Stanford University
Showing 201-300 of 619 Results
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Pamela Grossman
Nomellini-Olivier Professor of Education, Emerita
Current Research and Scholarly InterestsStudy of classroom practice in middle school English Language Arts (with Susanna Loeb), funded by the Carnegie Corporation;
Study of pathways into teaching in New York City Schools (with Don Boyd, Hamilton Lankford, Susanna Loeb, and Jim Wyckoff).
Cross-professional study of the teaching of practice in programs to prepare teachers, clergy, and clinical psychologists (funded by the Spencer Foundation). -
Patricia Gumport
Professor of Education
BioAs a sociologist of higher education, Dr. Gumport has focused her research and teaching on key changes in the academic landscape and organizational character of American higher education. She has studied the dynamics of academic change in several arenas — illuminating what facilitates change and what impedes it — across and within different types of colleges and universities. Extending core concerns in the sociology of knowledge and institutional theory, Dr. Gumport has analyzed how organizational, intellectual, political, economic, and professional interests redefine the content, structure, and relative legitimacy of academic fields. Specific studies include: the emergence and institutionalization of interdisciplinary fields; graduate education and professional socialization across academic disciplines; organizational restructuring and selective investment; the ascendance of industry logic in public higher education; forces that promote and inhibit academic collaboration; decision-making about appropriate organizational forms to support new ideas; and leading organizational change for optimal effectiveness with internal and external stakeholders. Her research within the United States and Europe examines how universities that are ostensibly competitors determine when and how to collaborate. Her analyses include implications for academic leaders who pursue strategic initiatives, manage environmental pressures and stakeholder interests, and seek leadership development opportunities.
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Roberto S. Gutierrez
Ph.D. Student in Education, admitted Autumn 2025
Ph.D. Student in Education, admitted Autumn 2025BioRoberto Gutierrez is a PhD student in Curriculum Studies and Teacher Education (CTE), specializing in Science, Engineering, and Technology Education. He is also pursuing a cross-area specialization in Race, Inequality, and Language in Education (RILE).
Roberto has a variety of research interests that stem from his decade long teaching experience. A primary focus is the intersection of ethics in science education spaces. This includes the implications in teacher development, curriculum customization and AI integration in science classrooms. -
Nicholas Haber
Assistant Professor of Education
Current Research and Scholarly InterestsI use AI models of of exploratory and social learning in order to better understand early human learning and development, and conversely, I use our understanding of early human learning to make robust AI models that learn in exploratory and social ways. Based on this, I develop AI-powered learning tools for children, geared in particular towards the education of those with developmental issues such as the Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder, in the mold of my work on the Autism Glass Project. My formal graduate training in pure mathematics involved extending partial differential equation theory in cases involving the propagation of waves through complex media such as the space around a black hole. Since then, I have transitioned to the use of machine learning in developing both learning tools for children with developmental disorders and AI and cognitive models of learning.
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Edward Haertel
Jacks Family Professor of Education, Emeritus
Current Research and Scholarly InterestsFunctions of test scores in discourse about education; how testing shapes ideas of success and failure for students, schools, and public education as a whole.
