Stanford University
Showing 351-360 of 604 Results
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Raymond McDermott
Professor of Education, Emeritus
Current Research and Scholarly InterestsInteraction analysis and social structure; the political economy of learning; writing systems; educational and psychological anthropology.
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Daniel McFarland
Professor of Education and, by courtesy, of Sociology and of Organizational Behavior at the Graduate School of Business
On Leave from 2026-10-01 To 2027-08-31Current 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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Maria Jose Melendrez
Ph.D. Student in Education, admitted Autumn 2024
BioMaría José (she/her/they) is a third-year doctoral candidate whose research focuses on access and equity for first-generation, immigrant, and disabled students, particularly those navigating intersecting identities. Grounded in their training in sociology, their work examines how institutional contexts, student agency, and social networks shape students’ educational experiences, pathways, and opportunities for meaningful learning.
Prior to her doctoral studies, María José worked with students, families, faculty, and administrators across student affairs and academic affairs. In these roles, they translated her classroom learning and research commitments into practice by supporting students as they navigated institutional systems and pursued their educational goals.
As a doctoral student, María José examines how meritocratic narratives shape institutional understandings of access, equity, and student success. Their work also explores the social construction of disability, with particular attention to burn-survivor students’ experiences of visibility, embodiment, belonging, and access in educational spaces. -
Vinod Menon
Rachael L. and Walter F. Nichols, MD, Professor and Professor, by courtesy, of Education and of Neurology and Neurological Sciences
Current 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. -
Farouq Sessah Mensah
Postdoctoral Scholar, Education
Current Research and Scholarly InterestsMy research examines how mathematics teachers and prospective teachers learn, exercise agency, and engage with mathematics and digital technologies across educational and professional contexts. I am particularly interested in mathematics teacher education, technology-mediated teaching and learning, workplace mathematics, and the institutional and sociocultural conditions that shape what becomes possible in teaching and teacher preparation.
