
Shelley Goldman
Associate Dean for Faculty Affairs and for Student Affairs and Professor (Teaching) of Education, Emerita
Graduate School of Education
Bio
Professor Goldman is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities, content, and technologies. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. Goldman’s work focuses on creating opportunities for rich STEM learning, and for understanding how design thinking and technologies can create access and be transformational. Current work includes broadening participation in STEM via family activities, design-based engagements, and through empathy work with scientists doing outreach.
Administrative Appointments
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Professor (Teaching) of Mechanical Engineering (by courtesy), Stanford University (2006 - Present)
Boards, Advisory Committees, Professional Organizations
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Elementary and Middle School Teacher, Teacher (1973 - 1977)
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Director, Public Schools Project, College for Human Services (1983 - 1985)
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Research Scientist, Center for Children and Technology, Bank Street College of Education (1985 - 1989)
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Director of School and Community Programs and Senior Research Scientist, Institute for Research on Learning (1989 - 2000)
Professional Education
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BS, State University of New York at Oneonta, Elementary Education and Educational Psychology (1973)
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MS, Florida International University, Urban School Administration and Supervision (1978)
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MEd, Columbia University, Family and Community Education (1979)
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EdD, Columbia University, Family and Community Education (1982)
Community and International Work
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SKY Labo, Japan and US
Topic
Japanese girls and STEAM Learning
Partnering Organization(s)
SKY Labo
Location
International
Ongoing Project
Yes
Opportunities for Student Involvement
Yes
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D.loft STEM Learning
Ongoing Project
No
Opportunities for Student Involvement
No
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English Learners and Design Thinking
Ongoing Project
No
Opportunities for Student Involvement
No
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REDlab
Ongoing Project
No
Opportunities for Student Involvement
No
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STEM Ambassador Program
Ongoing Project
No
Opportunities for Student Involvement
No
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Playful Family Science
Ongoing Project
No
Opportunities for Student Involvement
No
Research Interests
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Curriculum and Instruction
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Elementary Education
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Equity in education
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Gender Issues
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Math Education
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Parents and family issues
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Research Methods
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Science Education
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Technology and Education
Current Research and Scholarly Interests
Professor Goldman is an educational anthropologist interested in the idea that learning takes place when students are actively engaged with each other, their teachers, and others in conversations, activities, content, and technologies. She is very interested in the power of real-world contexts to drive learning, and researches how people learn in and out of school. Goldman’s work focuses on creating opportunities for rich STEM learning, and for understanding how design thinking and technologies can create access and be transformational. Current work includes bringing broadening participation in STEM via family activities, design-based engagements, and through empathy work with scientists doing outreach.
2020-21 Courses
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Independent Studies (9)
- Directed Reading
EDUC 480 (Aut, Win, Spr) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr) - Directed Research
EDUC 490 (Aut, Win, Spr) - Directed Research in Education
EDUC 190 (Aut, Win, Spr) - Honors Research
EDUC 140 (Aut, Win, Spr) - Master's Thesis
EDUC 185 (Aut, Win, Spr) - Practicum
EDUC 470 (Aut, Win, Spr) - Senior Honors Thesis
URBANST 199 (Win, Spr) - Supervised Internship
EDUC 380 (Aut, Win, Spr)
- Directed Reading
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Prior Year Courses
2019-20 Courses
- Understanding Learning Environments
EDUC 333A (Aut)
2018-19 Courses
- Learning Sciences and Technology Design Research Seminar and Colloquium
