Stanford University
Showing 481-497 of 497 Results
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Jason Yeatman
Associate Professor of Pediatrics (Developmental-Behavioral Pediatrics), of Education and of Psychology
BioDr. Jason Yeatman is an Associate Professor in the Graduate School of Education and Department of Psychology at Stanford University and the Division of Developmental and Behavioral Pediatrics at Stanford University School of Medicine. Dr. Yeatman completed his PhD in Psychology at Stanford where he studied the neurobiology of literacy and developed new brain imaging methods for studying the relationship between brain plasticity and learning. After finishing his PhD, he took a faculty position at the University of Washington’s Institute for Learning and Brain Sciences before returning to Stanford.
As the director of the Brain Development and Education Lab, the overarching goal of his research is to understand the mechanisms that underlie the process of learning to read, how these mechanisms differ in children with dyslexia, and to design literacy intervention programs that are effective across the wide spectrum of learning differences. His lab employs a collection of structural and functional neuroimaging measurements to study how a child’s experience with reading instruction shapes the development of brain circuits that are specialized for this unique cognitive function. -
Anisa Yudawanti
Ph.D. Student in Education, admitted Autumn 2023
Bioa-nee-sa yoo-da-wan-tee
she/her/hers
Anisa Yudawanti (she/her) is a PhD Candidate in Race, Inequality, and Language in Education in the Graduate School of Education. She comes to Stanford by way of the Midwest and West Sumatra, Indonesia.
Drawing on her experience as a community-based youth worker and high school social studies teacher, Anisa's research moves us to consider what studies of space and movement can bring to bear on our understanding of schools. Her scholarship sits at the intersections of education studies, Black and critical geographies, and abolition and carceral studies. Her current study examines schools as sites of enclosure and how racially marked youth navigate school space through the lens of escape and fugitivity. She situates her inquiry in the Midwest and the Bay Area.
