# sessions

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ip_address: 127.0.0.1
user_agent:
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payload:
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ip_address: 127.0.0.1
user_agent:
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payload:
  YTozOntzOjY6Il90b2tlbiI7czo0MDoidzBSMU9ock5tbFdUQVFoN3RpWlFYV3h0RXBCNEpZQk52aTZLVkZrWCI7czo5OiJfcHJldmlvdXMiO2E6MTp7czozOiJ1cmwiO3M6Mjg6Imh0dHA6Ly8xMjcuMC4wLjE6ODAwMC9wZW9wbGUiO31zOjY6Il9mbGFzaCI7YToyOntzOjM6Im9sZCI7YTowOnt9czozOiJuZXciO2E6MDp7fX19


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ip_address: 127.0.0.1
user_agent:
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payload:
  YTozOntzOjY6Il90b2tlbiI7czo0MDoiVnhsUWxxd09WVDZ4ODJjWjZ1QVNCcEJuY1pnR1dVQ0FyRWZSNW1pdiI7czo5OiJfcHJldmlvdXMiO2E6MTp7czozOiJ1cmwiO3M6Mzc6Imh0dHA6Ly8xMjcuMC4wLjE6ODAwMC9idWlsZGluZ3MvY2VyYXMiO31zOjY6Il9mbGFzaCI7YToyOntzOjM6Im9sZCI7YTowOnt9czozOiJuZXciO2E6MDp7fX19


id: vMZzGVWaEnAJK62joLaVoYfb7scg9xGoeaGTxvBM
ip_address: 127.0.0.1
user_agent:
[cell repeats an earlier one in this file: 117 characters]

payload:
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Kelman";s:7:"content";s:799:"Ari is interested in research at the intersection of Education and Jewish Studies, with an emphasis on the myriad ways in which people cultivate deep commitments His research focuses on the ways that people learn religion across domains including schools, congregations, museums, camps, media, and online.

  He is the author of Shout to the Lord: Making Worship Music in Evangelical America (NYU 2018) Station Identification: A Cultural History of Yiddish Radio (California, 2009).&nbsp; He is also the editor of Is Diss a System?: A Milt Gross Comic Reader (NYU, 2010), and a co-author of Sacred Strategies: Transforming Synagogues from Functional to Visionary (Alban Institute, 2011). 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Ball";s:7:"content";s:2026:"Before entering the professorate, Dr. Arnetha Ball was a speech/language pathologist, taught in pre-school, elementary and secondary classrooms for over 25 years, and was the founder and Executive Director of an early education center for students from diverse backgrounds. Currently, she conducts an interdisciplinary program of research that aims to improve education for diverse student populations in three intersecting contexts: U.S. schools in which predominantly poor African American, Latino, and Pacific Islander students are underachieving; community-based organizations that are part of an alternative education system offering "second chance" or "last chance" opportunities for individuals in search of personal, academic, and economic success; and teacher education programs in the U.S., South Africa, New Zealand, and Australia.&nbsp; Dr. Ball specializes in the preparation of teachers to teach in culturally and linguistically complex classrooms and has served as an Academic Specialist for the United States Information Services Program in South Africa. She has co-taught courses on multiliteracies and English methodologies in the teacher education program at the Education Campus of Witwatersrand University and has taught in the Further Diploma in Education Program at the University of Cape Town. Dr Ball's research integrates sociocultural, sociolinguistic, and ethnographic approaches to investigate the processes of teacher change, teacher generativity, and teacher professional development in transnational contexts, as well as the language and literacy practices of students in multicultural and multilingual settings. 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Interests in interpersonal/group dynamics, team building, leadership development, and multicultural education.";s:10:"first_name";s:3:"Ann";s:9:"last_name";s:7:"Porteus";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:15:"Senior Lecturer";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"133";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/porteus_ann_0.jpg";s:10:"job_titles";a:1:{i:0;s:15:"Senior Lecturer";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:16;s:4:"name";s:15:"Senior Lecturer";s:4:"slug";s:15:"senior-lecturer";}}s:4:"role";s:15:"Senior Lecturer";s:7:"role_id";i:16;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}}}i:5;a:19:{s:2:"id";i:38;s:5:"title";s:10:"Anne Colby";s:7:"content";s:0:"";s:10:"first_name";s:4:"Anne";s:9:"last_name";s:5:"Colby";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Adjunct Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:2:"27";s:13:"profile_photo";s:56:"/sites/default/files/profiles/faculty/colby_anne_gse.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Adjunct Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:11;s:4:"name";s:17:"Adjunct Professor";s:4:"slug";s:17:"adjunct-professor";}}s:4:"role";s:17:"Adjunct Professor";s:7:"role_id";i:11;s:8:"building";s:12:"Ventura Hall";s:11:"building_id";i:35;s:20:"program_affiliations";a:0:{}}i:6;a:19:{s:2:"id";i:36;s:5:"title";s:26:"Anne Harper Charity Hudley";s:7:"content";s:0:"";s:10:"first_name";s:4:"Anne";s:9:"last_name";s:14:"Charity Hudley";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:47:"Associate Dean of Educational Affairs|Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"422";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/viewimage_0.jpg";s:10:"job_titles";a:2:{i:0;s:37:"Associate Dean of Educational Affairs";i:1;s:9:"Professor";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:10;s:4:"name";s:37:"Associate Dean of Educational Affairs";s:4:"slug";s:37:"associate-dean-of-educational-affairs";}i:1;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:37:"Associate Dean of Educational Affairs";s:7:"role_id";i:10;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:11:{i:0;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:3;a:3:{s:2:"id";i:53;s:4:"name";s:22:"CTE: Teacher Education";s:4:"slug";s:21:"cte-teacher-education";}i:4;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:5;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:6;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:7;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:8;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:9;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:10;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:7;a:19:{s:2:"id";i:51;s:5:"title";s:13:"Antero Garcia";s:7:"content";s:1553:"Antero studies how technology and gaming shape youth learning, literacy practices, and civic identities. Prior to completing his Ph.D., Antero was an English teacher at a public high school in South Central Los Angeles. His two most recent research studies explore learning and literacies in tabletop roleplaying games like Dungeons &amp; Dragons and how participatory culture shifts classroom relationships and instruction. Based on his research, Antero co-designed the Critical Design and Gaming School--a public high school in South Central Los Angeles. Antero’s research has appeared in numerous journals including The Harvard Educational Review, Teachers College Record, and Teaching and Teacher Education. His most recent book--Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School—is an ethnographic look at technology and gaming in an urban high school. Some of his other books explore critical research methodologies (Doing Youth Participatory Action Research: Transforming Inquiry with Researchers, Educators, and Students--with Nicole Mirra and Ernest Morrell), techniques for shifting English language arts pedagogy (Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction with Cindy O'Donnell-Allen), and changes in the consumption of young adult literature (Critical Foundations in Young Adult Literature: Challenging Genres). Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.";s:10:"first_name";s:6:"Antero";s:9:"last_name";s:6:"Garcia";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"427";s:13:"profile_photo";s:63:"/sites/default/files/profiles/faculty/antero_garcia_cropped.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:2;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:3;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:4;a:3:{s:2:"id";i:53;s:4:"name";s:22:"CTE: Teacher Education";s:4:"slug";s:21:"cte-teacher-education";}i:5;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:6;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:7;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:8;a:19:{s:2:"id";i:17;s:5:"title";s:22:"anthony lising antonio";s:7:"content";s:533:"Dr. Antonio's research focuses on equity issues in&nbsp;American higher education. As admission spots into higher education institutions become more competitive and more acute, he seeks to achieve a better understanding of how college-going cultures are developed and maintained in schools. He is also interested in network approaches to conceptualizing and studying&nbsp;college&nbsp;student development, particularly among racial, ethnic and religious minorities. His current projects also include studies of engineering education.";s:10:"first_name";s:14:"Anthony Lising";s:9:"last_name";s:7:"Antonio";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"234";s:13:"profile_photo";s:66:"/sites/default/files/profiles/faculty/anthonylisingantonio-600.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:9:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:2;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:3;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:4;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:5;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:6;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:7;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:8;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:9;a:19:{s:2:"id";i:65;s:5:"title";s:13:"Ari Y. Kelman";s:7:"content";s:799:"Ari is interested in research at the intersection of Education and Jewish Studies, with an emphasis on the myriad ways in which people cultivate deep commitments His research focuses on the ways that people learn religion across domains including schools, congregations, museums, camps, media, and online.

  He is the author of Shout to the Lord: Making Worship Music in Evangelical America (NYU 2018) Station Identification: A Cultural History of Yiddish Radio (California, 2009).&nbsp; He is also the editor of Is Diss a System?: A Milt Gross Comic Reader (NYU, 2010), and a co-author of Sacred Strategies: Transforming Synagogues from Functional to Visionary (Alban Institute, 2011). He is also the author of a number of articles about contemporary Jewish identity and culture, among other things.";s:10:"first_name";s:6:"Ari Y.";s:9:"last_name";s:6:"Kelman";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"378";s:13:"profile_photo";s:56:"/sites/default/files/profiles/faculty/kelman_ari_y_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:1;a:3:{s:2:"id";i:68;s:4:"name";s:28:"Education and Jewish Studies";s:4:"slug";s:28:"education-and-jewish-studies";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:3;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:4;a:3:{s:2:"id";i:67;s:4:"name";s:33:"SHIPS (PhD): History of Education";s:4:"slug";s:30:"ships-phd-history-of-education";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:6;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:7;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:10;a:19:{s:2:"id";i:20;s:5:"title";s:15:"Arnetha F. Ball";s:7:"content";s:2026:"Before entering the professorate, Dr. Arnetha Ball was a speech/language pathologist, taught in pre-school, elementary and secondary classrooms for over 25 years, and was the founder and Executive Director of an early education center for students from diverse backgrounds. Currently, she conducts an interdisciplinary program of research that aims to improve education for diverse student populations in three intersecting contexts: U.S. schools in which predominantly poor African American, Latino, and Pacific Islander students are underachieving; community-based organizations that are part of an alternative education system offering "second chance" or "last chance" opportunities for individuals in search of personal, academic, and economic success; and teacher education programs in the U.S., South Africa, New Zealand, and Australia.&nbsp; Dr. Ball specializes in the preparation of teachers to teach in culturally and linguistically complex classrooms and has served as an Academic Specialist for the United States Information Services Program in South Africa. She has co-taught courses on multiliteracies and English methodologies in the teacher education program at the Education Campus of Witwatersrand University and has taught in the Further Diploma in Education Program at the University of Cape Town. Dr Ball's research integrates sociocultural, sociolinguistic, and ethnographic approaches to investigate the processes of teacher change, teacher generativity, and teacher professional development in transnational contexts, as well as the language and literacy practices of students in multicultural and multilingual settings. 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She studies how individuals work together to create joint products and how what is learned and created is related to the quality of their interactions. In a five year NSF supported CAREER award she documented adolescents' learning ecologies (e.g. learning opportunities across home, school, libraries, virtual communities, clubs, camps) for technological fluency development across diverse communities in the Silicon Valley region with the goal of understanding how to design more equitable opportunities for learning. She co-leads the LIFE center (Learning in Informal and Formal Environments), funded by the National Science Foundation in 2005. Barron is PI for a grant funded by the MacArthur Foundation that will follow students longitudinally as they participate in programs designed to develop their technological fluency through activities such as game design, robotics, and digital movie making. 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Brown is a professor of teacher education. His research interest explores the relationship between student identity, discourse, classroom culture, and academic achievement in science education. He focuses on the social connotations and cultural politics of science discourse in small-group and whole-group interaction. Additionally, his research work in science education examines how teacher and student discourse serve to shape learning opportunities for students in science classrooms. Dr. Brown's work in science education in urban communities focuses on developing collaborative curricular cycles and classroom pedagogy based on developing discourse intensive instruction for urban learners. His research has expanded beyond his focus on science education, to include issues of college access in urban communities.His&nbsp;recent work explores how classroom and school culture shapes access to higher education. 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Decades of research in the science of human learning have produced results that could transform higher education; however, research findings have not often made a positive impact on teaching practice, educational technology design, or student learning.&nbsp; My mission is to build learning environments and data systems that not only facilitate the transfer of knowledge from learning research into teaching practice, but also engage researchers, practitioners and learners in making progress on our fundamental understanding of human learning. The focus of my work&nbsp;is in applying the results from research in the science of learning to the design and evaluation of open web-based learning environments for college level courses, and in using those environments to conduct research in human learning. &nbsp;

  ";s:10:"first_name";s:7:"Candace";s:9:"last_name";s:6:"Thille";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:30:"Associate Professor (Teaching)";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"131";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/cthille2012jr.jpg";s:10:"job_titles";a:1:{i:0;s:30:"Associate Professor (Teaching)";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:31;s:4:"name";s:30:"Associate Professor (Teaching)";s:4:"slug";s:28:"associate-professor-teaching";}}s:4:"role";s:30:"Associate Professor (Teaching)";s:7:"role_id";i:31;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design 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STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}i:3;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}}}i:23;a:19:{s:2:"id";i:139;s:5:"title";s:21:"Christine Min Wotipka";s:7:"content";s:2363:"Christine Min Wotipka is Associate Professor (Teaching) of Education and (by courtesy) Sociology and Director of the Master’s Program in International Comparative Education (ICE) and International Education Policy Analysis (IEPA) at the Stanford Graduate School of Education. She also serves as co-Resident Fellow at the Education and Society Theme (EAST) House. From 2012-2016, she served as Director of the Program in Feminist, Gender, and Sexuality Studies at Stanford University.