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Eric Hanushek
Paul and Jean Hanna Senior Fellow at the Hoover Institution and Professor, by courtesy, of Education
BioEric Hanushek is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University and one of the world’s leading scholars in the economics of education. His influential research has shaped education policy globally, with widely cited studies on teacher effectiveness, school accountability, class size, and the economic returns to educational quality. In 2021, he received the Yidan Prize for Education Research, the field’s most prestigious international award. With the prize money he founded the Africa Fellows in Education Program, a capacity-building program focused on improving education policy in Sub-Saharan Africa. He has authored or edited 26 books and more than 300 articles, and he serves as a research associate at the National Bureau of Economic Research and the area coordinator for Economics of Education of the CESifo Research Network. He is a fellow of both the Society of Labor Economists and the American Educational Research Association. He previously held academic appointments at the University of Rochester, Yale University, and the U.S. Air Force Academy. His public service includes roles as a commissioner on the U.S. Department of Education’s Equity and Excellence Commission, chair of the National Board for Education Sciences (2008–2010), Deputy Director of the Congressional Budget Office (1983–1985), and member of the National Assessment Governing Board (2019–2023). A member of the National Academy of Education and the International Academy of Education, he earned his Ph.D. in economics from the Massachusetts Institute of Technology after graduating as a Distinguished Graduate of the U.S. Air Force Academy. https://hanushek.stanford.edu/
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Elizabeth Finlayson Harris
Ph.D. Student in Education, admitted Autumn 2023
BioElizabeth Finlayson Harris is a PhD student in Curriculum and Teacher Education at Stanford University, specializing in science, engineering, and technology education with a minor in Feminist, Gender, and Sexuality Studies. Her research examines epistemology, affect, and feminist perspectives in science education, with particular attention to pre-service teacher learning. She has published in Science Education, Emotion, Space and Society, and Studying Teacher Education, and her current projects explore humor, laughter, and epistemic affect in science classrooms. A former high school physics teacher and instructional designer, Liz brings a commitment to equity, joy, and critical inquiry in both her teaching and scholarship.
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Derric I. Heck
Ph.D. Student in Education, admitted Autumn 2019
Current Research and Scholarly InterestsMy research focuses on educational equity, emphasizing the lived experiences of educators, identity development, and culturally sustaining pedagogy. I employ narrative and qualitative methodologies to explore how race and education intersect, centering marginalized youth and communities. My work also examines the interplay between school-community partnerships, teacher agency, and disciplinary practices, contributing to a broader understanding of belonging, wellness, and justice in education.
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Alexandrea R. Henry
Ph.D. Student in Education, admitted Autumn 2023
BioAlexandrea Henry is a Ph.D. candidate in the Graduate School of Education in the Race, Inequality, and Language in Education and Curriculum Studies and Teacher Education programs. They earned a bachelor’s degree in Sociology and a minor in education from the University of California, Berkeley, and a master’s degree in Education from the University of Pennsylvania. Alexandrea’s research draws on Black studies, Critical Pedagogy, and studies of Carceral Logics in education to examine how young people make sense of power through disciplinary practices at school. Moreover, she is interested in centering the experiences and expertise of K-2 students in the fight for liberatory learning spaces. While at Stanford, Alexandrea has worked on the Accessible Ethnic Studies, Newberry Institute, and Juvenile Justice and Alternative Education projects. She has also taught in San Bruno Jail and served as a Systems Navigator with the Santa Clara Public Defender's Office. Previously, they were a public school teacher and union organizer in North Philadelphia, a preschool teacher in Oakland, and has worked on district-level projects related to equity and professional development. Ultimately, she believes in advocating for and co-creating worlds where every person is free, from the River to the Sea.
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Christina Hewko
Postdoctoral Scholar, Education
BioChristina Hewko is a postdoctoral fellow in the Stanford Accelerator for Learning’s Equity in Learning Initiative and Dr. Maisha T. Winn’s Futuring for Equity Lab. In addition, she is a Stanford PRISM Baker Fellow. As an interdisciplinary education researcher, she draws on justice-oriented frameworks, the learning sciences, and teacher education to explore co-designed learning environments. She is especially interested in the joint activity and processes that support teachers’ and community members’ learning, well-being, and development of justice-oriented teaching practices. While at Stanford she is exploring possibilities for land-based pedagogies and teacher learning about restorative and Ethnic Studies teaching practices.
