Stanford University
Showing 301-350 of 589 Results
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Guilherme Lichand
Assistant Professor at the Graduate School of Education
BioGuilherme is proudly Brazilian. His research focuses on the sources of educational inequities in the global South and on solutions with the potential to overturn them. He is co-director at the Stanford Lemann Center and a faculty affiliate at the Stanford King Center on Global Development, the Stanford Center on Early Childhood, the Stanford Institute for Advancing Just Societies, and the UC Berkeley Center for Effective Global Action. He holds a PhD in Political Economy and Government from Harvard University. He was previously the UNICEF Professor of Child Well-being and Development at the University of Zurich. Guilherme is also a co-founder of Brazilian EdTech Movva, a student success management system supporting vulnerable students graduate college. He was acknowledged by the Schwab Foundation as top-10 Brazilian social entrepreneur in 2020 (post-Covid legacy) and by MIT Technology Review as the top under-35 Brazilian innovator in 2014. His research has been published in numerous scientific journals, including the Proceedings of the National Academy of Sciences (PNAS) and Nature Human Behavior, and campaigns featuring his work won multiple awards, including two lions at the Cannes Lions International Festival of Creativity.
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Ira Lit
Professor (Teaching) of Education
BioResearch and practice focuses on teacher education, elementary education, educational equity, and the design and purpose of education and schooling, as well as the exploration of the educational experience of students often marginalized by the school context.
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Susanna Loeb
Professor of Education and Senior Fellow at the Stanford Institute for Economic Policy Research
BioSusanna Loeb is a Professor at the Graduate School of Education. She was Director of the Annenberg Institute at Brown University, where she was also Professor of Education and of International and Public Affairs and the founder and executive director of the National Student Support Accelerator, which aims to expand access to relationship-based, high-impact tutoring in response to the Covid-19 pandemic. Susanna’s research focuses broadly on education policy and its role in improving educational opportunities for students. Her work has addressed issues of educator career choices and professional development, of school finance and governance, and of early childhood systems. Before moving to Brown, Susanna was the Barnett Family Professor of Education at Stanford. She was the founding director of the Center for Education Policy at Stanford and co-director of Policy Analysis for California Education. Susanna led the research for both Getting Down to Facts projects for California schools. In 2020, she was elected to the American Academy of Arts and Sciences. She is also an affiliate at NBER and JPAL and a member of the National Academy of Education.
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Rachel Lotan
Professor (Teaching) of Education, Emerita
Current Research and Scholarly InterestsEquitable teaching and learning in heterogeneous classrooms; Teaching as a profession in international contexts, Curriculum development.
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Prashant Loyalka
Associate Professor of Education and Senior Fellow at the Freeman Spogli Institute for International Studies
Current Research and Scholarly InterestsPrashant's research focuses on examining/addressing inequalities in the education of youth and on understanding/improving the quality of education received by youth in a number of countries including China, India, Russia, and the United States. In the course of addressing educational inequalities, Prashant examines the consequences of tracking, financial and informational constraints, as well as social and psychological factors in highly competitive education systems. His work on understanding educational quality is built around research that assesses and compares student learning in higher education, high school and compulsory schooling. He furthermore conducts large-scale evaluations of educational programs and policies that seek to improve student outcomes.
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Xinyu Lu
Graduate Visiting Researcher Student, Education
BioXinyu Lu is a Doctoral Candidate in Educational Economics and Management at Zhejiang University and a Visiting Scholar and Research Associate at Stanford University. Her research lies at the intersection of Computational Education, Economics of Education, Learning Analytics, Educational Measurement, and Evidence-Based Education Policy. She is particularly interested in leveraging artificial intelligence, large-scale educational data, and causal inference methods to understand learning processes, evaluate educational interventions, and support talent development.
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Leslie Patricia Luqueño
Ph.D. Student in Education, admitted Autumn 2020
Ph.D. Minor, Comparative Studies in Race and Ethnicity
Research Assistant for CTL grant, Feminist, Gender, and Sexuality StudiesCurrent Research and Scholarly InterestsMy current research lies at the intersection of higher education, immigration, and family studies, with an emphasis on how the children of Latinx immigrants make sense of their higher education trajectories and aspirations. I am particularly interested in the role of families within college choice decision-making and employ both qualitative and data science methods to investigate how familial values and knowledge is employed throughout the college application process for Latinx students.
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Ludmille Lyvert
Ph.D. Student in Education, admitted Autumn 2025
BioLudmille Lyvert is an incoming PhD student in Education at the Stanford Graduate School of Education. Originally from Haiti, she earned her bachelor’s degree in education from Université Quisqueya and completed a master’s degree in Women’s Studies at the University of Alabama in 2025 as a Fulbright Scholar.
With over five years of experience in education and non-profit work, Ludmille is committed to advancing equitable access to education and empowering communities through civic and human rights education. Her research focuses on the intersection of policy studies, program development, and civic and human rights education as a means to inspire social change, particularly in her home country, Haiti. -
Yue Ma
Ph.D. Student in Education, admitted Autumn 2024
BioYue Ma is currently pursuing his Ph.D. in Education Policy at the Stanford Graduate School of Education. His research focuses on evaluating the impacts of early childhood development interventions and school learning improvement programs. Prior to continuing his educational journey, Yue was a Research Scholar with the Rural Education Action Program. Yue received his Ph.D. in Economics from Shaanxi Normal University in 2017. He has extensive experience managing international research projects, including survey design, enumerator training, building local partnerships, and cultural adaptation of proven educational interventions.
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Ramon Martinez
Associate Professor of Education
BioRamón Antonio Martínez is an associate professor in the Graduate School of Education and the Center for Comparative Studies in Race and Ethnicity at Stanford University. His research explores the intersections of language, race, and ideology in K-12 public schools, with a particular focus on literacy learning among multilingual children and youth, and the preparation of teachers to work in multilingual settings. In addition to his long-term, community-engaged, and ethnographically informed research, Dr. Martínez actively supports pre-service teachers through his ongoing work in the Stanford Teacher Education Program (STEP). His scholarship has been published in journals such as Anthropology & Education Quarterly, International Multilingual Research Journal, Language Policy, Linguistics and Education, Modern Language Journal, Research in the Teaching of English, and Review of Research in Education. Dr. Martínez earned his Ph.D. from the Division of Urban Schooling in the Graduate School of Education & Information Studies at the University of California, Los Angeles.
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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
Current 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
BioMaria Jose (she/her/they) is a second-year doctoral student whose research focuses on access and equity for first-generation, immigrant, and disabled students, particularly those navigating intersecting identities. Grounded in her training in sociology, her 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, Maria Jose worked with students, families, faculty, and administrators across student affairs and academic affairs. In these roles, she 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, Maria Jose 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.