  Dr. Wotipka’s research centers around two main themes examined from cross-national and longitudinal approaches. The first relates to diversity and higher education with a focus on gender issues. The second theme, that of citizenship and education, explores how social science curricula, in the form of textbooks, have shifted focus away from the development of national identities to ones that emphasize global citizenship. Her articles have appeared in American Journal of Education, Comparative Education, Comparative Education Review, Compare, Feminist Formations, Gender &amp; Society, International Journal of Comparative Sociology, Social Forces, and Sociology of Education.

  In 2010, Dr. Wotipka co-founded the Education and Society Theme (EAST) House – a living-learning space for undergraduates interested in educational research, policy, activism, and teaching. In addition to the applied research methods seminars she leads for the students in the ICE/IEPA master’s program, she also teaches "Gender and Education in Global and Comparative Perspectives" and "Gender and Higher Education: National and International Perspectives." Both courses are cross-listed in Education; Sociology; and Feminist, Gender, and Sexuality Studies.

  Dr. Wotipka earned her BA (summa cum laude) in International Relations and French at the University of Minnesota-Twin Cities, and MA in Sociology and PhD in International Comparative Education at Stanford University. Prior to joining the faculty at Stanford, she was an assistant professor at the University of Minnesota-Twin Cities and a visiting assistant professor/global fellow at the University of California, Los Angeles. Between her undergraduate and graduate studies, she served as a United States Peace Corps volunteer in rural northeast Thailand and worked at an economic research firm in Seoul, the Republic of Korea.";s:10:"first_name";s:13:"Christine Min";s:9:"last_name";s:7:"Wotipka";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:51:"Associate Professor (Teaching)|ICE Program Director";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"384";s:13:"profile_photo";s:71:"/sites/default/files/profiles/faculty/wotipka_christine_min_mar2018.jpg";s:10:"job_titles";a:2:{i:0;s:30:"Associate Professor (Teaching)";i:1;s:20:"ICE Program Director";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:31;s:4:"name";s:30:"Associate Professor (Teaching)";s:4:"slug";s:28:"associate-professor-teaching";}i:1;a:3:{s:2:"id";i:32;s:4:"name";s:20:"ICE Program Director";s:4:"slug";s:20:"ice-program-director";}}s:4:"role";s:30:"Associate Professor (Teaching)";s:7:"role_id";i:31;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:2;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:3;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}i:4;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:5;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:6;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:24;a:19:{s:2:"id";i:74;s:5:"title";s:21:"Christopher J. Lemons";s:7:"content";s:0:"";s:10:"first_name";s:5:"Chris";s:9:"last_name";s:6:"Lemons";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"424";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/headshot_1.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:10:"Wallenberg";s:11:"building_id";i:37;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:3;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:25;a:19:{s:2:"id";i:102;s:5:"title";s:17:"Christopher Piech";s:7:"content";s:0:"";s:10:"first_name";s:11:"Christopher";s:9:"last_name";s:5:"Piech";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:28:"Courtesy Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:74:"/sites/default/files/profiles/faculty/8423d44511ea1dc7f1e9ddb00f228664.jpg";s:10:"job_titles";a:1:{i:0;s:28:"Courtesy Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:15;s:4:"name";s:28:"Courtesy Assistant Professor";s:4:"slug";s:28:"courtesy-assistant-professor";}}s:4:"role";s:28:"Courtesy Assistant Professor";s:7:"role_id";i:15;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}}}i:26;a:19:{s:2:"id";i:52;s:5:"title";s:17:"Claude Goldenberg";s:7:"content";s:0:"";s:10:"first_name";s:6:"Claude";s:9:"last_name";s:10:"Goldenberg";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/goldenberg.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:1;a:3:{s:2:"id";i:53;s:4:"name";s:22:"CTE: Teacher Education";s:4:"slug";s:21:"cte-teacher-education";}}}i:27;a:19:{s:2:"id";i:63;s:5:"title";s:11:"Connie Juel";s:7:"content";s:511:"Connie Juel's research centers on literacy acquisition, especially as it is affected by school instruction. She is noted for both her longitudinal research on reading development, often following children across multiple school years, and her work on interventions to help struggling readers. She was awarded the National Reading Conference's Oscar Causey Award for outstanding contributions to reading research (2002) and was elected to the Reading Hall of Fame by the International Reading Association (2001).";s:10:"first_name";s:6:"Connie";s:9:"last_name";s:4:"Juel";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Emerita Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:60:"/sites/default/files/profiles/faculty/connie_juel-sgse_3.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Emerita Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:5;s:4:"name";s:17:"Emerita Professor";s:4:"slug";s:17:"emerita-professor";}}s:4:"role";s:17:"Emerita Professor";s:7:"role_id";i:5;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:0:{}}i:28;a:19:{s:2:"id";i:116;s:5:"title";s:12:"Dan Schwartz";s:7:"content";s:776:"A member of the SUSE faculty since 2000, Dr. Schwartz studies student understanding and representation and the ways that technology can facilitate learning. He works at the intersection of cognitive science, computer science, and education, examining cognition and instruction in individual, cross-cultural, and technological settings. A theme throughout Dr. Schwartz's research is how people's facility for spatial thinking can inform and influence processes of learning, instruction, assessment and problem solving. He finds that new media make it possible to exploit spatial representations and activities in fundamentally new ways, offering an exciting complement to the verbal approaches that dominate educational research and practice.

  Dr. Schwartz's CV: Download PDF

  ";s:10:"first_name";s:3:"Dan";s:9:"last_name";s:8:"Schwartz";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:21:"I. James Quillen Dean";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"129";s:13:"profile_photo";s:60:"/sites/default/files/profiles/faculty/schwartz-dan_final.jpg";s:10:"job_titles";a:1:{i:0;s:21:"I. James Quillen Dean";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:28;s:4:"name";s:21:"I. James Quillen Dean";s:4:"slug";s:20:"i-james-quillen-dean";}}s:4:"role";s:21:"I. James Quillen Dean";s:7:"role_id";i:28;s:8:"building";s:14:"Galvez Modular";s:11:"building_id";i:36;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:3;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:29;a:19:{s:2:"id";i:88;s:5:"title";s:19:"Daniel A. McFarland";s:7:"content";s:680:"I study&nbsp;the social and organizational&nbsp;dynamics of educational systems like schools, classrooms and universities. In particular, I have performed a series of studies on classroom organization and interaction; on the formation of adolescent relationships,&nbsp;social structures, and identities; on interdisciplinary collaboration and&nbsp;intellectual innovation; and on relational sociology. I have broad research&nbsp;interests and have been drawn into a&nbsp;variety of interdisciplinary collaborations with linguists and computer scientists. This in turn has led to studies of big data and&nbsp;methodological advances in social networks and language modeling. &nbsp;";s:10:"first_name";s:9:"Daniel A.";s:9:"last_name";s:9:"McFarland";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"419";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/mcfarland_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:2;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:3;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:4;a:3:{s:2:"id";i:63;s:4:"name";s:33:"SHIPS (PhD): Organization Studies";s:4:"slug";s:30:"ships-phd-organization-studies";}i:5;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:6;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:30;a:19:{s:2:"id";i:70;s:5:"title";s:16:"David F. Labaree";s:7:"content";s:847:"I am a sociologically oriented historian of education who seeks to explore some of the major processes and patterns that define the relationship between education and society in the United States. In my research, I aim to analyze the evolving institutional character of educational organizations (such as the high school, community college, education school, and university) and the evolving role of key groups that affect education (such as teachers, teacher educators, and reform movements) in the context of the broader purposes and functions of education in a liberal democracy. Within this broad approach to the subject, I have focused in the past on two major areas of study. One is the pressure exerted by markets on democratic education; the other is the peculiar nature of education schools as they have evolved over the years in the U.S.";s:10:"first_name";s:8:"David F.";s:9:"last_name";s:7:"Labaree";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/labaree_david.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:1;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:2;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:3;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:4;a:3:{s:2:"id";i:67;s:4:"name";s:33:"SHIPS (PhD): History of Education";s:4:"slug";s:30:"ships-phd-history-of-education";}i:5;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:31;a:19:{s:2:"id";i:103;s:5:"title";s:11:"David Plank";s:7:"content";s:0:"";s:10:"first_name";s:5:"David";s:9:"last_name";s:5:"Plank";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:29:"Professor (Research) Emeritus";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"413";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/plank_david.jpg";s:10:"job_titles";a:1:{i:0;s:29:"Professor (Research) Emeritus";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:25;s:4:"name";s:29:"Professor (Research) Emeritus";s:4:"slug";s:27:"professor-research-emeritus";}}s:4:"role";s:29:"Professor (Research) Emeritus";s:7:"role_id";i:25;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:2;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}}}i:32;a:19:{s:2:"id";i:111;s:5:"title";s:12:"David Rogosa";s:7:"content";s:535:"In his research, Dr. Rogosa seeks to develop and apply statistical methods for important problems in educational research. At present, Rogosa focuses on statistical issues in educational assessment and accountability. Dr. Rogosa also has published extensively on statistical methods for longitudinal research (especially for studies of learning and development), methods for the collection and analysis of observations of behavior (particularly in research on teaching), and statistical methods for large-scale educational assessments.";s:10:"first_name";s:5:"David";s:9:"last_name";s:6:"Rogosa";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:30:"Associate Professor (Emeritus)";s:13:"faculty_group";s:0:"";s:11:"office_room";s:11:"Sequoia 224";s:13:"profile_photo";s:54:"/sites/default/files/profiles/faculty/rogosa_david.jpg";s:10:"job_titles";a:1:{i:0;s:30:"Associate Professor (Emeritus)";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:26;s:4:"name";s:30:"Associate Professor (Emeritus)";s:4:"slug";s:28:"associate-professor-emeritus";}}s:4:"role";s:30:"Associate Professor (Emeritus)";s:7:"role_id";i:26;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:33;a:19:{s:2:"id";i:124;s:5:"title";s:14:"Deborah Stipek";s:7:"content";s:816:"Dr. Stipek's scholarship concerns&nbsp;early childhood and&nbsp;elementary education, especially focused on math and motivation. In addition to her scholarship, Dr. Stipek has an interest in policies affecting young children and early childhood education,. She served for five years on the Board on Children, Youth and Families at the National Research Council; she was the Chair of National Research Council Committee for Increasing High School Students' Engagement and Motivation to Learn and she directed the MacArthur Foundation Network on Teaching and Learning. She currently chairs the Heising-Simons Development and Research on Early Math Education Network.&nbsp;While a professor at UCLA, Dr. Stipek served as Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center.";s:10:"first_name";s:7:"Deborah";s:9:"last_name";s:6:"Stipek";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Emerita Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:48:"/sites/default/files/profiles/faculty/stipek.png";s:10:"job_titles";a:1:{i:0;s:17:"Emerita Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:5;s:4:"name";s:17:"Emerita Professor";s:4:"slug";s:17:"emerita-professor";}}s:4:"role";s:17:"Emerita Professor";s:7:"role_id";i:5;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:34;a:19:{s:2:"id";i:91;s:5:"title";s:14:"Debra Meyerson";s:7:"content";s:846:"Debra Meyerson conducts research in five 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; c) leadership and entrepreneurship in education; d) going to scale in the charter school field; and e) accessibility and the construction (and destruction) of work-life boundaries through communication technologies.