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Michael Hines
Assistant Professor of Education and, by courtesy, of History
BioMichael Hines is a historian of American education whose work concentrates on the educational activism of Black teachers, students, and communities during the Progressive Era (1890s-1940s). He is an Assistant Professor of Education, and an affiliated faculty member with the Center for the Comparative Study of Race and Ethnicity and the Bill Lane Center for the American West. He is the author of A Worthy Piece of Work (Beacon Press, 2022) which details how African Americans educator activists in the early twentieth century created new curricular discourses around race and historical representation. Dr. Hines has published six peer reviewed articles and book chapters in outlets including the Journal of African American History, History of Education Quarterly, Review of Educational Research, and the Journal of the History Childhood and Youth. He has also written for popular outlets including the Washington Post, Time magazine, and Chalkbeat. He teaches courses including History of Education in the U.S., and Education for Liberation: A History of African American Education, 1800-The Present.
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Hsiaolin Hsieh
Research Project Lead, SAL Policy
BioHsiaolin Hsieh is a Senior Research Associate and the Research Project Lead at The SCALE Initiative. Her research focuses on ensuring equitable opportunity and access to learning for multilingual learners. She uses natural language processing and machine learning to analyze complex student dialogic participation in the classroom.
Formally trained in educational measurement and assessment, Hsiaolin has extensive experience in the design, implementation, and evaluation of tests in the K-12 context. As a mixed-methods researcher, she uses qualitative and quantitative approaches to conduct research across (quasi-)experimental and research-practice-partnership settings. Her background in educational technology enables her to examine and leverage alternative tools to assist student learning. Hsiaolin holds a PhD in Education from Stanford University and a Master’s in Learning, Design, and Technology, also from Stanford University. -
Andrew Huckins-Noss
Ph.D. Student in Education, admitted Autumn 2025
BioAndrew Huckins-Noss is an interdisciplinary social sciences researcher and educator whose work spans the fields of education, psychology, developmental science, and anthropology to investigate how experiences of discrimination and inequality shape health behaviors and psychological well-being among marginalized students. He received his bachelor’s degree in Anthropology, magna cum laude, from Brown University, followed by his master’s degree in Human Development and Psychology from Harvard University. Currently, he is a PhD student in Developmental and Psychological Sciences at Stanford’s Graduate School of Education, where he was named a 2025 fellow by the Office of the Vice Provost for Graduate Education.
Andrew’s research focuses on cultural adaptations of suicide prevention interventions for Black, Indigenous, People of Color (BIPOC), and Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) adolescents and young adults. In particular, Andrew seeks to utilize mixed methods community-based participatory research to inform culturally attuned suicide prevention interventions aimed at promoting belonging and adaptive coping among marginalized students. -
Ann Jaquith
Lecturer, Initiative Program Staff
BioDr. Jaquith is the director of the Policy, Organization, and Leadership Studies (POLS) master’s program and lecturer at the Stanford Graduate School of Education. Through her scholarship and applied research, she is particularly interested in how (and under what conditions) diverse actors in the U.S. educational system can work together to bring about positive change, especially for marginalized and disadvantaged youth. She is the author of “How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts” (Harvard Education Press, 2017). Her work has also appeared in The Foundation Review, Principal Magazine, Educational Forum, Educational Leadership, Journal of Staff Development, The Handbook of Professional Development, PK-12: Successful Models and Practices, and Second International Handbook of Educational Change.
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Yan Jiang
Postdoctoral Scholar, Education
BioDr. Yan Jiang is a Postdoctoral Scholar at the Stanford Center on Early Childhood. She earned her Ph.D. in Education Studies, with a specialization in Computational Social Science, from the University of California, San Diego. Her research examines how social, cultural, and institutional conditions shape children’s developmental environments and create unequal opportunities across family and early education settings. She studies how unequal resources affect what families and educators are able to provide for children, and how unequal recognition shapes whose knowledge and practices are valued as ways of supporting children. To understand these processes, she uses quantitative, computational, and qualitative methods to examine the lived realities of children, families, and educators within the contexts of their everyday lives. Her scholarship has been recognized with the Dissertation Research Funding Award from the Society for Research in Child Development, the Yankelovich Graduate Research Grant, and the International Institute Research Fellowship at UC San Diego. Her research has appeared in leading journals, including Educational Researcher, Review of Educational Research, and Early Education and Development.