EDUC 291 (Spr) - Understanding Learning Environments
EDUC 333A (Aut)
2017-18 Courses
- Collaborative Design and Research of Technology-integrated Curriculum
EDUC 124 (Win) - Educating Young STEM Thinkers
EDUC 139, EDUC 239, ME 139, ME 231 (Aut) - Understanding Learning Environments
EDUC 333A (Aut)
- Understanding Learning Environments
Stanford Advisees
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Postdoctoral Faculty Sponsor
Keith Bowen -
Doctoral Dissertation Advisor (AC)
Soren Rosier -
Doctoral (Program)
Rose Pozos, Brandon Reynante, Soren Rosier
All Publications
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Opportunities and tensions in family science: challenging dominant paradigms of science education
CULTURAL STUDIES OF SCIENCE EDUCATION
2020
View details for DOI 10.1007/s11422-020-09998-0
View details for Web of Science ID 000588268600001
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Designing for Family Science Explorations Anytime, Anywhere
SCIENCE EDUCATION
2017; 101 (2): 251-277
View details for DOI 10.1002/sce.21259
View details for Web of Science ID 000394903000004
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Sidestepping the Elephant in the Classroom: Using Culturally Localized Technology to Teach Around Taboos
ASSOC COMPUTING MACHINERY. 2017: 2792–2804
View details for DOI 10.1145/3025453.3025958
View details for Web of Science ID 000426970502067
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CAPTURING MIDDLE SCHOOL STUDENTS' UNDERSTANDINGS OF DESIGN THINKING
TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS
2017: 76–93
View details for Web of Science ID 000446210600007
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TAKING DESIGN THINKING TO SCHOOL How the Technology of Design Can Transform Teachers, Learners, and Classrooms
TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS
2017: 3–19
View details for Web of Science ID 000446210600002
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A PRAXIS MODEL FOR DESIGN THINKING Catalyzing Life Readiness
TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS
2017: 37–49
View details for Web of Science ID 000446210600004
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Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families
COGNITION AND INSTRUCTION
2016; 34 (3): 222-235
View details for DOI 10.1080/07370008.2016.1179535
View details for Web of Science ID 000377814100004
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Evaluating the Effect of Concussion Education Programs on Intent to Report Concussion in High School Football.
Journal of athletic training
2021
Abstract
CONTEXT: Concussion underreporting leads to delays in diagnosis and treatment, prolonging recovery time. Athletes' self-report of concussion symptoms therefore reduces risk.OBJECTIVE: Evaluate the efficacy of three concussion education programs in improving concussion-reporting intention.DESIGN: Randomized controlled clinical trial with assessment immediately and one-month after education.SETTING: Three high schools in California.PATIENTS OR OTHER PARTICIPANTS: 118 male football players were randomly assigned to receive concussion education via: CrashCourse (CC), Centers for Disease Control (CDC) video educational materials (Vi), or CDC written educational materials (Wr).MAIN OUTCOME MEASURES: Concussion-reporting intention was assessed at baseline, immediately after education, and at one-month follow-up. Secondary outcomes included concussion knowledge, attitudes, perceived reporting norms, and perceived behavioral control.RESULTS: Athletes across all educational formats had significant improvement in concussion-reporting intention immediately following education and at one-month follow-up (mean improvement 6.8% and 11.4%, respectively; p<0.001). Similar findings were observed across all education formats in secondary analyses examining knowledge, attitudes, and perceived behavioral control. However, there were significant differences by education and time (p=0.03). On post-hoc analysis, athletes who received CC had increased concussion-reporting intention immediately and at one-month (baseline=4.7, immediate=6.1, one-month=6.0; p=0.007 compared to significant increases only at one-month for CDC-Vi (baseline=4.3, immediate=5.2, one-month=5.8; p=0.001), and no significant improvement for CDC-Wr (p=0.10). Secondary analyses indicated significant differences between CC and both CDC interventions, in concussion knowledge and attitudes, immediately after education and at one-month. There were no significant differences in perceived behavioral control between-interventions or in perceived concussion-reporting norms across or between interventions.CONCLUSION: All athletes exhibited improved intent to report concussions, increased concussion knowledge, better concussion attitudes, and more perceived behavioral control, both immediately after education and at one-month follow-up. However, athletes randomized to CC reported greater intent to report concussion, more knowledge, and improved concussion-reporting attitudes, when compared to CDC-Vi and CDC-Wr.TRIAL REGISTRY: ClinicalTrials.gov trial ID number is XXX.