  Following a&nbsp;stroke in 2010, Debra is now initiating research into the experience of stroke survivors in the rehabilitation&nbsp;process,&nbsp;the impact of gender and socioeconomic background on that&nbsp;process and its impact&nbsp;on a survivor's sense of identity. &nbsp;";s:10:"first_name";s:5:"Debra";s:9:"last_name";s:8:"Meyerson";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Adjunct Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/deb-orange.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Adjunct Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:11;s:4:"name";s:17:"Adjunct Professor";s:4:"slug";s:17:"adjunct-professor";}}s:4:"role";s:17:"Adjunct Professor";s:7:"role_id";i:11;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:1;a:3:{s:2:"id";i:63;s:4:"name";s:33:"SHIPS (PhD): Organization Studies";s:4:"slug";s:30:"ships-phd-organization-studies";}}}i:35;a:19:{s:2:"id";i:130;s:5:"title";s:13:"Decker Walker";s:7:"content";s:0:"";s:10:"first_name";s:6:"Decker";s:9:"last_name";s:6:"Walker";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:56:"/sites/default/files/profiles/faculty/walker_cropped.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:36;a:19:{s:2:"id";i:101;s:5:"title";s:14:"Denis Phillips";s:7:"content";s:0:"";s:10:"first_name";s:5:"Denis";s:9:"last_name";s:8:"Phillips";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/denis_cropped.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:0:{}}i:37;a:19:{s:2:"id";i:104;s:5:"title";s:11:"Denise Pope";s:7:"content";s:879:"Dr. Pope specializes in curriculum studies, service learning, student engagement, school reform, and qualitative research methods. She is particularly interested in student voices and the students' perspectives of school. She focuses on academic stress and its consequences for students' mental and&nbsp;physical health, engagement with learning, and integrity. She is the author of&nbsp;&nbsp;"Doing School": How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (Yale University Press, 2001), which&nbsp;was awarded Notable Book in Education by the American School Board Journal, 2001. She is co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (Wiley, 2015).&nbsp;Dr. Pope is a 3-time recipient of the Stanford University Graduate School of Education Outstanding Teacher and Mentor Award.";s:10:"first_name";s:6:"Denise";s:9:"last_name";s:4:"Pope";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:15:"Senior Lecturer";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"133";s:13:"profile_photo";s:71:"/sites/default/files/profiles/faculty/denise_head_shot_far_2012_opt.jpg";s:10:"job_titles";a:1:{i:0;s:15:"Senior Lecturer";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:16;s:4:"name";s:15:"Senior Lecturer";s:4:"slug";s:15:"senior-lecturer";}}s:4:"role";s:15:"Senior Lecturer";s:7:"role_id";i:16;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:55;s:4:"name";s:8:"(MA) CTE";s:4:"slug";s:6:"ma-cte";}i:1;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:2;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:3;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}}}i:38;a:19:{s:2:"id";i:44;s:5:"title";s:12:"Dora Demszky";s:7:"content";s:0:"";s:10:"first_name";s:4:"Dora";s:9:"last_name";s:7:"Demszky";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"536";s:13:"profile_photo";s:54:"/sites/default/files/profiles/faculty/viewimage_0.jpeg";s:10:"job_titles";a:1:{i:0;s:19:"Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:14;s:4:"name";s:19:"Assistant Professor";s:4:"slug";s:19:"assistant-professor";}}s:4:"role";s:19:"Assistant Professor";s:7:"role_id";i:14;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:2;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:3;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:4;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:5;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:39;a:19:{s:2:"id";i:31;s:5:"title";s:13:"Eamonn Callan";s:7:"content";s:275:"Dr. Callan is a philosopher of education whose work draws heavily on contemporary moral and political theory. 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His research and teaching focus on psychometrics and educational policy, especially test-based accountability and related policy uses of test data. His recent work has examined standard setting methods, limitations of value-added models for teacher and school accountability, impacts of testing on curriculum, students, and educational policy, test reliability, and generalizability theory.";s:10:"first_name";s:6:"Edward";s:9:"last_name";s:7:"Haertel";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:61:"/sites/default/files/profiles/faculty/haertel_edward_2016.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:41;a:19:{s:2:"id";i:68;s:5:"title";s:18:"Elizabeth Kozleski";s:7:"content";s:2469:"Elizabeth B. Kozleski engages systems change and research on equity and justice issues in inclusive education in schools, school systems and with State Education Agencies. Her research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, as well how educational practices improve student learning.&nbsp; Awards include the 2018 Budig Award for Teaching Excellence in Special Education at the University of Kansas, the 2017 Boeing-Allan Visiting Endowed Chair at Seattle University, the University of Kansas 2016 Woman of Distinction award, the 2013 Scholar of the Century award from the University of Northern Colorado, the 2011 TED-Merrill award for leadership in special education teacher education in 2011, and the UNESCO Chair in Inclusive International Research.&nbsp;&nbsp; She is the recipient of more than $33 million in federal and local research grants.&nbsp; She has published in a number of highly respected journals included the Education Policy Analysis Annuals, Educational Researcher, the Journal of Special Education, Remedial and Special Education, and the Review of Research in Education.

  Professor Kozleski has published a number of articles on the design and development of teacher education programs that involve extensive clinical practice in general education settings, has led the development of such programs in three universities, and continues to do research and development work in teacher education.&nbsp; She has been involved providing technical assistance as well as research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.

  She has senior leadership roles on four projects:&nbsp; SWIFT, CEEDAR, Emergent Literacy Curriculum for Students with Intellectual Disabilities in General Education Classrooms, and Special Education Leadership in System-wide Equity and Access for Students from Culturally and Linguistically Diverse Backgrounds. &nbsp;Professor Kozleski serves on the Board of Editors for the book series Inclusive Education and Partnerships, an international book series produced by Deep University.&nbsp; Her recent books include Ability, Equity, and Culture (with co-author Kathleen King Thorius) published by Teachers College Press in &nbsp;‘14 and Equity on Five Continents (with Alfredo Artiles and Federico Waitoller) published in ‘11 by Harvard Education Press.";s:10:"first_name";s:9:"Elizabeth";s:9:"last_name";s:8:"Kozleski";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:20:"Professor (Research)";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"417";s:13:"profile_photo";s:64:"/sites/default/files/profiles/faculty/elizabeth-kozleski.v12.jpg";s:10:"job_titles";a:1:{i:0;s:20:"Professor (Research)";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:21;s:4:"name";s:20:"Professor (Research)";s:4:"slug";s:18:"professor-research";}}s:4:"role";s:20:"Professor (Research)";s:7:"role_id";i:21;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:4;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:42;a:19:{s:2:"id";i:77;s:5:"title";s:12:"Emily Levine";s:7:"content";s:0:"";s:10:"first_name";s:5:"Emily";s:9:"last_name";s:6:"Levine";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"379";s:13:"profile_photo";s:65:"/sites/default/files/profiles/faculty/levine_headshot_2018_sm.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:2;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:3;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:4;a:3:{s:2:"id";i:67;s:4:"name";s:33:"SHIPS (PhD): History of Education";s:4:"slug";s:30:"ships-phd-history-of-education";}}}i:43;a:19:{s:2:"id";i:30;s:5:"title";s:14:"Emma Brunskill";s:7:"content";s:0:"";s:10:"first_name";s:4:"Emma";s:9:"last_name";s:9:"Brunskill";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:28:"Courtesy Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:0:"";s:10:"job_titles";a:1:{i:0;s:28:"Courtesy Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:7;s:4:"name";s:28:"Courtesy Associate Professor";s:4:"slug";s:28:"courtesy-associate-professor";}}s:4:"role";s:28:"Courtesy Associate Professor";s:7:"role_id";i:7;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:2;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:44;a:19:{s:2:"id";i:25;s:5:"title";s:14:"Eric Bettinger";s:7:"content";s:898:"Eric Bettinger is an associate professor in the Stanford University School of Education. He is also a research associate in the program on education at the National Bureau of Economic Research and a Co-Principal Investigator at the Lemann Center for Brazilian Education at Stanford.&nbsp; His research interests include economics of education; student success and completion in college; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. Eric’s research focuses on using rigorous statistical methods in identifying cause-and-effect relationships in higher education. 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These studies include topics such as patterns of women's access to higher education, the role of education and science in economic development, the interrelationships among education, citizenship, and human rights, and the impact of globalization on universities.&nbsp;&nbsp;Grants from the National Science Foundation (Sociology Program), the Spencer Foundation, and the Bechtel Initiative on Global Growth and Change have supported both research on education, science, and development and studies of the globalization of human rights and the challenge of human rights education. Ramirez has been&nbsp;a recipient of a Spencer Foundation Mentor Network award and a Fellow at the Center for the Advanced Studies of the Behaviroal Sciences (2006-07).&nbsp;

  Recent honors include election into the Sociological Research Assocation (2016) and Honorary Fellow iin the Comparative and International Educaiton Society (2018). In the fall of 2017 Ramirez will be a fellow at the Scandinivian Center for Advanced Studies in Sweden.&nbsp;&nbsp;";s:10:"first_name";s:9:"Francisco";s:9:"last_name";s:7:"Ramirez";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"222";s:13:"profile_photo";s:57:"/sites/default/files/profiles/faculty/ramirez_website.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:2;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:4;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:51;a:19:{s:2:"id";i:37;s:5:"title";s:14:"Geoffrey Cohen";s:7:"content";s:0:"";s:10:"first_name";s:8:"Geoffrey";s:9:"last_name";s:5:"Cohen";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"224";s:13:"profile_photo";s:71:"/sites/default/files/profiles/faculty/geoff_cohen_faculty_headshot-.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:52;a:19:{s:2:"id";i:39;s:5:"title";s:12:"Geoffrey Cox";s:7:"content";s:0:"";s:10:"first_name";s:8:"Geoffrey";s:9:"last_name";s:3:"Cox";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:25:"Lecturer|Program Director";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"125";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/cox_geoffrey1.jpg";s:10:"job_titles";a:2:{i:0;s:8:"Lecturer";i:1;s:16:"Program Director";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:12;s:4:"name";s:8:"Lecturer";s:4:"slug";s:8:"lecturer";}i:1;a:3:{s:2:"id";i:13;s:4:"name";s:16:"Program Director";s:4:"slug";s:16:"program-director";}}s:4:"role";s:8:"Lecturer";s:7:"role_id";i:12;s:8:"building";s:14:"Galvez Modular";s:11:"building_id";i:36;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}}}i:53;a:19:{s:2:"id";i:129;s:5:"title";s:16:"Guadalupe Valdes";s:7:"content";s:1060:"Dr. Valdes' research explores many of the issues of bilingualism relevant to teachers in training, including methods of instruction, typologies, measurement of progress, and the role of education in national policies on immigration. Specifically, she studies the sociolinguistic processes of linguistic acquisition by learners in different circumstances--those who set out to learn a second language in a formal school setting (elective bilingualism) and those who must learn two languages in order to adapt to immediate family-based or work-based communicative needs within an immigrant community (circumstantial bilingualism). Her research in these areas has made her one of the most eminent experts on Spanish-English bilingualism in the United States.

  She is a founding partner of Understanding Language, an initiative that focuses attention on the role of language in subject-area learning, with a special focus on helping English Language Learners meet the new Common Core State Standards and Next Generation Science Standards (http://ell.stanford.edu).";s:10:"first_name";s:9:"Guadalupe";s:9:"last_name";s:6:"Valdes";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Emerita Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:58:"/sites/default/files/profiles/faculty/guadalupe-valdes.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Emerita Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:5;s:4:"name";s:17:"Emerita Professor";s:4:"slug";s:17:"emerita-professor";}}s:4:"role";s:17:"Emerita Professor";s:7:"role_id";i:5;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:1;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:2;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:54;a:19:{s:2:"id";i:78;s:5:"title";s:17:"Guilherme Lichand";s:7:"content";s:0:"";s:10:"first_name";s:9:"Guilherme";s:9:"last_name";s:7:"Lichand";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"519";s:13:"profile_photo";s:0:"";s:10:"job_titles";a:1:{i:0;s:19:"Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:14;s:4:"name";s:19:"Assistant Professor";s:4:"slug";s:19:"assistant-professor";}}s:4:"role";s:19:"Assistant Professor";s:7:"role_id";i:14;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}}}i:55;a:19:{s:2:"id";i:120;s:5:"title";s:23:"Guillermo Solano-Flores";s:7:"content";s:1331:"Dr. Guillermo Solano-Flores is Professor of Education at the Stanford University Graduate School of Education. He specializes in educational assessment and the linguistic and cultural issues that are relevant to both international test comparisons and the testing of cultural and linguistic minorities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He has conducted research on the development, translation, localization, and review of science and mathematics tests. He has been principal investigator in several National Science Foundation-funded projects that have examined the intersection of psychometrics, semiotics, and linguistics in testing. He is the author of the theory of test translation error, which addresses testing across cultures and languages. Also, he has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations. He has advised Latin American countries on the development of national assessment systems. 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STEM and mathematics - why women and girls choose out&nbsp;of science and mathematics. The role of groupwork and mathematical discussions in the development of understanding. The ways teachers may be supported in moving towards equitable and effective teaching environments. The effectiveness of mathematics taught through technology.

