|
Dean, School of Education
Deborah J. Stipek, Ph.D. is the James Quillen Dean and Professor of Education at Stanford University. Her doctorate is from Yale University in developmental psychology. Her scholarship concerns instructional effects on children’s achievement motivation, early childhood education, elementary education and school reform. In addition to her scholarship, she served for five years on the Board on Children, Youth, and Families of the National Academy of Sciences and chaired the National Academy of Sciences Committee on Increasing High School Students’ Engagement & Motivation to Learn. Dr. Stipek served 10 of her 23 years at UCLA as Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center. She joined the Stanford School of Education as Dean and Professor of Education in January 2001. She is a member of the National Academy of Education.
|
|
K-12 Initiative Faculty Co-Chairs
 Kenji Hakuta (hakuta@stanford.edu) is an experimental psycholinguist by training and the Lee L. Jacks Professor of Education. He is best known for his research in the areas of bilingualism and the acquisition of English in immigrant students and has advised Congress and other public bodies on these and other educational topics.
Helen Quinn (quinn@slac.stanford.edu), '63,
MS '64, PhD '67, is a theoretical physicist and professor at the Stanford Linear Accelerator Center. She has made important contributions to particle physics and shared the 2000 Dirac Medal and Prize for her work. She has a long involvement in issues of education, particularly science education.
Center for Education Policy Analysis
 Susanna Loeb (sloeb@stanford.edu) is an associate professor of education at Stanford University, specializing in the economics of education and the relationship between schools and federal, state and local policies. She studies resource allocation, looking specifically at how teachers' preferences and teacher preparation policies affect the distribution of teaching quality across schools and how the structure of state finance systems affects the level and distribution of funds to districts. She also studies poverty policies including welfare reform and early-childhood education programs. Susanna is an associate professor of business (by courtesy) at Stanford and a faculty research fellow at the National Bureau of Economic Research.
 Eric Hanushek (hanushek@stanford.edu) is the Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University. He is also chairman of the Executive Committee for the Texas Schools Project at the University of Texas at Dallas, a research associate of the National Bureau of Economic Research, and a member of the Koret Task Force on K-12 Education. He is a leading expert on educational policy, specializing in the economics and finance of schools. His on-going research spans a number of the most important and controversial areas of education policy including the impacts of high stakes accountability and of class size reduction and the importance of teacher quality. These analyses, combined with his work on efficiency and resource usage, relate directly to current debates about school finance policy and the concepts of adequacy and equity as they have been applied in litigation. Analyses of growth and the economic impact of school outcomes provide an economic rationale for improving school quality and for promoting more efficient use of school resources. His books include The Economics of Schooling and School Quality, Improving America's Schools, Modern Political Economy, Making Schools Work, Educational Performance of the Poor, Improving Information for Social Policy Decisions, Statistical Methods for Social Scientists, and Education and Race. In addition, he has published numerous articles in professional journals.
|
Center for the Support of Excellence in Teaching
Pam Grossman's (pamg@stanford.edu) teaching and research interests center on the education of teachers, the relationship between teacher education and knowledge, and policy and programmatic issues related to teacher education. Her publications include: The Making of a Teacher: Teacher Knowledge and Teacher Education, a co-edited volume (with Stanford Professor Sam Wineburg), entitled Interdisciplinary Curriculum: Challenges to Implementation, as well as articles in Teachers College Record, American Educational Research Journal, Educational Researcher, Journal of Literacy Research, Teaching and Teacher Education, Review of Research in Education, among others. Her current research includes a study of pathways into teaching in New York City schools (with Don Boyd, Hamp Lankford, Susanna Loeb, and Jim Wyckoff) and a cross-professional study of preparation of clergy, teachers, and clinical psychologists. She has served as the Vice-President of Division K (Teaching and Teacher Education) for the American Educational Research Association (AERA) and as a member of AERA’s Council and Executive Board.
|
Stanford Center for Leadership in Education
 Linda Darling-Hammond (ldh@stanford.edu) is Charles E. Ducommun Professor of Education at Stanford University where she has launched the School Redesign Network, which sponsors the LEADS initiative to support district and school leaders in reforms to advance learning and equity. She also co-directs the Stanford Center for Opportunity Policy in Education (SCOPE). Darling-Hammond has served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association (AERA) and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school reform, teaching quality, and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America’s Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America’s Future, led to sweeping policy changes affecting teaching and teacher education. In 2006, this report was named one of the most influential affecting U.S. education. Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy over the last decade. She has served as an advisor to President Barack Obama and led his education policy transition team. Among Darling-Hammond’s more than 300 publications are Preparing School Leaders for a Changing World: Lessons from Exemplary Programs; Preparing Teachers for a Changing World: What Teachers Should Learn and be Able to Do, winner of the Pomeroy Award, Teaching as the Learning Profession: A Handbook of Policy and Practice, which received the National Staff Development Council’s Outstanding Book Award for 2000; and The Right to Learn: A Blueprint for Schools that Work, recipient of the AERA’s Outstanding Book Award for 1998.
|
|