View details for DOI 10.4085/509-20
View details for PubMedID 33428746
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Using a picture-embedded method to support acquisition of sight words
LEARNING AND INSTRUCTION
2020; 65
View details for DOI 10.1016/j.learninstruc.2019.101248
View details for Web of Science ID 000502894100008
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Beyond the Deficit Model: The Ambassador Approach to Public Engagement
BIOSCIENCE
2019; 69 (4): 305–13
View details for DOI 10.1093/biosci/biz018
View details for Web of Science ID 000464938600009
- Staying the course with video analysis Video research in the learning sciences 2017
- 3 The Production of Learning Stories Through Comic Making Deep Stories JSTOR. 2017: 36–59
- Design thinking In Peppler, K. (Ed), The SAGE encyclopedia of out-of-school learning Los Angeles: Sage Publishing. 2017
- Design thinking Deep stories: Practicing, teaching, and learning anthropology with digital storytelling DeGruyter Open. 2017
- Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms Routledge. 2017
- Exploring the promise and limits of a reciprocal research and design process: the case of family math applications Design as scholarship: Case studies from the learning sciences. Routledge. 2016
- Teaching with Design Thinking: Developing New Vision and Approaches to Twenty-First Century Learning Connecting Science and Engineering Education Practices in Meaningful Ways Springer. 2016; this is book edition: 237–262
- Student teams in search of design thinking Design thinking research: building innovation eco-systems Springer International Publishing. 2014
- Math I am: What we learn from stories that people tell about math in their lives LOST opportunities: Learning in out of school time Springer Netherlands. 2013
- Assessing d.learning: Capturing the journey of becoming a design thinker Directions in design thinking research Springer. 2012
- Assessing d. learning: Capturing the journey of becoming a design thinker Design Thinking Research: Measuring Performance in Context Springer Berlin Heidelberg. 2012
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Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom
INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION
2010; 29 (1): 37-53
View details for Web of Science ID 000275638900005
- Family inheritance: Parallel practices of financial responsibility in families Educating comprehensively: varieties of educational experiences, Vol. 3 of the Perspectives on comprehensive education series The Edwin Mellon Press. 2010
- Math engaged problem solving in families Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) edited by Gomez, K., Lyons, L., Radinsky, J. International Society of the Learning Sciences: Chicago IL.. 2010: 380–388
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Making Math a Definition of the Situation: Families as Sites for Mathematical Practices
ANTHROPOLOGY & EDUCATION QUARTERLY
2009; 40 (4): 369-387
View details for DOI 10.1111/j.1548-1492.2009.01057.x
View details for Web of Science ID 000272770100004
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Destination, Imagination & The Fires Within: Design Thinking in a Middle School Classroom
ACM SIGCHI Conference on Creativity and Cognition 2009
ASSOC COMPUTING MACHINERY. 2009: 371–372
View details for Web of Science ID 000281245100061
- Educating New Learning Technology Designers Routledge. 2009
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The Tanda: A Practice at the Intersection of Mathematics, Culture, and Financial Goals
MIND CULTURE AND ACTIVITY
2009; 16 (4): 338-352
View details for DOI 10.1080/10749030902756602
View details for Web of Science ID 000207875500004
- Mixing the digital, social and cultural: Learning, identity and agency in youth participation Digital youth: Learning and identity MIT Press. 2007
- A new angle on families: connecting the mathematics in daily life with school mathematics Learning in places: The informal education reader Peter Lang Publishing Group. 2006
- The cultural work of learning disabilities Educational Researcher 2006; 35 (6): 12-17
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Functioning in the wireless classroom
2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE)
IEEE COMPUTER SOC. 2004: 75–82
View details for Web of Science ID 000189494900010
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Emerging social engineering in the wireless classroom
6th International Conference of the Learning Sciences
LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229
View details for Web of Science ID 000222781900033
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Negotiating the meaning of representations in the mathematics classroom
6th International Conference of the Learning Sciences
LAWRENCE ERLBAUM ASSOC PUBL. 2004: 640–640
View details for Web of Science ID 000222781900136
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Using assessments to improve equity in mathematics
EDUCATIONAL LEADERSHIP
1999; 56 (6): 56-58
View details for Web of Science ID 000079038000012