  &nbsp;";s:10:"first_name";s:2:"Jo";s:9:"last_name";s:6:"Boaler";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:70:"/sites/default/files/profiles/faculty/jo_blue_shirt_columns_2024_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:55;s:4:"name";s:8:"(MA) CTE";s:4:"slug";s:6:"ma-cte";}i:1;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:2;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:3;a:3:{s:2:"id";i:61;s:4:"name";s:26:"CTE: Mathematics Education";s:4:"slug";s:25:"cte-mathematics-education";}i:4;a:3:{s:2:"id";i:53;s:4:"name";s:22:"CTE: Teacher Education";s:4:"slug";s:21:"cte-teacher-education";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:6;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:69;a:19:{s:2:"id";i:81;s:5:"title";s:13:"Joan Lombardi";s:7:"content";s:0:"";s:10:"first_name";s:4:"Joan";s:9:"last_name";s:8:"Lombardi";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Adjunct Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/viewimage_2.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Adjunct Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:11;s:4:"name";s:17:"Adjunct Professor";s:4:"slug";s:17:"adjunct-professor";}}s:4:"role";s:17:"Adjunct Professor";s:7:"role_id";i:11;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:70;a:19:{s:2:"id";i:24;s:5:"title";s:10:"John Baugh";s:7:"content";s:0:"";s:10:"first_name";s:4:"John";s:9:"last_name";s:5:"Baugh";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:51:"/sites/default/files/profiles/faculty/baugh_350.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:71;a:19:{s:2:"id";i:92;s:5:"title";s:16:"John C. Mitchell";s:7:"content";s:1460:"John Mitchell has been Vice Provost at Stanford University since 2012, first as Vice Provost for Online Learning and now in a broader role of Teaching and Learning. &nbsp;

  Over the past two years, his team has worked with approximately 200 instructors on 400 projects, including on-campus teaching innovation, online courses for public and selected audiences, and improvement of repeated course offerings. As co-director of the Lytics Lab, he is working to improve educational outcomes through data-driven research and iterative design.

  Mitchell is the Mary and Gordon Crary Family Professor in the School of Engineering, professor of computer science, and (by courtesy) professor of electrical engineering and of education. His past research has focused on computer security, developing analysis methods and improving network protocol security, authorization and access control, web security, and privacy. He is a member of the steering committee for Stanford University’s Cyber Initiative&nbsp;

  Mitchell’s first research project in online learning started in 2009, when he and six undergraduate students built Stanford CourseWare, an innovative platform that expanded to support interactive video and discussion.&nbsp;

  CourseWare served as the foundation for initial flipped classroom experiments at Stanford and helped inspire the first massive open online courses (MOOCs) from Stanford. He received his BS from Stanford and his MS and PhD from MIT.";s:10:"first_name";s:7:"John C.";s:9:"last_name";s:8:"Mitchell";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:19:"Gates Bldg., 4B-476";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/john_mitchell.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}}}i:72;a:19:{s:2:"id";i:134;s:5:"title";s:14:"John Willinsky";s:7:"content";s:455:"After working for some time on the educational implications of such knowledge systems as literary theory, curriculum theory, lexicography, and European imperialism, I have come to focus my studies on both analyzing and altering scholarly publishing practices to understand whether this body of knowledge might yet become more of a public resource for education&nbsp;and deliberation and whether we can develop&nbsp;software tools to help make that happen.";s:10:"first_name";s:4:"John";s:9:"last_name";s:9:"Willinsky";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"236";s:13:"profile_photo";s:50:"/sites/default/files/profiles/faculty/download.png";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:73;a:19:{s:2:"id";i:95;s:5:"title";s:16:"Jonathan Osborne";s:7:"content";s:2283:"My 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.&nbsp; 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.&nbsp; Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science.&nbsp; 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.&nbsp; 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.&nbsp; 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.
  &nbsp;



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Specifically, he analyzes the interplay between youth socialization, raciolinguistic formations, and structural inequity in urban contexts. Dr. Rosa collaborates with local communities to track these phenomena and develop tools for understanding and eradicating the forms of disparity to which they correspond. This community-based approach to research, teaching, and service reflects a vision of scholarship as a platform for imagining and enacting more just societies. 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His research examines: (1) the&nbsp;everyday language and literacy practices of students of color, and the ways that these practices overlap with the forms of language and literacy privileged in academic settings; (2)&nbsp;the competing ideologies that inform language policy and classroom practice in urban schools, including the ways that students and teachers in these schools articulate, embody, and challenge such ideologies in their everyday interactions; and (3)&nbsp;the preparation of pre-service and in-service&nbsp;teachers&nbsp;to work with culturally and linguistically diverse learners.&nbsp;He has published articles in journals such as Linguistics and Education, Research in the Teaching of English, Anthropology &amp; Education Quarterly, Teachers College Record, and Review of Research in Education.";s:10:"first_name";s:14:"Ramón Antonio";s:9:"last_name";s:9:"Martínez";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"421";s:13:"profile_photo";s:54:"/sites/default/files/profiles/faculty/martinez_opt.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:3;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:4;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:5;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:6;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:7;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:100;a:19:{s:2:"id";i:87;s:5:"title";s:13:"Ray McDermott";s:7:"content";s:447:"Dr. McDermott takes a broad interest in the analysis of human communication, the organization of school success and failure, and the history and use of various literacies around the world. 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At present, he is workinng on the intellectual history of ideas like genius, intelligence, race, and capital.";s:10:"first_name";s:3:"Ray";s:9:"last_name";s:9:"McDermott";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:50:"/sites/default/files/profiles/faculty/ddb-4293.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:1;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:2;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}}}i:101;a:19:{s:2:"id";i:118;s:5:"title";s:17:"Rebecca Silverman";s:7:"content";s:1529:"My research is focused on the language and literacy development and instruction of early childhood and elementary age children from diverse backgrounds.&nbsp; I am particularly interested in how to best support children who may have difficulty in learning to read and write.&nbsp; Some children have difficulty developing literacy due to problems related to decoding or encoding text (i.e., figuring out how sounds and symbols connect to make words).&nbsp; Other children have difficulty developing literacy due to language-related differences.&nbsp; My work focuses primarily on children in the latter group.&nbsp; Some of my work is exploratory.&nbsp; I investigate how language skills (e.g., semantics, syntax, morphology) influence reading and writing outcomes for both monolingual and bilingual children, and I study which classroom practices are positively correlated with children's language and literacy development.&nbsp; Some of my work is experimental.&nbsp; I develop and evaluate instruction that aims to support children's language development, and, thereby, their literacy development as well.&nbsp; I have conducted studies on interactive and extended read alouds, peer learning, multimedia supports, and small group intervention.&nbsp; 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He co-created the Collegiate Learning Assessment with Steve Klein and built statistical models for estimating value added for the CLA and other college-level assessments.&nbsp; This work is summarized in Measuring College Student Learning: Accountability in a New Era (2010, Stanford University Press) and in recent papers on the measurement and statistical modeling of competence.";s:10:"first_name";s:4:"Rich";s:9:"last_name";s:9:"Shavelson";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:59:"/sites/default/files/profiles/faculty/shavelson_richard.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:104;a:19:{s:2:"id";i:110;s:5:"title";s:9:"Rob Reich";s:7:"content";s:0:"";s:10:"first_name";s:3:"Rob";s:9:"last_name";s:5:"Reich";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:11:"Encina Hall";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/reich_news.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:105;a:19:{s:2:"id";i:99;s:5:"title";s:7:"Roy Pea";s:7:"content";s:1927:"My research for the past 25 years has centered on how innovations in computing and communications technologies and affiliated socio-cultural practices can influence learning, thinking, and educational systems. My two major lines of research are: (1) developing a new paradigm for everyday networked video interactions for learning and communications (http://diver.stanford.edu), and (2) investigating how informal and formal learning can be better understood and connected, as Co-PI of the LIFE Center (http://life-slc.org) funded by the National Science Foundation as one of several large-scale national Science of Learning Centers. Other recent areas of specialization include computer-supported collaborative and on-line communities of learning, uses of digital video for learning research and for teacher learning, innovations in WILD learning (with Wireless Interactive Learning Devices), and inquiry learning using scientific visualizations. My DIVER Project involves developing innovative software and research community uses for digital video analysis and collaboration tools for studying learning and teaching. I have also contributed to building a number of interdisciplinary research centers and complex projects that engage researchers, educators, and industry leaders in collaborative design partnerships for uses of learning technologies. Launched in Fall 2004, in collaboration with colleagues at Stanford, the University of Washington, and at SRI International, I will be devoting significant time over at least the next 5 years to our new $25Mil LIFE Center (Learning in Informal and Formal Environments), one of six NSF-funded Science of Learning Centers awarded as of January 2007. We are seeking in this work to build a science of learning that integrates advances in implicit learning and cognitive neuroscience, informal learning, and formal learning, incorporating interactive technologies and new media.";s:10:"first_name";s:3:"Roy";s:9:"last_name";s:3:"Pea";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"409";s:13:"profile_photo";s:50:"/sites/default/files/profiles/faculty/roypea_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:2;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:3;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:4;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:6;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:106;a:19:{s:2:"id";i:135;s:5:"title";s:12:"Sam Wineburg";s:7:"content";s:1602:"Sam Wineburg's work engages questions of identity and history in modern society: how today's youth use the past to construct individual and collective identities. Today his work focuses on how young people learn about world through digital media; specifically, in the digital Wild West what do they decide to believe or reject?&nbsp;Over the last twenty-five years his interests have spanned a wide terrain, from how adolescents and professional historians interpret primary sources to issues of teacher assessment and teacher community in the workplace. His book, Historical Thinking and Other Unnatural Acts, won the 2002 Frederic W. Ness Award from the Association of American Colleges and Universities for the book "that best illuminates the goals and practices of a contemporary liberal education." From 2007-2009 he was the Executive Director of the Department of Education's National Clearinghouse for History Education, a collaboration between George Mason University, Stanford, and the American Historical Association. With the late Roy N. Rosenzweig, he created the award-winning website, historicalthinkingmatters.org. He founded the Stanford History Education Group, a research and development outfit dedicated to improving history instruction in the US and abroad, whose materials have been downloaded over 5 million times since 2009. In 2013 he was awarded an honorary doctorate from Sweden's&nbsp;Umeå University and the following year he was named the Obama-Nehru Distinguished Chair by the US-India Fulbright Commission. In 2015 he was inducted into the National Academy of Education.";s:10:"first_name";s:3:"Sam";s:9:"last_name";s:8:"Wineburg";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"376";s:13:"profile_photo";s:58:"/sites/default/files/profiles/faculty/wineburg_533x800.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:70;s:4:"name";s:37:"CTE: History/Social Science Education";s:4:"slug";s:36:"cte-history-social-science-education";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:68;s:4:"name";s:28:"Education and Jewish Studies";s:4:"slug";s:28:"education-and-jewish-studies";}}}i:107;a:19:{s:2:"id";i:119;s:5:"title";s:11:"Sanne Smith";s:7:"content";s:0:"";s:10:"first_name";s:5:"Sanne";s:9:"last_name";s:5:"Smith";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:29:"Lecturer|EDS Program Director";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"129";s:13:"profile_photo";s:49:"/sites/default/files/profiles/faculty/smith_s.jpg";s:10:"job_titles";a:2:{i:0;s:8:"Lecturer";i:1;s:20:"EDS Program Director";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:29;s:4:"name";s:20:"EDS Program Director";s:4:"slug";s:20:"eds-program-director";}i:1;a:3:{s:2:"id";i:12;s:4:"name";s:8:"Lecturer";s:4:"slug";s:8:"lecturer";}}s:4:"role";s:20:"EDS Program Director";s:7:"role_id";i:29;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}}}i:108;a:19:{s:2:"id";i:76;s:5:"title";s:12:"Sarah Levine";s:7:"content";s:1002:"My research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that digital media – specifically radio production – can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for struggling students, and to build bridges between school and the world outside.



