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.

Academic Appointments

Administrative Appointments

  • Professor (Teaching) of Mechanical Engineering (by courtesy), Stanford University (2006 - Present)

Boards, Advisory Committees, Professional Organizations

  • Elementary and Middle School Teacher, Teacher (1973 - 1977)
  • Director, Public Schools Project, College for Human Services (1983 - 1985)
  • Research Scientist, Center for Children and Technology, Bank Street College of Education (1985 - 1989)
  • Director of School and Community Programs and Senior Research Scientist, Institute for Research on Learning (1989 - 2000)

Professional Education

  • BS, State University of New York at Oneonta, Elementary Education and Educational Psychology (1973)
  • MS, Florida International University, Urban School Administration and Supervision (1978)
  • MEd, Columbia University, Family and Community Education (1979)
  • EdD, Columbia University, Family and Community Education (1982)

Community and International Work

  • 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

  • D.loft STEM Learning

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • English Learners and Design Thinking

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • REDlab

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • STEM Ambassador Program

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

  • Playful Family Science

    Ongoing Project

    No

    Opportunities for Student Involvement

    No

Contact

  • Academic
    sgoldman@stanford.edu
    University - Faculty Department: Graduate School of Education Position: Professor Emeritus (650) 725-7412 (fax)
    University - Emeritus faculty Department: Graduate School of Education Position: Emeritus Faculty, Acad Council (650) 725-7412 (fax)

Additional Info

  • Mail Code: 3096

Links

Research Interests

  • Curriculum and Instruction
  • Elementary Education
  • Equity in education
  • Gender Issues
  • Math Education
  • Parents and family issues
  • Research Methods
  • Science Education
  • 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

Stanford Advisees

  • Postdoctoral Faculty Sponsor
    Keith Bowen
  • Doctoral Dissertation Advisor (AC)
    Soren Rosier
  • Doctoral (Program)
    Rose Pozos, Brandon Reynante, Soren Rosier

All Publications

  • Opportunities and tensions in family science: challenging dominant paradigms of science education CULTURAL STUDIES OF SCIENCE EDUCATION Goldman, S., Luce, M. R., Vea, T. 2020

    View details for DOI 10.1007/s11422-020-09998-0

    View details for Web of Science ID 000588268600001

  • Designing for Family Science Explorations Anytime, Anywhere SCIENCE EDUCATION Luce, M. R., Goldman, S., Vea, T. 2017; 101 (2): 251-277

    View details for DOI 10.1002/sce.21259

    View details for Web of Science ID 000394903000004

  • Sidestepping the Elephant in the Classroom: Using Culturally Localized Technology to Teach Around Taboos Sorcar, P., Strauber, B., Loyalka, P., Kumar, N., Goldman, S., ACM ASSOC COMPUTING MACHINERY. 2017: 2792–2804

    View details for DOI 10.1145/3025453.3025958

    View details for Web of Science ID 000426970502067

  • CAPTURING MIDDLE SCHOOL STUDENTS' UNDERSTANDINGS OF DESIGN THINKING TAKING DESIGN THINKING TO SCHOOL: HOW THE TECHNOLOGY OF DESIGN CAN TRANSFORM TEACHERS, LEARNERS, AND CLASSROOMS Goldman, S., Zielezinski, M. B., Vea, T., Bachas-Daunert, S., Kabayadondo, Z., Goldman, S., Kabayadondo, Z. 2017: 76–93

    View details for Web of Science ID 000446210600007

  • 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 Goldman, S., Kabayadondo, Z., Goldman, S., Kabayadondo, Z. 2017: 3–19

    View details for Web of Science ID 000446210600002

  • 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 Estrada, C., Goldman, S., Goldman, S., Kabayadondo, Z. 2017: 37–49

    View details for Web of Science ID 000446210600004

  • Participatory Design Research as a Practice for Systemic Repair: Doing Hand-in-Hand Math Research with Families COGNITION AND INSTRUCTION Booker, A., Goldman, S. 2016; 34 (3): 222-235

    View details for DOI 10.1080/07370008.2016.1179535

    View details for Web of Science ID 000377814100004

  • Evaluating the Effect of Concussion Education Programs on Intent to Report Concussion in High School Football. Journal of athletic training Daneshvar, D. H., Yutsis, M., Baugh, C. M., Pea, R. D., Goldman, S., Grant, G. A., Ghajar, J., Sanders, L. M., Chen, C., Tenekedjieva, L., Gurrapu, S., Zafonte, R. D., Sorcar, P. 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

