduate School of Education
Current Research and Scholarly InterestsToward a Scalable Model of Mathematics Professional Development: A Field Study of Preparing Facilitators to Implement the Problem-Solving Cycle
The Problem-Solving Cycle (PSC) model of mathematics professional development encourages teachers to become part of a collaborative and supportive learning community. As they participate in the PSC, teachers think deeply about both mathematics content and instruction, and they explore their instructional practices with their colleagues through the use of video and other classroom artifacts. One iteration of the PSC consists of three interconnected professional development workshops, all organized around a rich mathematical task. During Workshop 1, teachers collaboratively solve the mathematical task and develop plans for teaching it to their own students. Shortly after the workshop, the teachers implement the problem with their own students and their lessons are videotaped. In Workshop 2 teachers explore the role they played in implementing the problem. In Workshop 3 teachers critically examine students’ mathematical reasoning.
The Problem-Solving Cycle model provides a structure for mathematics teachers to work together and share a common mathematical and pedagogical experience. Our previous research suggests that it is a promising model for enhancing teachers’ knowledge and supporting changes in classroom practice.
In our current project, initiated in Fall 2007, we are working with a group of middle school mathematics teachers in a large urban district to foster their leadership capacity, and specifically to prepare them to facilitate the Problem-Solving Cycle. We will provide 2½ years of preparation and support for teachers who have been designated as “mathematics instructional leaders.” These instructional leaders will in turn implement the PSC with the mathematics teachers in their schools. We will document the range and quality of the instructional leaders’ implementation of the PSC. We will also analyze the impact of the professional development process on the mathematical knowledge and classroom teaching of the instructional leaders and the mathematics teachers with whom they work. In addition, we will analyze the impact on their students’ mathematics achievement. By the conclusion of the project, we anticipate that the participating schools will have the infrastructure and capacity to carry out the PSC indefinitely, using their own resources. In addition, the project will produce a highly refined set of PSC facilitation materials—with a strong emphasis on supporting a linguistically and culturally diverse student population—that can be widely disseminated. -
Sarah Bowling
Assistant Professor of Developmental Biology
Current Research and Scholarly InterestsThe Bowling lab focuses on understanding lineage formation and tissue growth in mammalian development during normal and perturbed embryogenesis. We use a combination of next-generation tools and classical embryological approaches to uncover mechanisms of plasticity and resilience during mammalian embryo development, with the aim of using this knowledge to extend our understanding of regeneration and developmental diseases.
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Linda Boxer, MD, PhD
Vice Dean of the School of Medicine and Stanley McCormick Memorial Professor
Current Research and Scholarly InterestsRegulation of expression of oncogenes in normal and malignant hematologic cells.
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Steven Boxer
Camille Dreyfus Professor of Chemistry
Current Research and Scholarly InterestsPlease visit my website for complete information:
http://www.stanford.edu/group/boxer/ -
Kevin Boyce
Professor of Earth and Planetary Sciences and, by courtesy, of Earth System Science
On Leave from 01/01/2024 To 06/30/2024Current Research and Scholarly InterestsPaleontology/Geobiology; Fossil record of plant physiology and development; Evolution of terrestrial ecosystems including fungi, animals, and environmental feedbacks with the biota
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Scott D. Boyd, MD PhD
Stanford Professor of Food Allergy and Immunology and Professor of Pathology
Current Research and Scholarly InterestsOur goal is to understand the lymphocyte genotype-phenotype relationships in healthy human immunity and in immunological diseases. We apply new technologies and data analysis approaches to this challenge, particularly high-throughput DNA sequencing and single-cell monoclonal antibody generation, in parallel with other functional assays.