Stanford University
Showing 101-150 of 605 Results
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Ruishi Chen
Ph.D. Student in Education, admitted Autumn 2025
Research Assistant, McFarland ProgramBioI use computational methods — including natural language processing, social network analysis, and causal inference — to model how innovations and ideas emerge, spread, and take root across social systems. I am particularly interested in:
- Knowledge Diffusion: how ideas are produced, selected, and diffused through scholarly communication and peer review
- Innovation and Technology Adoption: how organizations and social systems respond to and integrate emerging technologies
- AI in Education: how AI-empowered tools are adopted and used in secondary education -
Gloria J. Choi
Ph.D. Student in Education, admitted Autumn 2026
Current Research and Scholarly Interestslanguage brokering, immigration, transnationalism, diaspora, literacies
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Geoffrey Cohen
James G. March Professor of Organizational Studies in Education and Business, Professor of Psychology and, by courtesy, of Organizational Behavior at the Graduate School of Business
Current Research and Scholarly InterestsMuch of my research examines processes related to identity maintenance and their implications for social problems. One primary aim of my research is the development of theory-driven, rigorously tested intervention strategies that further our understanding of the processes underpinning social problems and that offer solutions to alleviate them. Two key questions lie at the core of my research: “Given that a problem exists, what are its underlying processes?” And, “Once identified, how can these processes be overcome?” One reason for this interest in intervention is my belief that a useful way to understand psychological processes and social systems is to try to change them. We also are interested in how and when seemingly brief interventions, attuned to underlying psychological processes, produce large and long-lasting psychological and behavioral change.
The methods that my lab uses include laboratory experiments, longitudinal studies, content analyses, and randomized field experiments. One specific area of research addresses the effects of group identity on achievement, with a focus on under-performance and racial and gender achievement gaps. Additional research programs address hiring discrimination, the psychology of closed-mindedness and inter-group conflict, and psychological processes underlying anti-social and health-risk behavior. -
Catie Connolly
Graduate Teaching Consultant, Digital Learning Strategy
Education and Policy Research Associate, Policy Analysis for California Education (PACE)BioAs a PhD candidate in Developmental and Psychological Sciences at Stanford, I study how early childhood experience, cultural background, and education shape children's social-emotional development. I use a combination of quantitative and qualitative methods, including surveys, interviews, and experimental tasks, to understand the development of core social-emotional skills like emotion regulation and executive functioning in ethnically-, culturally-, and socioeconomically-diverse child populations.
I am passionate about applying developmental science to inform educational policy and practice. My goal is to contribute to the advancement of knowledge and practice in early childhood education by working with students, parents, and teachers to create evidence-based and culturally-responsive curricula and interventions that will improve students' social-emotional outcomes and well-being. -
Arturo Cortez
Affiliate, Garcia Program
BioArturo Cortez, PhD (he/they) is a Visiting Scholar at the Stanford University Graduate School of Education. As a learning scientist, Dr. Cortez explores how justice- and future-oriented contexts of teaching and learning can support educators and young people to imagine beyond today’s injustices. In particular, he is interested in how intergenerational and transdisciplinary collaboratives speculate new possible futures, mediated by their participation with everyday technologies in gaming contexts, for example. As such, Dr. Cortez designed The Learning to Transform Technologies (LiTT) Lab to study how play-based learning environments encourage educators to engage in more symmetrical relationships with young people, while also developing expansive pedagogical models that center equitable relationship-building and robust collaboration. For the 2024-2026 academic years, Dr. Cortez was a National Academy of Education/Spencer Foundation Postdoctoral Fellow and a Visiting Scholar at the University of California, Davis School of Education. His research has been supported by the George Lucas Educational Foundation, the National Academy of Education, and the Spencer Foundation. Furthermore, Dr. Cortez is the recipient of the 2025 Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies from the American Educational Research Association (Division C). Dr. Cortez, a former public school educator, holds a Ph.D. from the University of California, Berkeley.
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Gabriel Couto
Research Assistant, Lemann Center
BioGabriel is a Brazilian economist, activist, and researcher who aims to democratize the access to education, reduce poverty and improve lives in the Global South through evidence-based policy and innovation.
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Geoffrey Cox
Professor of the Practice, Graduate School of Education
BioGeoff Cox is a Professor of the Practice, overseeing the MA/MBA program in the Graduate School of Education. He has more than 40 years of experience in higher education administration and leadership. Prior to returning to Stanford in 2016 he was President of Alliant International University. Previous positions also include President of Cardean University, one of the first efforts to establish a fully online university; Vice Provost for Institutional Planning at Stanford; Associate Provost and Director of Financial Planning and Budgets at the University of Chicago. He has served as a Commissioner on the Western Association of Schools and Colleges, the regional higher education accrediting authority. He holds a PhD in Philosophy from the University of Chicago and a BA from Knox College.