  • Using a picture-embedded method to support acquisition of sight words LEARNING AND INSTRUCTION Strauber, C., Sorcar, P., Howlett, C., Goldman, S. 2020; 65

    View details for DOI 10.1016/j.learninstruc.2019.101248

    View details for Web of Science ID 000502894100008

  • Beyond the Deficit Model: The Ambassador Approach to Public Engagement BIOSCIENCE Nadkarni, N. M., Weber, C. Q., Goldman, S. V., Schatz, D. L., Allen, S., Menlove, R. 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 Goldman, S., McDermott, R. 2017
  • 3 The Production of Learning Stories Through Comic Making Deep Stories Goldman, S., Zielezinski, M. B. JSTOR. 2017: 36–59
  • Design thinking In Peppler, K. (Ed), The SAGE encyclopedia of out-of-school learning Goldman, S. Los Angeles: Sage Publishing. 2017
  • Design thinking Deep stories: Practicing, teaching, and learning anthropology with digital storytelling Goldman, S., Zielezinski, M. DeGruyter Open. 2017
  • Taking design thinking to school: How the technology of design can transform teachers, learners, and classrooms Goldman, S., Kabayadondo, Z. 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. Goldman, S., Jimenez, O. 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 Goldman, S., Zielezinski, M. B. Springer. 2016; this is book edition: 237–262
  • Student teams in search of design thinking Design thinking research: building innovation eco-systems Goldman, S., Kabayadondo, Z., Royalty, A., Carroll, M. P., Roth, B. 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 Esmonde, I., Blair, K. P., Goldman, S., Martin, L., Jimenez, O., Pea, R. Springer Netherlands. 2013
  • Assessing d.learning: Capturing the journey of becoming a design thinker Directions in design thinking research Goldman, S., Carroll, M., Kabayadondo, Z., Britos Cavanaro, L., Royalty, A., Roth, B., Kwek, S., Kim, J. Springer. 2012
  • Assessing d. learning: Capturing the journey of becoming a design thinker Design Thinking Research: Measuring Performance in Context Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A. W., Roth, B., Kim, J. Springer Berlin Heidelberg. 2012
  • Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom INTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., Hornstein, M. 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 Martin, L., Goldman, S. 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) Goldman, S., Pea, R., Blair, K. P., Jimenez, O., Booker, A., Martin, L., Esmonde, I. edited by Gomez, K., Lyons, L., Radinsky, J. International Society of the Learning Sciences: Chicago IL.. 2010: 380–388
  • Making Math a Definition of the Situation: Families as Sites for Mathematical Practices ANTHROPOLOGY & EDUCATION QUARTERLY Goldman, S., Booker, A. 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

  • Destination, Imagination & The Fires Within: Design Thinking in a Middle School Classroom ACM SIGCHI Conference on Creativity and Cognition 2009 Goldman, S., Carroll, M., Royalty, A. ASSOC COMPUTING MACHINERY. 2009: 371–372

    View details for Web of Science ID 000281245100061

  • Educating New Learning Technology Designers Di Giano, C., Goldman, S., Chorost, M. Routledge. 2009
  • The Tanda: A Practice at the Intersection of Mathematics, Culture, and Financial Goals MIND CULTURE AND ACTIVITY Martin, L., Goldman, S., Jimenez, O. 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 Goldman, S., Booker, A., McDermott, M. MIT Press. 2007
  • A new angle on families: connecting the mathematics in daily life with school mathematics Learning in places: The informal education reader Goldman, S. Peter Lang Publishing Group. 2006
  • The cultural work of learning disabilities Educational Researcher McDermott, R., Goldman, S., Varenne, H. 2006; 35 (6): 12-17
  • Functioning in the wireless classroom 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE) Goldman, S. V., Pea, R., Maldonado, H., Martin, L., White, T. IEEE COMPUTER SOC. 2004: 75–82

    View details for Web of Science ID 000189494900010

  • Emerging social engineering in the wireless classroom 6th International Conference of the Learning Sciences Goldman, S., Pea, R., Maldonado, H. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 222–229

    View details for Web of Science ID 000222781900033

  • Negotiating the meaning of representations in the mathematics classroom 6th International Conference of the Learning Sciences Tackman, J. A., Goldman, S. V. LAWRENCE ERLBAUM ASSOC PUBL. 2004: 640–640

    View details for Web of Science ID 000222781900136

  • Using assessments to improve equity in mathematics EDUCATIONAL LEADERSHIP Cole, K., Coffey, J., Goldman, S. 1999; 56 (6): 56-58

    View details for Web of Science ID 000079038000012