Stanford University
Showing 151-200 of 589 Results
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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.
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Judith Ellen Fan
Assistant Professor of Psychology, by courtesy, of Education and of Computer Science
BioI direct the Cognitive Tools Lab (https://cogtoolslab.github.io/) at Stanford University. Our lab aims to reverse engineer the human cognitive toolkit—in particular, how people use physical representations of thought to learn, communicate, and solve problems. Toward this end, we use a combination of approaches from cognitive science, computational neuroscience, and artificial intelligence to achieve deeper understanding of quintessentially human ways of thinking and imagining. Our broader goal is to leverage such scientific understanding of human cognition to guide the development of technologies that augment human agency and creativity.
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Mohsen Fathzadeh
Genomic Scientist, Institute For International Studies, Loyalka, Prashant's Program
BioMohsen Fathzadeh is a medical geneticist with 20+ years of experience bridging science, care, and innovation.
His academic journey began at Yale University, where he completed his Ph.D. thesis under Prof. Arya Mani, focusing on a genetic form of familial Metabolic Syndrome. From 2015 to 2021, he served as a Postdoctoral Fellow at Stanford University, specializing in Cardiovascular Medicine, Psychiatry, and Public Health Sciences. During this tenure, he conducted comprehensive functional genomic analyses under the mentorship of esteemed professors.
Mohsen's collaborative efforts with Merck & Co., Inc. led to the identification of a gene regulator associated with body fat distribution. His research scope also includes the characterization of genes linked to insulin resistance and obesity. Recently, he explored the (epi)genetic link between newborn body fat distribution and high maternal gestational glucose levels, focusing on mother-child cohorts from diverse and underserved communities.
His primary goal is to utilize his findings to enhance our understanding of the genes and evolutionary pathways influencing healthspan and age-related diseases, thereby improving patient lives.
After completing his postdoctoral research in 2021, Mohsen spent two years in the biotech industry, specializing in genetic testing and variant assessment. He has an ongoing research project with Stanford's Population Health Center, studying epigenetic disease mechanisms in mother-child cohorts.
Mohsen recently joined Stanford's Graduate School of Education and the Freeman Spogli Institute for International Studies to work with Prof. Prashant Loyalka on a pioneering study that explores how educational interventions in genetic counseling can empower families—particularly in the context of autism spectrum disorders. This new chapter reflects his deepening commitment to integrating genomic science with public health education, leveraging AI and evidence-based learning to promote equity, early intervention, and informed decision-making across diverse populations. As the field of genetic counseling evolves, Mohsen envisions a future where accessible education and responsible innovation in educational AI can help every individual—and every story—be seen, heard, and supported.
Outside his professional life, Mohsen leads an active lifestyle and enjoys learning about diverse cultures. -
Philip Andrew Fisher
Diana Chen Professor of Early Childhood Learning and Professor, by courtesy, of Pediatrics
BioDr. Philip Fisher is the Diana Chen Professor of Early Childhood Learning in the Graduate School of Education and the Director of the Stanford Center on Early Childhood. His research, focuses on developing and evaluating scalable early childhood interventions in communities, and on translating scientific knowledge regarding healthy development under conditions of adversity for use in social policy and programs. He is particularly interested in the effects of early stressful experiences on children's development, and in prevention and treatment programs for improving children's functioning in areas such as relationships with caregivers and peers, social-emotional development, and academic achievement. He is currently the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children during the COVID-19 pandemic. Dr. Fisher is the developer of a number of widely implemented evidence-based interventions for supporting healthy child development in the context of social and economic adversity, including Treatment Foster Care Oregon for Preschoolers (TFCO-P) and Kids in Transition to School (KITS). Most recently, he developed the Filming Interactions to Nurture Development (FIND) video coaching program for supporting parenting in the home environment and early childhood care and education professionals in childcare and preschool contexts. He has published over 250 scientific papers in peer reviewed journals. He is the recipient of the 2012 Society for Prevention Research Translational Science Award, and a 2019 Fellow of the American Psychological Society.
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Karin Forssell
Senior Lecturer of Education
BioDr. Karin Forssell is the director of the Learning Design and Technology (LDT) master's program and a Senior Lecturer at the Stanford Graduate School of Education. In her courses, students learn to use research from the learning sciences and learning-centered design processes to create effective digital tools. Dr. Forssell also directs the GSE Makery, a Stanford maker space where students and faculty learn to make, and make to learn, as well as the AI Tinkery, a sandbox for educators. Her current interests include hands-on learning, teacher technology adoption, and the potential for AI to support ethical and effective learning experiences.