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Mridul Joshi
Ph.D. Student in Education, admitted Autumn 2022
Master of Arts Student in Economics, admitted Spring 2026
Ph.D. Minor, PsychologyBioMy research primarily focuses on the economics of education and education policy in low-income countries, applying insights from psychology. Recently, I have been dabbling in machine learning and natural language processing and its applications to education research. I have previously worked at the Development Innovation Lab (UChicago), J-PAL and the OECD. Visit my personal website for more information.
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Shashank V. Joshi, MD
Professor (Teaching) of Psychiatry and Behavioral Sciences (Child and Adolescent Psychiatry and Child Development) and, by courtesy of Pediatrics and, of Education
Current Research and Scholarly InterestsDr. Joshi's teaching and research focuses on increasing knowledge and effectiveness of school mental health, youth wellbeing, positive psychology, pediatric psychotherapy and medication interventions. Areas of study include: the therapeutic alliance in medical care, structured psychotherapy interventions, cultural issues in pediatrics, wellbeing promotion and suicide prevention in schools settings, and faculty development in graduate medical education.
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Connie Juel
Professor of Education, Emerita
Current Research and Scholarly InterestsPoor Reading in Preterms: Neural Basis, Prediction, & Response to Intervention (with Heidi Feldman & Michal Ben Shachar). Five-year grant funded by NICHD, 2012-2017.
Effects of early elementary school instruction, and specific interventions, on literacy and language growth.
Longitudinal study of literacy development from preschool through first grade. Focus on classroom factors in 13 kindergarten and 13 first grade classrooms that affect growth across the years in children with different entering skill and language profiles. -
Rita Kamani-Renedo
Ph.D. Student in Education, admitted Autumn 2021
Current Research and Scholarly InterestsMy primary research sits at the intersections of im/migration, education, racialization, and language. I am an interdisciplinary scholar who draws on sociology, linguistic and educational anthropology, ethnic studies, and critical theory to examine and understand the experiences of im/migrant and transnational youth within educational contexts. I am also interested in thinking about how teachers can support their students' languages, literacies, and civic identities in classrooms. I am a former teacher of multilingual, recently-arrived im/migrant youth.
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Michael Kamil
Professor of Education, Emeritus
BioDr. Kamil's work is concerned with the effects of technology on literacy and its acquisition. His research determines the types of materials that are best suited for use in beginning reading instruction and the appropriate balance between applications of technology and the demands of literacy. He also conducts research with English language learners. A current study examines the effects of recreational reading of information text on reading achievement of ELL students.
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Blair Bohannan Kaneshiro
Director of Research & Development, Research Staff - Other
BioBlair Kaneshiro is Director of Research & Development (Academic Staff - Research) in the Graduate School of Education and Adjunct Professor of Music. She completed the BA in Music; MA in Music, Science, and Technology; MS in Electrical Engineering; and PhD in Computer-Based Music Theory and Acoustics, all from Stanford. She has worked as a Postdoctoral Scholar at Stanford (Music), Research Scientist at Stanford School of Medicine (Otolaryngology/Head & Neck Surgery), and has held industry roles at Shazam and Smule. Research interests: Multivariate EEG decoding, ecologically valid stimuli, musical engagement, user studies, music information retrieval.
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Ari Y. Kelman
Jim Joseph Professor of Education and Jewish Studies and Associate Professor, by courtesy, of Religious Studies
Current Research and Scholarly InterestsProfessor Kelman's research focuses on the forms and practices of religious knowledge transmission. His work emerges at the intersection of sociocultural learning theory and scholarly/critical studies of religion, and his methods draw on the social sciences and history. Currently Professor Kelman is at work on a variety of projects ranging from a history of religious education in the post-war period to an inquiry about Google's implicit definitions of religion.
