Stanford University
Showing 351-400 of 589 Results
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Vinod Menon
Rachael L. and Walter F. Nichols, MD, Professor and Professor, by courtesy, of Education and of Neurology and Neurological Sciences
Current Research and Scholarly InterestsEXPERIMENTAL, CLINICAL AND THEORETICAL SYSTEMS NEUROSCIENCE
Cognitive neuroscience; Systems neuroscience; Cognitive development; Psychiatric neuroscience; Functional brain imaging; Dynamical basis of brain function; Nonlinear dynamics of neural systems. -
Debra Meyerson
Adjunct Professor, GSE Faculty Affairs
BioTenured Associate Professor of Organizational Behavior from 2003 to 2013. Transitioned to adjunct professor in 2013 after a severe stroke in 2010.
While full time at Stanford and previously, Debra Meyerson conducted research primarily in three areas: a) gender and race relations in organizations, specifically individual and organizational strategies of change aimed at removing inequities and fostering productive inter-group relations; b) the role of philanthropic organizations as intermediaries in fostering change within educational institutions; and c) going to scale in the charter school field. Debra authored Tempered Radicals: How People Use Difference to Inspire Change at Work (HBS Press 2001), which provides an in depth look into how people can use diversity and difference to create positive change in the workplace without division or strife.
Nine years after her stroke in 2010, Debra published Identity Theft: Rediscovering Ourselves After Stroke (Andrews McMeel Publishing, 2019.) The book is built on the combination of her lived experience as a survivor with disabilities and extensive interviews and research; it highlights the need for significantly more support than is provided in the current system to rebuild identity on the path to rebuilding lives of meaning and purpose. Debra also and co-founded Stroke Onward, a nonprofit now dedicated to catalyzing change in the healthcare system in order to insure survivors in the future receive that support. As co-Chair and active volunteer for Stroke Onward, Debra's focus is on driving research and publications that will help to better understand the problems and solutions that can inform the creation of a better healthcare system. She is also an extensive speaker in academic and industry settings.
For more complete and additional information on Debra's current work, please use the following links:
Full Bio at Graduate School of Education -- https://ed.stanford.edu/faculty/debram
Full Curriculum Vitae -- https://goto.stanford.edu/meyerson-cv -
John Mitchell
Mary and Gordon Crary Family Professor in the School of Engineering, and Professor, by courtesy, of Electrical Engineering and of Education
Current Research and Scholarly InterestsProgramming languages, computer security and privacy, blockchain, machine learning, and technology for education
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Youngsun Moon
Postdoctoral Scholar, Education
BioSun (Youngsun) Moon is a postdoctoral scholar at Stanford University. Her research centers on literacy development, especially how reading and spelling interact over time, and how assessment data can be used to better understand and support students’ literacy growth across diverse linguistic and educational backgrounds. Ultimately, her goal is to translate research into tools and practices that improve how we assess and support students’ reading and writing development.
At Stanford, she is part of the Rapid Online Assessment of Reading (ROAR) team at the Graduate School of Education, which develops silent, group-administered reading assessments that are open-source, research-based, efficient, and scalable for use in schools. With the ROAR team, she is currently working on expanding the ROAR suite and examining measurement bias (i.e., whether the assessments function differently for students from certain backgrounds). -
Davíd Morales
Ph.D. Student in Education, admitted Autumn 2020
Current Research and Scholarly InterestsDavíd's research examines the pedagogical contributions of social movements and education activists, as well as their responses to colonial, (neo)liberal, and militarized logics that govern schools and racialized geographies across the U.S. and Latin America.
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João Vitor Moreira
Masters Student in Education, admitted Autumn 2025
BioExperienced in AI development, data science, and software engineering, with hands-on work in content moderation and abuse detection systems. I design and evaluate models that balance safety and user experience, including human-in-the-loop workflows and bias-aware approaches. My research explores how information propagates across social networks and how bias emerges in AI-driven learning environments. Motivated to work in Trust & Safety to build scalable systems that protect users and promote healthy online communities.