  My primary goal as an academic is to help shape the teaching and learning of secondary English teachers and contribute to research that will help students — especially those in urban and under-resourced schools — become independent readers and writers.&nbsp;";s:10:"first_name";s:5:"Sarah";s:9:"last_name";s:6:"Levine";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"534";s:13:"profile_photo";s:60:"/sites/default/files/profiles/faculty/sarah-r.-levine2_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:14;s:4:"name";s:19:"Assistant Professor";s:4:"slug";s:19:"assistant-professor";}}s:4:"role";s:19:"Assistant Professor";s:7:"role_id";i:14;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:2;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:3;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:4;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:109;a:19:{s:2:"id";i:108;s:5:"title";s:12:"sean reardon";s:7:"content";s:502:"My research investigates the causes, patterns, trends, and consequences of social and educational inequality. In particular, I study issues of residential and school segregation and of racial/ethnic and socioeconomic disparities in academic achievement and educational success. 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  Dr. Schwartz's CV: Download PDF

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She has worked with Duquesne University as their visiting Sizemore Distinguished Professor on issues of Urban Education and as a Distinguished Visiting Scholar at the University of Auckland Education Campus.&nbsp; She is an AERA Fellow, a past President of the American Educational Research Association, and a past U.S. Representative to the World Educational Research Association.";s:10:"first_name";s:10:"Arnetha F.";s:9:"last_name";s:4:"Ball";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Emerita Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:57:"/sites/default/files/profiles/faculty/arnetha_f._ball.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Emerita Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:5;s:4:"name";s:17:"Emerita Professor";s:4:"slug";s:17:"emerita-professor";}}s:4:"role";s:17:"Emerita Professor";s:7:"role_id";i:5;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:55;s:4:"name";s:8:"(MA) CTE";s:4:"slug";s:6:"ma-cte";}i:1;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:2;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:3;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:4;a:3:{s:2:"id";i:53;s:4:"name";s:22:"CTE: Teacher Education";s:4:"slug";s:21:"cte-teacher-education";}i:5;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:6;a:3:{s:2:"id";i:54;s:4:"name";s:36:"SHIPS (PhD): Educational Linguistics";s:4:"slug";s:33:"ships-phd-educational-linguistics";}i:7;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:5;a:19:{s:2:"id";i:21;s:5:"title";s:11:"Ralph Banks";s:7:"content";s:0:"";s:10:"first_name";s:7:"Richard";s:9:"last_name";s:5:"Banks";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:10:"Law School";s:13:"profile_photo";s:50:"/sites/default/files/profiles/faculty/img_1758.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:6;a:19:{s:2:"id";i:22;s:5:"title";s:10:"Adam Banks";s:7:"content";s:0:"";s:10:"first_name";s:4:"Adam";s:9:"last_name";s:5:"Banks";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:19:"Sweet Hall, Rm. 314";s:13:"profile_photo";s:57:"/sites/default/files/profiles/faculty/adam_banks3_opt.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:1;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:7;a:19:{s:2:"id";i:23;s:5:"title";s:13:"Brigid Barron";s:7:"content";s:1209:"Dr. Barron is a developmental psychologist who studies processes of collaborative learning in and out of school. She studies how individuals work together to create joint products and how what is learned and created is related to the quality of their interactions. In a five year NSF supported CAREER award she documented adolescents' learning ecologies (e.g. learning opportunities across home, school, libraries, virtual communities, clubs, camps) for technological fluency development across diverse communities in the Silicon Valley region with the goal of understanding how to design more equitable opportunities for learning. She co-leads the LIFE center (Learning in Informal and Formal Environments), funded by the National Science Foundation in 2005. Barron is PI for a grant funded by the MacArthur Foundation that will follow students longitudinally as they participate in programs designed to develop their technological fluency through activities such as game design, robotics, and digital movie making. 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He is also a research associate in the program on education at the National Bureau of Economic Research and a Co-Principal Investigator at the Lemann Center for Brazilian Education at Stanford.&nbsp; His research interests include economics of education; student success and completion in college; teacher characteristics and student success in college; effects of voucher programs on both academic and non-academic outcomes. Eric’s research focuses on using rigorous statistical methods in identifying cause-and-effect relationships in higher education. 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STEM and mathematics - why women and girls choose out&nbsp;of science and mathematics. The role of groupwork and mathematical discussions in the development of understanding. The ways teachers may be supported in moving towards equitable and effective teaching environments. The effectiveness of mathematics taught through technology.

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Kelman";s:7:"content";s:799:"Ari is interested in research at the intersection of Education and Jewish Studies, with an emphasis on the myriad ways in which people cultivate deep commitments His research focuses on the ways that people learn religion across domains including schools, congregations, museums, camps, media, and online.

  He is the author of Shout to the Lord: Making Worship Music in Evangelical America (NYU 2018) Station Identification: A Cultural History of Yiddish Radio (California, 2009).&nbsp; He is also the editor of Is Diss a System?: A Milt Gross Comic Reader (NYU, 2010), and a co-author of Sacred Strategies: Transforming Synagogues from Functional to Visionary (Alban Institute, 2011). He is also the author of a number of articles about contemporary Jewish identity and culture, among other things.";s:10:"first_name";s:6:"Ari Y.";s:9:"last_name";s:6:"Kelman";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"378";s:13:"profile_photo";s:56:"/sites/default/files/profiles/faculty/kelman_ari_y_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:1;a:3:{s:2:"id";i:68;s:4:"name";s:28:"Education and Jewish Studies";s:4:"slug";s:28:"education-and-jewish-studies";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:3;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:4;a:3:{s:2:"id";i:67;s:4:"name";s:33:"SHIPS (PhD): History of Education";s:4:"slug";s:30:"ships-phd-history-of-education";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:6;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:7;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:50;a:19:{s:2:"id";i:66;s:5:"title";s:13:"Michael Kirst";s:7:"content";s:0:"";s:10:"first_name";s:7:"Michael";s:9:"last_name";s:5:"Kirst";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"373";s:13:"profile_photo";s:51:"/sites/default/files/profiles/faculty/030309-21.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:0:{}}i:51;a:19:{s:2:"id";i:67;s:5:"title";s:13:"William Koski";s:7:"content";s:0:"";s:10:"first_name";s:7:"William";s:9:"last_name";s:5:"Koski";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:29:"Courtesy Professor (Teaching)";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:63:"/sites/default/files/profiles/faculty/koski_william-400x400.jpg";s:10:"job_titles";a:1:{i:0;s:29:"Courtesy Professor (Teaching)";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:20;s:4:"name";s:29:"Courtesy Professor (Teaching)";s:4:"slug";s:27:"courtesy-professor-teaching";}}s:4:"role";s:29:"Courtesy Professor (Teaching)";s:7:"role_id";i:20;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:52;a:19:{s:2:"id";i:68;s:5:"title";s:18:"Elizabeth Kozleski";s:7:"content";s:2469:"Elizabeth B. Kozleski engages systems change and research on equity and justice issues in inclusive education in schools, school systems and with State Education Agencies. Her research interests include the analysis of systems change in education, how teachers learn in practice in complex, diverse school settings, as well how educational practices improve student learning.&nbsp; Awards include the 2018 Budig Award for Teaching Excellence in Special Education at the University of Kansas, the 2017 Boeing-Allan Visiting Endowed Chair at Seattle University, the University of Kansas 2016 Woman of Distinction award, the 2013 Scholar of the Century award from the University of Northern Colorado, the 2011 TED-Merrill award for leadership in special education teacher education in 2011, and the UNESCO Chair in Inclusive International Research.&nbsp;&nbsp; She is the recipient of more than $33 million in federal and local research grants.&nbsp; She has published in a number of highly respected journals included the Education Policy Analysis Annuals, Educational Researcher, the Journal of Special Education, Remedial and Special Education, and the Review of Research in Education.

  Professor Kozleski has published a number of articles on the design and development of teacher education programs that involve extensive clinical practice in general education settings, has led the development of such programs in three universities, and continues to do research and development work in teacher education.&nbsp; She has been involved providing technical assistance as well as research on the impact of technical assistance on individuals, as well as local, state, and national systems in the U.S. and abroad.

  She has senior leadership roles on four projects:&nbsp; SWIFT, CEEDAR, Emergent Literacy Curriculum for Students with Intellectual Disabilities in General Education Classrooms, and Special Education Leadership in System-wide Equity and Access for Students from Culturally and Linguistically Diverse Backgrounds. &nbsp;Professor Kozleski serves on the Board of Editors for the book series Inclusive Education and Partnerships, an international book series produced by Deep University.&nbsp; Her recent books include Ability, Equity, and Culture (with co-author Kathleen King Thorius) published by Teachers College Press in &nbsp;‘14 and Equity on Five Continents (with Alfredo Artiles and Federico Waitoller) published in ‘11 by Harvard Education Press.";s:10:"first_name";s:9:"Elizabeth";s:9:"last_name";s:8:"Kozleski";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:20:"Professor (Research)";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"417";s:13:"profile_photo";s:64:"/sites/default/files/profiles/faculty/elizabeth-kozleski.v12.jpg";s:10:"job_titles";a:1:{i:0;s:20:"Professor (Research)";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:21;s:4:"name";s:20:"Professor (Research)";s:4:"slug";s:18:"professor-research";}}s:4:"role";s:20:"Professor (Research)";s:7:"role_id";i:21;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:4;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:53;a:19:{s:2:"id";i:69;s:5:"title";s:15:"Christina Krist";s:7:"content";s:0:"";s:10:"first_name";s:9:"Christina";s:9:"last_name";s:5:"Krist";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"415";s:13:"profile_photo";s:72:"/sites/default/files/profiles/faculty/krist_picture_for_profile_copy.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}i:3;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}}}i:54;a:19:{s:2:"id";i:70;s:5:"title";s:16:"David F. Labaree";s:7:"content";s:847:"I am a sociologically oriented historian of education who seeks to explore some of the major processes and patterns that define the relationship between education and society in the United States. In my research, I aim to analyze the evolving institutional character of educational organizations (such as the high school, community college, education school, and university) and the evolving role of key groups that affect education (such as teachers, teacher educators, and reform movements) in the context of the broader purposes and functions of education in a liberal democracy. Within this broad approach to the subject, I have focused in the past on two major areas of study. One is the pressure exerted by markets on democratic education; the other is the peculiar nature of education schools as they have evolved over the years in the U.S.";s:10:"first_name";s:8:"David F.";s:9:"last_name";s:7:"Labaree";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/labaree_david.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:1;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:2;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:3;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:4;a:3:{s:2:"id";i:67;s:4:"name";s:33:"SHIPS (PhD): History of Education";s:4:"slug";s:30:"ships-phd-history-of-education";}i:5;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:55;a:19:{s:2:"id";i:71;s:5:"title";s:18:"Teresa LaFromboise";s:7:"content";s:1059:"Dr. LaFromboise is concerned with helping&nbsp;students respond effectively to&nbsp;acculturation pressure, cultural adjustment, discrimination, major life transitions and other stresses that are so typical--and so often neglected--in children and adolescents. As a counseling psychologist with clinical and teaching experience in a wide variety of university and American Indian/Alaska Native&nbsp;reservation/village settings, Dr. LaFromboise is well-equipped to guide new professionals in school and community evidence-based&nbsp;interventions. She is the developer of the American Indian Life Skills Development Curriculum of problem-based lessons aimed at increasing social emotional competence and reducing the risk of suicide among American Indian/Alaska Native&nbsp;adolescents. Proven successful with high school students, this curriculum has been&nbsp;extended to younger students.&nbsp;&nbsp;She is&nbsp;investigating cultural, social, and psychological indicators of adolescent risk behavior, school belongingness, and bicultural&nbsp;involvement.";s:10:"first_name";s:6:"Teresa";s:9:"last_name";s:11:"LaFromboise";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"385";s:13:"profile_photo";s:63:"/sites/default/files/profiles/faculty/lafromboise_theresa_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:56;a:19:{s:2:"id";i:72;s:5:"title";s:27:"Jennifer Marie Langer-Osuna";s:7:"content";s:803:"Dr. Langer-Osuna's&nbsp;research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction. Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work. Her work has appeared&nbsp;in the&nbsp;Journal for Research in Mathematics Education,&nbsp;Journal of the Learning Sciences,&nbsp;Review of Research in Education, Mathematics Teaching and Learning, ZDM,&nbsp;Mathematics Education Research Journal,&nbsp;Canadian Journal of Science, Mathematics, and Technology Education, Education Sciences, among other outlets.&nbsp;";s:10:"first_name";s:14:"Jennifer Marie";s:9:"last_name";s:12:"Langer-Osuna";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"375";s:13:"profile_photo";s:78:"/sites/default/files/profiles/faculty/577446_10151585867745490_299484854_n.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:2;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:3;a:3:{s:2:"id";i:61;s:4:"name";s:26:"CTE: Mathematics Education";s:4:"slug";s:25:"cte-mathematics-education";}i:4;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:57;a:19:{s:2:"id";i:73;s:5:"title";s:13:"Victor R. Lee";s:7:"content";s:811:"Dr. Lee's research is concerned with new opportunities to support and study learning in STEM areas, with special emphasis on (1) technologies that support self-tracking and inspection of&nbsp;"quantified self" data for educational purposes, (2) maker education and technologies particularly as they are deployed in out of school settings such as in makerspaces&nbsp;and in libraries, and (3) elementary computer science education particularly as it involves unplugged approaches and screen free toys and tools. His research&nbsp;has been supported by grants from the National Science Foundation, the Institute of Museum and Library Services, the Spencer Foundation, and the Marriner S. Eccles Foundation. &nbsp;Other lines of interest include conceptual change and external representations in science education.";s:10:"first_name";s:9:"Victor R.";s:9:"last_name";s:3:"Lee";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"411";s:13:"profile_photo";s:76:"/sites/default/files/profiles/faculty/victor_lee_professional_headshot_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:1;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:2;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:3;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}i:4;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:5;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:6;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:58;a:19:{s:2:"id";i:74;s:5:"title";s:21:"Christopher J. Lemons";s:7:"content";s:0:"";s:10:"first_name";s:5:"Chris";s:9:"last_name";s:6:"Lemons";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"424";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/headshot_1.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:10:"Wallenberg";s:11:"building_id";i:37;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:3;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:59;a:19:{s:2:"id";i:75;s:5:"title";s:11:"Henry Levin";s:7:"content";s:0:"";s:10:"first_name";s:5:"Henry";s:9:"last_name";s:5:"Levin";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:59:"/sites/default/files/profiles/faculty/levin_henry_m_opt.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:60;a:19:{s:2:"id";i:76;s:5:"title";s:12:"Sarah Levine";s:7:"content";s:1002:"My research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that digital media – specifically radio production – can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for struggling students, and to build bridges between school and the world outside.