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WooJung Kim
Data Analyst, SAL Early Childhood Education
Current Role at StanfordResearch Data Analyst at the SCEC (Stanford Center on Early Childhood)
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William Koski
The Eric and Nancy Wright Professor of Clinical Education and Professor (Teaching), by courtesy, of Education
BioAn accomplished clinical teacher and litigator, William Koski (PhD ’03) is the founder and director of the law school’s Youth and Education Law Project (YELP). He has also taught multidisciplinary graduate seminars and courses in educational law and policy.
Professor Koski and YELP have represented hundreds of children, youth, and families in special education, student discipline, and other educational rights matters. Professor Koski has also served as lead counsel or co-counsel in several path-breaking complex school reform litigations including Robles-Wong v. California, that sought to reform the public school finance system in the state; Emma C. v. Eastin, that has restructured the special education service delivery system in a Bay Area school district and aims to reform the California Department of Education’s special education monitoring system; Smith v. Berkeley Unified School District, that successfully reformed the school discipline policies in Berkeley, CA; and Stephen C. v. Bureau of Indian Education, that seeks to hold the federal Bureau of Indian Education accountable for their failure to provide children in the Havasupai Native American tribe in Arizona with an adequate and equitable education.
Reflecting his multidisciplinary background as a lawyer and social scientist, Professor Koski’s scholarly work focuses on the related issues of educational accountability, equity and adequacy; the politics of educational policy reform; teacher employment policies; and judicial decision-making in educational policy reform litigation.
Before joining the Stanford Law School faculty in 2001, Professor Koski was a lecturer in law at Stanford and a supervising attorney at the law school’s East Palo Alto Community Law Project. He was also an associate at Orrick, Herrington & Sutcliffe and then Alden, Aronovsky & Sax.
Professor Koski has an appointment (by courtesy) with the Stanford School of Education. -
Konstantinos Ioannis Kostas
Postdoctoral Scholar, Education
BioKonstantinos Kostas is a Visiting Student Researcher at SCANCOR. In his home institution University of Helsinki, he is a Doctoral Researcher in Political Science. Konstantinos’ research interests include public governance, institutional analysis, and conceptual history of government. In his disseration, he studies politics of automation and the relation between institutions and technology.
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Elizabeth Bailey Kozleski
Affiliate, SAL Learning Differences
BioI engage in systems change and research on equity and justice issues in inclusive education in schools, school systems as well as state and national education organizations and agencies. My research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, including how educational practices improve student learning. Awards include the 2023 Luminary Award from the Division of Culturally and Linguistically Diverse Exceptional Children, Council of Exceptional Children; the 2018 Budig Award for Teaching Excellence in Special Education at the University of Kansas; the 2017 Boeing-Allan Visiting Endowed Chair at Seattle University; the University of Kansas 2016 Woman of Distinction award; the 2013 Scholar of the Century award from the University of Northern Colorado; the 2011 TED-Merrill award for leadership in special education teacher education in 2011; and the UNESCO Chair in Inclusive International Research. I co-lead the World Education Research Association International Research Network on Student Voice for Promoting Equity and Inclusion in Schools along with Professor Kyriaki Messiou of the University of South Hampton, UK.
A number of my articles focus on the design and development of teacher education programs that involve extensive clinical practice in general education settings. I have led the development of such programs in three universities, and continue to do research and development work in teacher education. I have also offered technical assistance as well as conducted research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.