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Marley Murrell
Ph.D. Student in Education, admitted Autumn 2024
Graduate Assistant for Community Engagement, Haas Center for Public ServiceBioMarley Murrell, proudly from Tucson, Arizona, is a PhD student in the Curriculum and Teacher Education (CTE) program at Stanford University. She is also working on her PhD Minor in Comparative Studies in Race and Ethnicity (CSRE). Her scholarship is being supported by the Enhancing Diversity in Graduate Education (EDGE) Fellowship. Her current research interest are within mathematics education looking at teacher learning, professional development, and mathematics anxiety.
Prior to her studies at Stanford, Marley earned her Bachelors of Science in Mathematics with an emphasis in Education from the University of Arizona. While teaching, she earned her Master of Science in Mathematics Education from Northern Arizona University. In her teaching career she taught Algebra, Cambridge Algebra, Geometry, Cambridge Geometry, AVID 9, and Dual Enrollment College Algebra all at Amphitheater High School, her alma matter. As a high school teacher, she founded and ran the schools Girls Powerlifting Club. She also coached the school's Color Guard. -
Tom Nachtigal
Ph.D. Student in Education, admitted Autumn 2022
Ph.D. Student in Education, admitted Autumn 2022BioTom Nachtigal is a PhD student in the international and comparative education program. She's interested in researching how international organizations influence national civic education policies via promotion of social and emotional learning. Particularly, she's looking at how values of democracy, rule of law, human rights, and national identity are imbued in conflict-affected areas, in light of international education policies informed by SEL. Trained as an international lawyer, she served as a legal advisor in the Israeli government, practicing international law and human rights, an experience that informed her interests in civic education from the lens of international politics.
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Andre Nudelman
Entrepreneur In Residence, GSE Dean's Office
Affiliate, Lemann CenterBioAndre Nudelman, Doctor Honoris Causa
Andre was appointed as the Entrepreneur in Residence at Stanford University Graduate School of Education from September 2021 to August 2023, and since 2023 as the Entrepreneur in Residence at Stanford University Graduate School of Education- Lemann Center.
In recognition of his contributions to education and entrepreneurship, he was honored with the title of Doctor Honoris Causa by Universidade Estácio de Sá in Rio de Janeiro, Brazil, on January 29, 2025.
Joined StartX Board of Advisors (BoA) mentorship program in Jul 2025.
The Hebrew University of Jerusalem - Liaison Officer with Stanford Bio Design in May 2025.
Stanford GSE - Digital Learning Design Workshop: EDUC 254 - Mentor and Juror since Sep 2021.
Instructor - Stanford GSE - EDUC 404 - Topics on Brazilian Education - Lemann Center - Apr 2025 - Jun 2025.
Instructor - Stanford GSE EDUC 236 - Gen AI + EdTechs - Apr 2025 - Jun 2025.
Instructor at Lytics Seminar Stanford GSBGID 307 - GSE EDUC 407 - CS 407 - Apr 2024 - Jun 2024.
He has an extensive range of activities, including Private Equity with focus on Education, Entrepreneurship, Real Estate Investments, Agriculture, Non-profit organizations, and volunteer activities.
Among his past ventures, Maple Bear Schools Latin America, the largest franchised K-12 bilingual school chain in Latin America, sold in 2016.
Presently, he serves as an advisor of Addquire Private Equity, which he founded, that controls Comprehensive Education, that encompass Digital Media Academy (digitalmediaacademy.org), that offers Tech Courses in person and online to students from 3-18 years old globally; IC - International Comprehensive (icomprehensive.com), a school quality improvement system; IC Academy (icanadianacademy.com), a K-12 bilingual school chain; Nouvelle School a Early Childhood franchised chain (www.nouvelleschool.com); Interactive Health International (cyberpatient.ca), a simulation online system for medical education, and the philanthropic initiatives.