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Caitlyn Craft
Technical Consultant, GSE Dean's Office
Staff, Graduate School of EducationBioCaitlyn Craft served as the Director of Technology and Communications for Stanford University's Office of the Vice Provost for Graduate Education from 2014 to 2020. She has since transitioned to a full-time role outside of the University while remaining an Affiliate of the Stanford Institute for Higher Education Research (SIHER). Caitlyn specializes in the intersection of learning science and emerging technology, where she bridges digital strategy with user-centered product design.
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Sophie D'Souza
Ph.D. Student in Education, admitted Autumn 2023
BioSophie D'Souza is a PhD student in Developmental and Psychological Sciences with a cross-area specialisation in Race, Inequality, and Language in Education.
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Kristina Dance
Director of Learning Strategy and Operations, YouCubed Jo Boaler
BioKristina Dance serves as Director of Data Science at Youcubed. In that role she oversees curriculum writing and professional development for the youcubed high school course, Explorations in Data Science. She is a co-author of the curriculum and supports other aspects of youcubed curriculum and professional development. She is also a Lecturer in the Stanford Teacher Education Program and has taught courses focusing on race, intersectionality, identity, classroom community, assessment, and curriculum and instruction in mathematics. Before joining youcubed, she taught middle school and high school math for 10 years. She has designed professional development opportunities and coached mathematics teachers at all levels for the last ten years throughout the west coast. Kristina is a graduate of the Stanford Teacher Education program where she received her masters in education and teaching credential and has an undergraduate degree in mathematics.
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Linda Darling-Hammond
Charles E. Ducommun Professor in the School of Education, Emerita
BioLinda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at Stanford University and founding president of the Learning Policy Institute, created to provide high-quality research for policies that enable equitable and empowering education for each and every child. At Stanford she founded the Stanford Center for Opportunity Policy in Education and served as faculty sponsor for the Stanford Teacher Education Program, which she helped to redesign.
Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she directed President Barack Obama's Education Policy Transition Team. She is currently President of the California State Board of Education.
Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She served as Director of the RAND Corporation’s education program and as an endowed professor at Columbia University, Teachers College before coming to Stanford. She has consulted widely with federal, state and local officials and educators on strategies for improving education policies and practices and is the recipient of 14 honorary degrees in the U.S. and internationally. Among her more than 600 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World and The Flat World and Education: How America's Commitment will Determine our Future. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude). -
Thomas Dee
Barnett Family Professor, Professor of Education, Senior Fellow at the Hoover Institution and at the Stanford Institute for Economic Policy Research
BioThomas S. Dee, Ph.D., is the Barnett Family Professor at Stanford University’s Graduate School of Education (GSE), the Robert and Marion Oster Fellow at the Hoover Institution, and a Senior Fellow at the Stanford Institute for Economic Policy Research (SIEPR). He is also a Research Associate at the National Bureau of Economic Research (NBER) and the Faculty Director of the John W. Gardner Center for Youth and Their Communities. His research focuses largely on the use of quantitative methods to inform contemporary issues of public policy and practice. In 2024, he received the Peter H. Rossi Award for Contributions to the Theory or Practice of Program Evaluation from the Association for Public Policy Analysis and Management (APPAM) and the Outstanding Public Communication of Education Research Award from the American Educational Research Association (AERA).
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Dora Demszky
Assistant Professor of Education and, by courtesy, of Computer Science
BioDr. Demszky is an Assistant Professor in Education Data Science at the Graduate School of Education at Stanford University. She works on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, measure the presence of dialect features in text, among others. Dr Demszky has received her PhD in Linguistics at Stanford University, supervised by Dr Dan Jurafsky. Prior to her PhD, Dr. Demszky received a BA summa cum laude from Princeton University in Linguistics with a minor in Computer Science.
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Rebecca Deutscher
Senior Research Associate, Silverman Program
Current Role at StanfordDr. Rebecca Deutscher is a Senior Research Associate at Stanford's Center to Support Excellence in Teaching (CSET) and has worked at the Graduate School of Education since 2014. She serves as a project director and researcher on a variety of projects including a digital personalized learning professional development program, a literacy and social-emotional curriculum project, a high school teacher professional development study, and several Research-Practice Partnership projects. Dr. Deutscher previously worked at the Lawrence Hall of Science as the lead evaluator on various science and technology programs in both formal and informal learning environments. She also worked at a charter school researching and evaluating programs on parent involvement, motivation, achievement, hands-on learning, and teachers’ perspectives on an inquiry-based astronomy program.
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Polly Diffenbaugh
Sr. Clinical Associate, Stanford Teacher Education Program (STEP)
Current Role at StanfordSr. Clinical Associate, Stanford Teacher Education Program (STEP)
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Ben Domingue
Associate Professor of Education and, by courtesy, of Sociology
Current Research and Scholarly InterestsI'm interested in models for psychological measurement and their uses alongside applied statistical projects of all kinds.
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Carol Dweck
Lewis and Virginia Eaton Professor and Professor, by courtesy, of Education
BioMy work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions people use to structure the self and guide their behavior. My research looks at the origins of these self-conceptions, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.