  My primary goal as an academic is to help shape the teaching and learning of secondary English teachers and contribute to research that will help students — especially those in urban and under-resourced schools — become independent readers and writers.&nbsp;";s:10:"first_name";s:5:"Sarah";s:9:"last_name";s:6:"Levine";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"534";s:13:"profile_photo";s:60:"/sites/default/files/profiles/faculty/sarah-r.-levine2_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:14;s:4:"name";s:19:"Assistant Professor";s:4:"slug";s:19:"assistant-professor";}}s:4:"role";s:19:"Assistant Professor";s:7:"role_id";i:14;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:6:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) 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McFarland";s:7:"content";s:680:"I study&nbsp;the social and organizational&nbsp;dynamics of educational systems like schools, classrooms and universities. In particular, I have performed a series of studies on classroom organization and interaction; on the formation of adolescent relationships,&nbsp;social structures, and identities; on interdisciplinary collaboration and&nbsp;intellectual innovation; and on relational sociology. I have broad research&nbsp;interests and have been drawn into a&nbsp;variety of interdisciplinary collaborations with linguists and computer scientists. This in turn has led to studies of big data and&nbsp;methodological advances in social networks and language modeling. &nbsp;";s:10:"first_name";s:9:"Daniel A.";s:9:"last_name";s:9:"McFarland";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"419";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/mcfarland_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:2;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:3;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:4;a:3:{s:2:"id";i:63;s:4:"name";s:33:"SHIPS (PhD): Organization Studies";s:4:"slug";s:30:"ships-phd-organization-studies";}i:5;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:6;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:73;a:19:{s:2:"id";i:89;s:5:"title";s:18:"Milbrey McLaughlin";s:7:"content";s:1110:"Dr. McLaughlin's research combines studies of K-12 education policy in the U.S and work on the broad question of community-school collaboration to support youth development. Her research on public education focuses on how school teaching is shaped by "context" issues such as organizational policy, social-cultural conditions of the schools, districts and communities. Within communities, she is involved with local efforts engage whole communities-schools, community organizations and agencies, parents, faith-based institutions-in developing new strategies and capacity to promote youth development broadly considered. Dr. McLaughlin is Co-Director of the Center for Research on the Context of Teaching, an education research center that analyzes how teaching and learning are shaped by their contexts and the connection between teacher learning communities and educational reforms. She is Director of the John Gardner Center for Youth and their Communities, a partnership between Stanford University and Bay Area communities to build new practices, knowledge and capacity for youth development and learning.";s:10:"first_name";s:7:"Milbrey";s:9:"last_name";s:10:"McLaughlin";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Emerita Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:87:"/sites/default/files/profiles/faculty/mibrey-smiling-milbreys_celebration_42a_1_opt.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Emerita Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:5;s:4:"name";s:17:"Emerita Professor";s:4:"slug";s:17:"emerita-professor";}}s:4:"role";s:17:"Emerita Professor";s:7:"role_id";i:5;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}}}i:74;a:19:{s:2:"id";i:90;s:5:"title";s:11:"Vinod Menon";s:7:"content";s:0:"";s:10:"first_name";s:5:"Vinod";s:9:"last_name";s:5:"Menon";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/headshot_2.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:75;a:19:{s:2:"id";i:91;s:5:"title";s:14:"Debra Meyerson";s:7:"content";s:846:"Debra Meyerson conducts research in five 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; c) leadership and entrepreneurship in education; d) going to scale in the charter school field; and e) accessibility and the construction (and destruction) of work-life boundaries through communication technologies.

  Following a&nbsp;stroke in 2010, Debra is now initiating research into the experience of stroke survivors in the rehabilitation&nbsp;process,&nbsp;the impact of gender and socioeconomic background on that&nbsp;process and its impact&nbsp;on a survivor's sense of identity. &nbsp;";s:10:"first_name";s:5:"Debra";s:9:"last_name";s:8:"Meyerson";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:17:"Adjunct Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/deb-orange.jpg";s:10:"job_titles";a:1:{i:0;s:17:"Adjunct Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:11;s:4:"name";s:17:"Adjunct Professor";s:4:"slug";s:17:"adjunct-professor";}}s:4:"role";s:17:"Adjunct Professor";s:7:"role_id";i:11;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:1;a:3:{s:2:"id";i:63;s:4:"name";s:33:"SHIPS (PhD): Organization Studies";s:4:"slug";s:30:"ships-phd-organization-studies";}}}i:76;a:19:{s:2:"id";i:92;s:5:"title";s:16:"John C. Mitchell";s:7:"content";s:1460:"John Mitchell has been Vice Provost at Stanford University since 2012, first as Vice Provost for Online Learning and now in a broader role of Teaching and Learning. &nbsp;

  Over the past two years, his team has worked with approximately 200 instructors on 400 projects, including on-campus teaching innovation, online courses for public and selected audiences, and improvement of repeated course offerings. As co-director of the Lytics Lab, he is working to improve educational outcomes through data-driven research and iterative design.

  Mitchell is the Mary and Gordon Crary Family Professor in the School of Engineering, professor of computer science, and (by courtesy) professor of electrical engineering and of education. His past research has focused on computer security, developing analysis methods and improving network protocol security, authorization and access control, web security, and privacy. He is a member of the steering committee for Stanford University’s Cyber Initiative&nbsp;

  Mitchell’s first research project in online learning started in 2009, when he and six undergraduate students built Stanford CourseWare, an innovative platform that expanded to support interactive video and discussion.&nbsp;

  CourseWare served as the foundation for initial flipped classroom experiments at Stanford and helped inspire the first massive open online courses (MOOCs) from Stanford. He received his BS from Stanford and his MS and PhD from MIT.";s:10:"first_name";s:7:"John C.";s:9:"last_name";s:8:"Mitchell";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:19:"Gates Bldg., 4B-476";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/john_mitchell.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}}}i:77;a:19:{s:2:"id";i:93;s:5:"title";s:9:"Terry Moe";s:7:"content";s:0:"";s:10:"first_name";s:5:"Terry";s:9:"last_name";s:3:"Moe";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:15:"Hoover Memorial";s:13:"profile_photo";s:69:"/sites/default/files/profiles/faculty/photo_moe_stanfordoutside_3.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:78;a:19:{s:2:"id";i:94;s:5:"title";s:17:"Jelena Obradović";s:7:"content";s:573:"My research examines how contextual risk and adversity influence children’s adaptation across multiple domains of functioning over time. I am interested in identifying the biological, behavioral, and environmental processes that enable some highly disadvantaged children to demonstrate remarkable resilience, while placing others at risk for maladaptive outcomes. I primarily study how exposure to environmental risk and adversity interacts with children’s stress reactivity and self-regulatory abilities to influence their social, emotional, and cognitive development.";s:10:"first_name";s:6:"Jelena";s:9:"last_name";s:10:"Obradović";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"520";s:13:"profile_photo";s:66:"/sites/default/files/profiles/faculty/obradovic_jelena2_hi_res.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:79;a:19:{s:2:"id";i:95;s:5:"title";s:16:"Jonathan Osborne";s:7:"content";s:2283:"My 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.&nbsp; 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.&nbsp; Most recently, I have worked with Mark Wilson of UCB on a project to develop and test a learning progression for Argumentation in science.&nbsp; 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.&nbsp; 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.&nbsp; 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.
  &nbsp;



  ";s:10:"first_name";s:8:"Jonathan";s:9:"last_name";s:7:"Osborne";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:58:"/sites/default/files/profiles/faculty/jonathan-osborne.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:55;s:4:"name";s:8:"(MA) CTE";s:4:"slug";s:6:"ma-cte";}i:1;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}}}i:80;a:19:{s:2:"id";i:96;s:5:"title";s:11:"Brad Osgood";s:7:"content";s:0:"";s:10:"first_name";s:4:"Brad";s:9:"last_name";s:6:"Osgood";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:56:"/sites/default/files/profiles/faculty/osgood-big_opt.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:81;a:19:{s:2:"id";i:97;s:5:"title";s:13:"Amado Padilla";s:7:"content";s:1146:"Dr. Padilla's research follows three major strands: (1) resilient students who achieve high levels of academic performance despite coming from home and community backgrounds that pose multiple challenges to educational excellence, including adaptation to U.S. culture and English by immigrant adolescents; (2) acculturation and acculturation&nbsp;stressors that impact the physical and psychological well-being of newcomer youth and adults as well as the acquisition of bicultural strategies for functioning in their home culture and in mainstream American culture; and (3) studies involving second language learning and teaching, and strategies for achieving bilingual proficiency especially among heritage speakers of numerous European and Asian languages. He has published widely in his areas of research expertise.