His philanthropic and volunteer activities include: Education + AI - The Nudelman Initiative (www.educall.org) in Brazil, former Chairman of the Canadian Council for The Americas BC for ten years; former Cabinet Campaign member for Emily Carr University of Art+Design; Advisory board member at McRae Institute for International Relations at Capilano University; Chairman of The Einstein legacy Project in BC at Hebrew University of Jerusalem; Ambassador of Vancouver Biennale; among others.
Now he is funding and coordinating the Education + AI in Action - The Nudelman Initiative, that is changing the public education in small towns in Brazil's Northeast region. www.educall.org -
Michael O'Key
Ph.D. Student in Education, admitted Autumn 2021
BioMichael O'Key is a fifth-year Ph.D. candidate in the Graduate School of Education, concentrating in Race, Inequality, and Language (RILE) and Social Sciences, Humanities, and Interdisciplinary Policy Studies (SHIPS), as well as second-year law student and Public Interest Law Fellow at University of California Los Angeles School of Law. His research examines the nexus between school access and student assignment policies, school segregation, and juvenile delinquency.
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Jelena Obradović
Professor of Education
Current Research and Scholarly InterestsAdaptation, resilience, and developmental psychopathology of disadvantaged children populations; Stress reactivity and biological sensitivity to contextual influences; Executive function and self-regulatory abilities; Effects of risk, adversity, and social status on children’s development.
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Jonathan Osborne
Kamalachari Professor of Science Education, Emeritus
BioMy research focus is a mix of work on policy and pedagogy in the teaching and learning of science. In the policy domain, I am interested in exploring students' attitudes to science and how school science can be made more worthwhile and engaging - particularly for those who will not continue with the study of science. In pedagogy, my focus has been on making the case for the role of argumentation in science education both as a means of improving the use of a more dialogic approach to teaching science and improving student understanding of the nature of scientific inquiry. I have worked on four major projects in argumentation. The first from 1999-2002 was on 'Enhancing the Quality of Argument in School Science Education'. From this we developed the IDEAS (Ideas, Evidence and Argument in Science Education) materials to support teacher professional learning funded by the Nuffield Foundation. From 2007-2010 I was co-PI on the project 'Learning to Teach Ideas, Evidence and Argument in School Science' which explored how to build teachers competency with the use of this pedagogy in four schools. Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science. Some of this work can be found on the website:
http://scientificargumentation.stanford.edu/
My other area of interest in pedagogy is the teaching of reading and the facilitation of discussion. I have published a book entitled 'Language and Literacy in Science Education' and we are just completing a five year IES funded project - 'Catalyzing Comprehension through Discussion and Debate' exploring how we can support the teaching of reading in science. We have developed a web site with some of our materials:
http://serpmedia.org/rtl/
And a MOOC called 'Reading to Learn in Science" which is offered by NovoEd and will be run again from Jan 13, 2016 for 12 weeks.
Finally, much science, if not more, is learned outside the classroom and how young people learn in that environment and what it has to offer formal education is another focus of my work and I was one of the partners in the NSF funded Centre for Informal Learning and Schools (2002-7) and have several publications in this field. -
Brad Osgood
Professor of Electrical Engineering and, by courtesy, in Education
BioOsgood is a mathematician by training and applies techniques from analysis and geometry to various engineering problems. He is interested in problems in imaging, pattern recognition, and signal processing.
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Amado Padilla
Associate Dean for Faculty Affairs and Vida Jacks Professor of Education
Current Research and Scholarly InterestsCurrent projects include: (a) the development of models of ethnic identity that incorporate social cognition theory and social identity; (b)acculturation stress and mental health status across three generations of Latinos; (c) home, school and community protective factors that empower Latino students to succeed academically; (d) learning of Mandarin by high school students in summer intensive programs vs. students in regular high school world language classes; and (e) student language and academic content learning in a Mandarin/English dual language immersion program.