Dr. Forssell draws insights from her many years of concurrent work as a teacher on special assignment for technology in the Palo Alto Unified School District. Dr. Forssell earned her BA in Linguistics, MA in Education, and PhD in Learning Sciences and Technology Design at Stanford University. -
Daniela Gamboa Zapatel
Ph.D. Student in Education, admitted Autumn 2021
BioDaniela Gamboa Zapatel is a PhD candidate in Education Policy at Stanford University. Her research examines how inclusive education policies shape student outcomes, with a particular focus on historically marginalized groups in Peru. She aims to develop context-sensitive tools for measuring inclusion and translate research into equity-driven policy.
Her experience spans over a decade across classrooms, government, and civil society in advancing inclusive education. She has led national initiatives at the Ministry of Education of Peru and the Peruvian Down Syndrome Society, and has collaborated with regional and global networks including the Regional Network for Inclusive Education (Latin America), Down Syndrome International, and Inclusion International. Prior to her doctoral studies, she served as a consultant on equity and inclusion at the Global Partnership for Education.
Daniela holds a B.A. in Early Childhood Education with honors from the University of Piura (Peru) and an M.A. in International Education Policy Analysis from Stanford University. She is also the proud mother of two wonderful boys. -
Antero Godina Garcia
Professor of Education
Current Research and Scholarly InterestsAntero's current research focuses on learning practices in gaming communities; critical literacies and civic identities in ELA classrooms; youth participatory action research; and sociocultural approaches to care and healing in classrooms.
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Valerie Garcia
Ph.D. Student in Education, admitted Autumn 2025
BioValerie García is a linguist, educator, and researcher whose work centers on heritage language education, teacher development, and identity development. Currently pursuing her Ph.D. in Education at Stanford University, Valerie brings a strong interdisciplinary background bridging applied linguistics, pedagogy, and sociocultural analysis to her teaching and research.
She earned her M.S. in Applied Linguistics from Georgetown University, where she contributed to projects at the Assessment and Evaluation Language Resource Center (AELRC) and co-authored publications in The Modern Language Journal and the Institute of International Education. Her research has examined heritage language learner identity, multilingual education, and the impacts of language policies across the U.S., including her thesis on the differing perceptions of heritage language programs among administrators and teachers.
As a Spanish teacher and curriculum developer, Valerie has taught at Mountain House High School, Summit Charter Schools, and La Escuelita, where she integrates project-based and culturally responsive instruction aligned with state standards. Her teaching is grounded in linguistic justice and equitable access to world language education.
Valerie’s scholarship has been presented at the American Association for Applied Linguistics (AAAL) and the National Heritage Language Resource Center (NHLRC) conferences, and her visual research work has been featured in leading textbooks such as Second Language Research and The Art of Language Teaching and the Science of Language Learning.
Fluent in both English and Spanish, Valerie combines her expertise in linguistic research and pedagogy with her commitment to empowering multilingual learners and advancing equity in education. -
Jorge Luis Garcia Perez
Master of Arts Student in Education, admitted Autumn 2025
Graduate Program Assistant, SAL Early Childhood EducationBioJorge is a Fulbright-García Robles Scholar, recipient of the SECIHTI (Mexican Ministry of Science, Humanities, Technology and Innovation) scholarship for graduate studies abroad, and the Claudio X. González Fellowship at Stanford University, where he is pursuing a master’s degree in Global Comparative Education. He has over six years of experience as a public school teacher and two additional years as a teacher educator in Mexico. He is deeply committed to bridging the gap between classroom realities and policy decisions, striving to improve both the quality and equity of education.
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Shelley Goldman
Associate Dean for Faculty Affairs and for Student Affairs and Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsUse and integration of digital technologies for teaching and learning; learning in informal settings, especially learning mathematics and science within families; bringing the tools and mindsets of design thinking to K-12 classrooms and to broadening STEM participation.
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Meline Grigoryan
Affiliate, Lemons Program
BioMeline Grigoryan, PhD, is a Fulbright Postdoctoral Scholar and Researcher at Stanford University. Her research explores the intersection of Artificial Intelligence (AI) in education and inclusive learning, with a particular focus on leveraging AI-driven tools for personalized learning and accessibility.
With extensive experience in inclusive education, education management, and curriculum development, Dr. Grigoryan has contributed to educational innovations and reforms aimed at fostering equitable learning environments. She has served as an Education Programs Manager and Researcher, designing and implementing strategies to enhance learning outcomes for diverse student populations.
At Stanford, Dr. Grigoryan collaborates with scholars and AI experts to explore how technology can advance accessibility, adaptive learning, and inclusive pedagogies worldwide. -
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).