  Dr. Padilla is also interested in quantitative research in multicultural contexts. He serves as the principal investigator of the California World Language Project (CWLP), a program that assists California teachers in world language instruction. A final interest includes the history of ethnic minority scholars in psychology.";s:10:"first_name";s:5:"Amado";s:9:"last_name";s:7:"Padilla";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:44:"Associate Dean for Faculty Affairs|Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:4:"203B";s:13:"profile_photo";s:68:"/sites/default/files/profiles/faculty/5_amado-padilla_with_hat_3.jpg";s:10:"job_titles";a:2:{i:0;s:34:"Associate Dean for Faculty Affairs";i:1;s:9:"Professor";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:24;s:4:"name";s:34:"Associate Dean for Faculty Affairs";s:4:"slug";s:34:"associate-dean-for-faculty-affairs";}i:1;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:34:"Associate Dean for Faculty Affairs";s:7:"role_id";i:24;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:1;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:82;a:19:{s:2:"id";i:98;s:5:"title";s:10:"Eujin Park";s:7:"content";s:0:"";s:10:"first_name";s:5:"Eujin";s:9:"last_name";s:4:"Park";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Assistant Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"413";s:13:"profile_photo";s:53:"/sites/default/files/profiles/faculty/viewimage_1.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Assistant Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:14;s:4:"name";s:19:"Assistant Professor";s:4:"slug";s:19:"assistant-professor";}}s:4:"role";s:19:"Assistant Professor";s:7:"role_id";i:14;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:1;a:3:{s:2:"id";i:50;s:4:"name";s:38:"SHIPS (PhD): Anthropology of Education";s:4:"slug";s:35:"ships-phd-anthropology-of-education";}i:2;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:3;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:4;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:83;a:19:{s:2:"id";i:99;s:5:"title";s:7:"Roy Pea";s:7:"content";s:1927:"My research for the past 25 years has centered on how innovations in computing and communications technologies and affiliated socio-cultural practices can influence learning, thinking, and educational systems. My two major lines of research are: (1) developing a new paradigm for everyday networked video interactions for learning and communications (http://diver.stanford.edu), and (2) investigating how informal and formal learning can be better understood and connected, as Co-PI of the LIFE Center (http://life-slc.org) funded by the National Science Foundation as one of several large-scale national Science of Learning Centers. Other recent areas of specialization include computer-supported collaborative and on-line communities of learning, uses of digital video for learning research and for teacher learning, innovations in WILD learning (with Wireless Interactive Learning Devices), and inquiry learning using scientific visualizations. My DIVER Project involves developing innovative software and research community uses for digital video analysis and collaboration tools for studying learning and teaching. I have also contributed to building a number of interdisciplinary research centers and complex projects that engage researchers, educators, and industry leaders in collaborative design partnerships for uses of learning technologies. Launched in Fall 2004, in collaboration with colleagues at Stanford, the University of Washington, and at SRI International, I will be devoting significant time over at least the next 5 years to our new $25Mil LIFE Center (Learning in Informal and Formal Environments), one of six NSF-funded Science of Learning Centers awarded as of January 2007. We are seeking in this work to build a science of learning that integrates advances in implicit learning and cognitive neuroscience, informal learning, and formal learning, incorporating interactive technologies and new media.";s:10:"first_name";s:3:"Roy";s:9:"last_name";s:3:"Pea";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"409";s:13:"profile_photo";s:50:"/sites/default/files/profiles/faculty/roypea_0.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) 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engagement, school reform, and qualitative research methods. She is particularly interested in student voices and the students' perspectives of school. She focuses on academic stress and its consequences for students' mental and&nbsp;physical health, engagement with learning, and integrity. She is the author of&nbsp;&nbsp;"Doing School": How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students (Yale University Press, 2001), which&nbsp;was awarded Notable Book in Education by the American School Board Journal, 2001. She is co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (Wiley, 2015).&nbsp;Dr. Pope is a 3-time recipient of the Stanford University Graduate School of Education Outstanding Teacher and Mentor Award.";s:10:"first_name";s:6:"Denise";s:9:"last_name";s:4:"Pope";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:15:"Senior Lecturer";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"133";s:13:"profile_photo";s:71:"/sites/default/files/profiles/faculty/denise_head_shot_far_2012_opt.jpg";s:10:"job_titles";a:1:{i:0;s:15:"Senior Lecturer";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:16;s:4:"name";s:15:"Senior Lecturer";s:4:"slug";s:15:"senior-lecturer";}}s:4:"role";s:15:"Senior Lecturer";s:7:"role_id";i:16;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:55;s:4:"name";s:8:"(MA) CTE";s:4:"slug";s:6:"ma-cte";}i:1;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:2;a:3:{s:2:"id";i:46;s:4:"name";s:9:"(MA) POLS";s:4:"slug";s:7:"ma-pols";}i:3;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}}}i:89;a:19:{s:2:"id";i:105;s:5:"title";s:11:"Ann Porteus";s:7:"content";s:132:"No research activity. Interests in interpersonal/group dynamics, team building, leadership development, and multicultural education.";s:10:"first_name";s:3:"Ann";s:9:"last_name";s:7:"Porteus";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:15:"Senior Lecturer";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"133";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/porteus_ann_0.jpg";s:10:"job_titles";a:1:{i:0;s:15:"Senior Lecturer";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:16;s:4:"name";s:15:"Senior Lecturer";s:4:"slug";s:15:"senior-lecturer";}}s:4:"role";s:15:"Senior Lecturer";s:7:"role_id";i:16;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}}}i:90;a:19:{s:2:"id";i:106;s:5:"title";s:12:"Woody Powell";s:7:"content";s:2593:"Walter W. Powell is Professor of Education and (by courtesy)&nbsp;Sociology, Organizational Behavior, Management Science and Engineering, and Communication, and Co-Director of the Center on Philanthropy and Civil Society. He has been a member of the board of directors of the Social Science Research Council since 2000, and an external faculty member at the Santa Fe Institute since 1999. Powell works in the areas of organization theory, economic sociology, and the sociology of science. He is interested in the processes through which knowledge is transferred across organizations, and the role of networks in facilitating or hindering innovation, and institutions in codifying ideas. His current work focuses on the emergence of novel organizational forms.&nbsp; His latest book, The Emergence of Organizations and Markets, co-authored with John Padgett,&nbsp;was published by&nbsp;Princeton University Press in 2012.

  His 1990 article, “Neither Market Nor Hierarchy: Network Forms of Organization,” won the 1991 Max Weber prize for best paper in the field of organizations; and “Network Dynamics and Field Evolution: The Growth of Inter-Organizational Collaboration,” with D. White, K. Koput, and J. Owen-Smith (2005), received the 2007 Viviana Zelizer prize for best paper in economic sociology. “Technological Change and the Locus of Innovation: Networks of Learning in Biotechnology,” with K. Koput and L. Smith-Doerr (1996), was recognized by Administrative Science Quarterly as its most influential scholarly publication in 2002. His 1983 paper, “The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organizational Fields,” with Paul DiMaggio, is the most cited article in the history of the American Sociological Review. Powell is the author or editor of The Culture and Commerce of Book Publishing, with Lewis Coser and Charles Kadushin (Basic Books, 1982), Getting into Print: The Decision-Making Process in Scholarly Publishing (U. of Chicago Press, 1985), The New Institutionalism in Organizational Analysis, with Paul DiMaggio (U. of Chicago Press, 1991), Private Action and the Public Good, with Elisabeth Clemens (Yale U. Press, 1997), and The Nonprofit Sector, with Richard Steinberg (Yale U. Press, 2006).

  He received his PhD in Sociology from SUNY – Stony Brook in 1978, and previously taught at Yale, MIT, and the University of Arizona. He has received honorary degrees from Uppsala University, Copenhagen Business School, and the Helsinki School of Economics, and is a foreign member of the Swedish Royal Academy of Science.";s:10:"first_name";s:5:"Woody";s:9:"last_name";s:6:"Powell";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"431";s:13:"profile_photo";s:48:"/sites/default/files/profiles/faculty/woody2.png";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:2;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}i:3;a:3:{s:2:"id";i:63;s:4:"name";s:33:"SHIPS (PhD): Organization Studies";s:4:"slug";s:30:"ships-phd-organization-studies";}i:4;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:91;a:19:{s:2:"id";i:107;s:5:"title";s:17:"Francisco Ramirez";s:7:"content";s:1203:"Dr. Ramirez conducts cross-national studies on the role of education in the formation of world society and the influence of world society on educational developments. These studies include topics such as patterns of women's access to higher education, the role of education and science in economic development, the interrelationships among education, citizenship, and human rights, and the impact of globalization on universities.&nbsp;&nbsp;Grants from the National Science Foundation (Sociology Program), the Spencer Foundation, and the Bechtel Initiative on Global Growth and Change have supported both research on education, science, and development and studies of the globalization of human rights and the challenge of human rights education. Ramirez has been&nbsp;a recipient of a Spencer Foundation Mentor Network award and a Fellow at the Center for the Advanced Studies of the Behaviroal Sciences (2006-07).&nbsp;

  Recent honors include election into the Sociological Research Assocation (2016) and Honorary Fellow iin the Comparative and International Educaiton Society (2018). In the fall of 2017 Ramirez will be a fellow at the Scandinivian Center for Advanced Studies in Sweden.&nbsp;&nbsp;";s:10:"first_name";s:9:"Francisco";s:9:"last_name";s:7:"Ramirez";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"222";s:13:"profile_photo";s:57:"/sites/default/files/profiles/faculty/ramirez_website.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:47;s:4:"name";s:11:"(MA) MA/MBA";s:4:"slug";s:9:"ma-ma-mba";}i:2;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}i:3;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:4;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:92;a:19:{s:2:"id";i:108;s:5:"title";s:12:"sean reardon";s:7:"content";s:502:"My research investigates the causes, patterns, trends, and consequences of social and educational inequality. In particular, I study issues of residential and school segregation and of racial/ethnic and socioeconomic disparities in academic achievement and educational success. In addition, my work develops methods of measuring social and educational inequality (including the measurement of segregation and achievement gaps) and methods of causal inference in educational and social science research.";s:10:"first_name";s:7:"Sean F.";s:9:"last_name";s:7:"Reardon";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"526";s:13:"profile_photo";s:68:"/sites/default/files/profiles/faculty/sean_reardon_headshot_2018.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:8:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:59;s:4:"name";s:35:"SHIPS (PhD): Economics of Education";s:4:"slug";s:32:"ships-phd-economics-of-education";}i:2;a:3:{s:2:"id";i:60;s:4:"name";s:37:"SHIPS (PhD): Educational Data Science";s:4:"slug";s:34:"ships-phd-educational-data-science";}i:3;a:3:{s:2:"id";i:41;s:4:"name";s:31:"SHIPS (PhD): Educational Policy";s:4:"slug";s:28:"ships-phd-educational-policy";}i:4;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:5;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:6;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}i:7;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:93;a:19:{s:2:"id";i:109;s:5:"title";s:12:"Byron Reeves";s:7:"content";s:0:"";s:10:"first_name";s:5:"Byron";s:9:"last_name";s:6:"Reeves";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:0:"";s:13:"profile_photo";s:48:"/sites/default/files/profiles/faculty/reeves.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:94;a:19:{s:2:"id";i:110;s:5:"title";s:9:"Rob Reich";s:7:"content";s:0:"";s:10:"first_name";s:3:"Rob";s:9:"last_name";s:5:"Reich";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Courtesy Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:11:"Encina Hall";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/reich_news.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Courtesy Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:4;s:4:"name";s:18:"Courtesy Professor";s:4:"slug";s:18:"courtesy-professor";}}s:4:"role";s:18:"Courtesy Professor";s:7:"role_id";i:4;s:8:"building";s:0:"";s:11:"building_id";i:0;s:20:"program_affiliations";a:0:{}}i:95;a:19:{s:2:"id";i:111;s:5:"title";s:12:"David Rogosa";s:7:"content";s:535:"In his research, Dr. Rogosa seeks to develop and apply statistical methods for important problems in educational research. At present, Rogosa focuses on statistical issues in educational assessment and accountability. 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Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}}}i:100;a:19:{s:2:"id";i:116;s:5:"title";s:12:"Dan Schwartz";s:7:"content";s:776:"A member of the SUSE faculty since 2000, Dr. Schwartz studies student understanding and representation and the ways that technology can facilitate learning. He works at the intersection of cognitive science, computer science, and education, examining cognition and instruction in individual, cross-cultural, and technological settings. A theme throughout Dr. Schwartz's research is how people's facility for spatial thinking can inform and influence processes of learning, instruction, assessment and problem solving. He finds that new media make it possible to exploit spatial representations and activities in fundamentally new ways, offering an exciting complement to the verbal approaches that dominate educational research and practice.