I have received funding for more than $35 million in federal, state, and local grants. I serve on the Board of Editors for the book series Inclusive Education and Partnerships, an international book series produced by Deep University. Recent books include Ability, Equity, and Culture (with co-author Kathleen King Thorius) published by Teachers College Press in ‘14 and Equity on Five Continents (with Alfredo Artiles and Federico Waitoller) published in ‘11 by Harvard Education Press. -
Christina Krist
Associate Professor of Education
BioDr. Krist's research examines how science learning environments can be structured to support students' epistemic agency, sense of belonging, and authority as knowers, with particular attention to students and communities who are systematically marginalized in STEM. This work spans three levels of design: classroom practice, course structure, and community partnership. Her projects include developing professional development models that support K-12 teachers in building community partnerships for justice-centered science teaching, supporting the structural redesign of introductory undergraduate STEM courses to strengthen students' epistemologies and sense of belonging, and collaborative work with families and local communities to drive educational transformation. Several current projects extend this agenda to new domains, including the use of generative AI to support teacher planning and the development of strengths-based approaches to understanding student engagement.
Dr. Krist received her PhD in Learning Sciences from Northwestern University in 2016 and was a postdoctoral scholar at the University of Maryland from 2016-2017. Her early career work has been supported by an NAEd/Spencer Postdoctoral Fellowship as well as grants from the National Science Foundation and the National Institutes of Health. She was recently recognized with NARST’s 2023 Early Career Research Award. -
David Labaree
Lee L. Jacks Professor of Education, Emeritus
Current Research and Scholarly InterestsMost Recent Book:
My new book – A Perfect Mess: The Unlikely Ascendancy of American Higher Education – is an essay about the nature of the American system of higher education. American higher education is an anomaly. In the second half of the 20th century it surged past its European forebears to become the dominant system in the world – with more money, influence, Nobel prizes, and drawing power than any of the systems that served as its models. By all rights, this never should have happened. Its origins were remarkably humble, arising from a loose assortment of parochial 19th century liberal arts colleges, which emerged in the pursuit of sectarian expansion and civic boosterism more than scholarly distinction. It was not even a system in the usual sense of the word, since it emerged with no plan, no planner, no prospects, and no reliable source of support. Yet these weaknesses of the American system in the 19th century turned out to be strengths in the 20th. From the difficult circumstances of trying to survive in an environment with a weak state, a divided church, and intense competition with peer institutions, American colleges developed into a system of higher education that was lean, adaptable, consumer-sensitive, self-supporting, and radically decentralized. This put the system in a strong position to expand and prosper when, before the turn of the century, it finally got what it was most grievously lacking: academic credibility (which came when it adopted elements of the German research university) and large student enrollments (which came when middle class families started to see social advantage in sending their children to college).
This system is extraordinarily complex, bringing together contradictory educational goals, a broad array political constituencies, diverse sources of funds, and multiple forms of authority into a single institutional arena characterized by creative tension and local autonomy. One tension is between the influence of the market and the influence of the state. Another arises from the conflict among three social-political visions of higher education – as undergraduate college (populist), graduate school (elite), and land grant college (practical). A third arises from the way the system combines three alternative modes of authority – traditional, rational, and charismatic. In combination, these elements promote organizational complexity, radical stratification, broad political and financial support, partial autonomy, and adaptive entrepreneurial behavior. -
Teresa LaFromboise
Professor of Education
Current Research and Scholarly InterestsBicultural competence and resilience in ethnic minority adolescent development. Particularly, the influence of enculturation and acculturation experiences on adolescent development. Cultural considerations in individual, school and community-based psychological interventions with adolescents and emerging adults.
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Saharat Laksanasut
Masters Student in Education, admitted Autumn 2026
BioSaharat Laksanasut is a graduate student in the M.S. in Learning, Design and Technology (LDT) program at the Stanford Graduate School of Education. His academic interests center on learning sciences, educational technology, artificial intelligence in education, learning experience design, and English language education.
Before joining Stanford, Saharat served as an English teacher and educational researcher in Thailand, where he designed innovative learning experiences and led projects in educational innovation, teacher professional development, and digital learning. His work integrates design thinking, gamification, and evidence-based pedagogies to create engaging and inclusive learning environments.
Saharat is passionate about designing human-centered learning experiences that empower learners and educators through technology. His long-term goal is to advance educational innovation by bridging research, design, and practice to improve learning opportunities in Thailand and beyond.