  Dr. Schwartz's CV: Download PDF

  ";s:10:"first_name";s:3:"Dan";s:9:"last_name";s:8:"Schwartz";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:21:"I. James Quillen Dean";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"129";s:13:"profile_photo";s:60:"/sites/default/files/profiles/faculty/schwartz-dan_final.jpg";s:10:"job_titles";a:1:{i:0;s:21:"I. James Quillen Dean";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:28;s:4:"name";s:21:"I. James Quillen Dean";s:4:"slug";s:20:"i-james-quillen-dean";}}s:4:"role";s:21:"I. James Quillen Dean";s:7:"role_id";i:28;s:8:"building";s:14:"Galvez Modular";s:11:"building_id";i:36;s:20:"program_affiliations";a:4:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:3;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:101;a:19:{s:2:"id";i:117;s:5:"title";s:14:"Rich Shavelson";s:7:"content";s:614:"His current work focuses on the design of assessments and assessment systems that measure college students learning, both their development of competence/ achievement and so-called “soft-skills” such as perspective taking.&nbsp; He co-created the Collegiate Learning Assessment with Steve Klein and built statistical models for estimating value added for the CLA and other college-level assessments.&nbsp; This work is summarized in Measuring College Student Learning: Accountability in a New Era (2010, Stanford University Press) and in recent papers on the measurement and statistical modeling of competence.";s:10:"first_name";s:4:"Rich";s:9:"last_name";s:9:"Shavelson";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"433";s:13:"profile_photo";s:59:"/sites/default/files/profiles/faculty/shavelson_richard.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:2:{i:0;a:3:{s:2:"id";i:64;s:4:"name";s:22:"CTE: Science Education";s:4:"slug";s:21:"cte-science-education";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}}}i:102;a:19:{s:2:"id";i:118;s:5:"title";s:17:"Rebecca Silverman";s:7:"content";s:1529:"My research is focused on the language and literacy development and instruction of early childhood and elementary age children from diverse backgrounds.&nbsp; I am particularly interested in how to best support children who may have difficulty in learning to read and write.&nbsp; Some children have difficulty developing literacy due to problems related to decoding or encoding text (i.e., figuring out how sounds and symbols connect to make words).&nbsp; Other children have difficulty developing literacy due to language-related differences.&nbsp; My work focuses primarily on children in the latter group.&nbsp; Some of my work is exploratory.&nbsp; I investigate how language skills (e.g., semantics, syntax, morphology) influence reading and writing outcomes for both monolingual and bilingual children, and I study which classroom practices are positively correlated with children's language and literacy development.&nbsp; Some of my work is experimental.&nbsp; I develop and evaluate instruction that aims to support children's language development, and, thereby, their literacy development as well.&nbsp; I have conducted studies on interactive and extended read alouds, peer learning, multimedia supports, and small group intervention.&nbsp; In both my exploratory and experimental research, my goal is to shed light on innovative ways for facilitating the language development of diverse learners in order to ensure that all children have the opportunity to become proficient readers and writers in school and beyond.";s:10:"first_name";s:7:"Rebecca";s:9:"last_name";s:9:"Silverman";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:9:"Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"137";s:13:"profile_photo";s:55:"/sites/default/files/profiles/faculty/rds_photo_opt.jpg";s:10:"job_titles";a:1:{i:0;s:9:"Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:3;s:4:"name";s:9:"Professor";s:4:"slug";s:9:"professor";}}s:4:"role";s:9:"Professor";s:7:"role_id";i:3;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:62;s:4:"name";s:9:"(MA) STEP";s:4:"slug";s:7:"ma-step";}i:1;a:3:{s:2:"id";i:38;s:4:"name";s:3:"CTE";s:4:"slug";s:3:"cte";}i:2;a:3:{s:2:"id";i:69;s:4:"name";s:25:"CTE: Elementary Education";s:4:"slug";s:24:"cte-elementary-education";}i:3;a:3:{s:2:"id";i:52;s:4:"name";s:46:"CTE: Literacy, Language, and English Education";s:4:"slug";s:43:"cte-literacy-language-and-english-education";}i:4;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:5;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:6;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}i:103;a:19:{s:2:"id";i:119;s:5:"title";s:11:"Sanne Smith";s:7:"content";s:0:"";s:10:"first_name";s:5:"Sanne";s:9:"last_name";s:5:"Smith";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:29:"Lecturer|EDS Program Director";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"129";s:13:"profile_photo";s:49:"/sites/default/files/profiles/faculty/smith_s.jpg";s:10:"job_titles";a:2:{i:0;s:8:"Lecturer";i:1;s:20:"EDS Program Director";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:29;s:4:"name";s:20:"EDS Program Director";s:4:"slug";s:20:"eds-program-director";}i:1;a:3:{s:2:"id";i:12;s:4:"name";s:8:"Lecturer";s:4:"slug";s:8:"lecturer";}}s:4:"role";s:20:"EDS Program Director";s:7:"role_id";i:29;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:1:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}}}i:104;a:19:{s:2:"id";i:120;s:5:"title";s:23:"Guillermo Solano-Flores";s:7:"content";s:1331:"Dr. Guillermo Solano-Flores is Professor of Education at the Stanford University Graduate School of Education. He specializes in educational assessment and the linguistic and cultural issues that are relevant to both international test comparisons and the testing of cultural and linguistic minorities. His research is based on the use of multidisciplinary approaches that use psychometrics, sociolinguistics, semiotics, and cognitive science in combination. He has conducted research on the development, translation, localization, and review of science and mathematics tests. He has been principal investigator in several National Science Foundation-funded projects that have examined the intersection of psychometrics, semiotics, and linguistics in testing. He is the author of the theory of test translation error, which addresses testing across cultures and languages. Also, he has investigated the use of generalizability theory—a psychometric theory of measurement error—in the testing of English language learners and indigenous populations. 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Today his work focuses on how young people learn about world through digital media; specifically, in the digital Wild West what do they decide to believe or reject?&nbsp;Over the last twenty-five years his interests have spanned a wide terrain, from how adolescents and professional historians interpret primary sources to issues of teacher assessment and teacher community in the workplace. His book, Historical Thinking and Other Unnatural Acts, won the 2002 Frederic W. Ness Award from the Association of American Colleges and Universities for the book "that best illuminates the goals and practices of a contemporary liberal education." From 2007-2009 he was the Executive Director of the Department of Education's National Clearinghouse for History Education, a collaboration between George Mason University, Stanford, and the American Historical Association. With the late Roy N. Rosenzweig, he created the award-winning website, historicalthinkingmatters.org. He founded the Stanford History Education Group, a research and development outfit dedicated to improving history instruction in the US and abroad, whose materials have been downloaded over 5 million times since 2009. In 2013 he was awarded an honorary doctorate from Sweden's&nbsp;Umeå University and the following year he was named the Obama-Nehru Distinguished Chair by the US-India Fulbright Commission. In 2015 he was inducted into the National Academy of Education.";s:10:"first_name";s:3:"Sam";s:9:"last_name";s:8:"Wineburg";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:18:"Emeritus Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"376";s:13:"profile_photo";s:58:"/sites/default/files/profiles/faculty/wineburg_533x800.jpg";s:10:"job_titles";a:1:{i:0;s:18:"Emeritus Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:6;s:4:"name";s:18:"Emeritus Professor";s:4:"slug";s:18:"emeritus-professor";}}s:4:"role";s:18:"Emeritus Professor";s:7:"role_id";i:6;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:3:{i:0;a:3:{s:2:"id";i:70;s:4:"name";s:37:"CTE: History/Social Science Education";s:4:"slug";s:36:"cte-history-social-science-education";}i:1;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:2;a:3:{s:2:"id";i:68;s:4:"name";s:28:"Education and Jewish Studies";s:4:"slug";s:28:"education-and-jewish-studies";}}}i:120;a:19:{s:2:"id";i:136;s:5:"title";s:11:"Maisha Winn";s:7:"content";s:839:"Maisha T. Winn was the Chancellor’s Leadership Professor in the School of Education at the University of California, Davis where she co-founded and co-directs the Transformative Justice in Education (TJE) Center. &nbsp;Her scholarship examines how non-dominant youth and communities have developed literate trajectories across a range of historical and contemporary settings. &nbsp;She seeks to understand how communities that have been depicted as under resourced create their own practices, processes, and institutions to build more equitable futures for themselves and others. Dr. Winn was the 2022-2023 Andrew W. Mellon Foundation Fellow at the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University. 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She also serves as co-Resident Fellow at the Education and Society Theme (EAST) House. From 2012-2016, she served as Director of the Program in Feminist, Gender, and Sexuality Studies at Stanford University.

  Dr. Wotipka’s research centers around two main themes examined from cross-national and longitudinal approaches. The first relates to diversity and higher education with a focus on gender issues. The second theme, that of citizenship and education, explores how social science curricula, in the form of textbooks, have shifted focus away from the development of national identities to ones that emphasize global citizenship. Her articles have appeared in American Journal of Education, Comparative Education, Comparative Education Review, Compare, Feminist Formations, Gender &amp; Society, International Journal of Comparative Sociology, Social Forces, and Sociology of Education.

  In 2010, Dr. Wotipka co-founded the Education and Society Theme (EAST) House – a living-learning space for undergraduates interested in educational research, policy, activism, and teaching. In addition to the applied research methods seminars she leads for the students in the ICE/IEPA master’s program, she also teaches "Gender and Education in Global and Comparative Perspectives" and "Gender and Higher Education: National and International Perspectives." Both courses are cross-listed in Education; Sociology; and Feminist, Gender, and Sexuality Studies.

  Dr. Wotipka earned her BA (summa cum laude) in International Relations and French at the University of Minnesota-Twin Cities, and MA in Sociology and PhD in International Comparative Education at Stanford University. Prior to joining the faculty at Stanford, she was an assistant professor at the University of Minnesota-Twin Cities and a visiting assistant professor/global fellow at the University of California, Los Angeles. Between her undergraduate and graduate studies, she served as a United States Peace Corps volunteer in rural northeast Thailand and worked at an economic research firm in Seoul, the Republic of Korea.";s:10:"first_name";s:13:"Christine Min";s:9:"last_name";s:7:"Wotipka";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:51:"Associate Professor (Teaching)|ICE Program Director";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"384";s:13:"profile_photo";s:71:"/sites/default/files/profiles/faculty/wotipka_christine_min_mar2018.jpg";s:10:"job_titles";a:2:{i:0;s:30:"Associate Professor (Teaching)";i:1;s:20:"ICE Program Director";}s:5:"roles";a:2:{i:0;a:3:{s:2:"id";i:31;s:4:"name";s:30:"Associate Professor (Teaching)";s:4:"slug";s:28:"associate-professor-teaching";}i:1;a:3:{s:2:"id";i:32;s:4:"name";s:20:"ICE Program Director";s:4:"slug";s:20:"ice-program-director";}}s:4:"role";s:30:"Associate Professor (Teaching)";s:7:"role_id";i:31;s:8:"building";s:11:"Littlefield";s:11:"building_id";i:34;s:20:"program_affiliations";a:7:{i:0;a:3:{s:2:"id";i:45;s:4:"name";s:13:"(MA) ICE/IEPA";s:4:"slug";s:11:"ma-ice-iepa";}i:1;a:3:{s:2:"id";i:49;s:4:"name";s:11:"SHIPS (PhD)";s:4:"slug";s:9:"ships-phd";}i:2;a:3:{s:2:"id";i:42;s:4:"name";s:29:"SHIPS (PhD): Higher Education";s:4:"slug";s:26:"ships-phd-higher-education";}i:3;a:3:{s:2:"id";i:51;s:4:"name";s:48:"SHIPS (PhD): International Comparative Education";s:4:"slug";s:45:"ships-phd-international-comparative-education";}i:4;a:3:{s:2:"id";i:39;s:4:"name";s:63:"SHIPS (PhD): Race, Inequality, and Language in Education (RILE)";s:4:"slug";s:56:"ships-phd-race-inequality-and-language-in-education-rile";}i:5;a:3:{s:2:"id";i:43;s:4:"name";s:41:"SHIPS (PhD): Social Sciences in Education";s:4:"slug";s:38:"ships-phd-social-sciences-in-education";}i:6;a:3:{s:2:"id";i:44;s:4:"name";s:35:"SHIPS (PhD): Sociology of Education";s:4:"slug";s:32:"ships-phd-sociology-of-education";}}}i:124;a:19:{s:2:"id";i:140;s:5:"title";s:13:"Jason Yeatman";s:7:"content";s:0:"";s:10:"first_name";s:5:"Jason";s:9:"last_name";s:7:"Yeatman";s:5:"email";s:0:"";s:5:"phone";s:0:"";s:6:"office";s:0:"";s:9:"job_title";s:19:"Associate Professor";s:13:"faculty_group";s:0:"";s:11:"office_room";s:3:"232";s:13:"profile_photo";s:52:"/sites/default/files/profiles/faculty/headshot_0.jpg";s:10:"job_titles";a:1:{i:0;s:19:"Associate Professor";}s:5:"roles";a:1:{i:0;a:3:{s:2:"id";i:2;s:4:"name";s:19:"Associate Professor";s:4:"slug";s:19:"associate-professor";}}s:4:"role";s:19:"Associate Professor";s:7:"role_id";i:2;s:8:"building";s:5:"CERAS";s:11:"building_id";i:33;s:20:"program_affiliations";a:5:{i:0;a:3:{s:2:"id";i:48;s:4:"name";s:8:"(MS) EDS";s:4:"slug";s:6:"ms-eds";}i:1;a:3:{s:2:"id";i:58;s:4:"name";s:8:"(MS) LDT";s:4:"slug";s:6:"ms-ldt";}i:2;a:3:{s:2:"id";i:56;s:4:"name";s:4:"DAPS";s:4:"slug";s:4:"daps";}i:3;a:3:{s:2:"id";i:57;s:4:"name";s:46:"Learning Sciences and Technology Design (LSTD)";s:4:"slug";s:44:"learning-sciences-and-technology-design-lstd";}i:4;a:3:{s:2:"id";i:40;s:4:"name";s:33:"Stanford Accelerator for Learning";s:4:"slug";s:33:"stanford-accelerator-for-learning";}}}}


