Graduate School of Education
Showing 1-20 of 477 Results
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Ibrahim Oluwajoba Adisa
Postdoctoral Scholar, Education
BioIbrahim ('Joba) Adisa is a Human-Centered AI (HAI) Postdoctoral Fellow at Stanford's Graduate School of Education, collaborating with Dr. Victor Lee on advancing research to promote AI literacy in K-12 education. His research lies at the intersection of learning sciences, computing education, data science, and AI literacy. He focuses on developing tools and curricula resources that enhance data literacy and promote creativity, computational thinking, and collaborative problem-solving with AI in K-12 education. His research is often conducted through co-designs and partnerships in formal and informal learning environments. He uses qualitative and statistical machine learning methods to model learners' interactions in these environments.
'Joba completed his undergraduate studies at the Federal University of Technology Minna with an emphasis on cognitive science, physics, and mathematics. He earned a master's in educational technology from the University of Ibadan and obtained his doctorate in Learning Sciences from Clemson University, where he supported several NSF-funded projects in STEM, data science, and AI education. Before graduate school, he worked as a Digital Learning Specialist at Tek Experts, a global digital tech talent corporation. His diverse academic background underpins his innovative approach to educational research and instructional design. 'Joba has received numerous awards and honors throughout his academic career, including the Outstanding Graduate Researcher Award and fellowships from MTN Foundation, Caroline Odunola Foundation, Clemson University, and Stanford PRISM Baker. His publications span various high-impact journals and conferences, contributing to the fields of AI literacy, data science and computing education. -
Farzana Tabitha Adjah
Assistant Professor of Education
BioDr. Adjah is an Assistant Professor in the Graduate School of Education at Stanford University. She earned her PhD in Clinical-Community Psychology from the George Washington University and completed an APA accredited internship, with a specialization in trauma, at Children’s Hospital Los Angeles. Dr. Adjah’s research examines the influence of racial stressors and culturally relevant practices on the psychological health, academic success, and well-being of Black adolescents and other youth of color. Dr. Adjah uses a strengths-focused and community-based lens in her research to study contextual nuance in the process and benefits of ethnic-racial socialization. She also explores factors in the family, school, and community contexts that can help youth manage the consequences of racial stress and trauma. Her current studies examine the utilization and benefits of ethnic-racial socialization across the school ecology. Dr. Adjah uses her research in each of these areas to inform the development and adaptation of programs and school-based interventions focused on managing racial stressors, eradicating mental health and academic racial disparities, and promoting resilience among historically marginalized and racially diverse children and adolescents. Dr. Adjah is a visiting scholar to the American Psychological Association RESilience Initiative and serves in other positions focused on inclusion, equity and social justice. Prior to coming to Stanford, Dr. Adjah was a Ford Foundation Postdoctoral Fellow and a University of California Chancellor’s Postdoctoral Fellow at the University of California Los Angeles in the Graduate School of Education and Information Studies and the Semel Institute for Neuroscience and Human Behavior, with affiliation in the Ralph J. Bunche Center for African American Studies.
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Fernando Amaral Carnauba
Assistant Professor (Teaching) of Education
BioFernando Carnauba received his doctoral degree in Mathematics Education from Teachers College, Columbia University. He earned an MA in Economics at the University of São Paulo and an MA in Mathematics Education at Teachers College. Fernando currently works on deepening teacher education programs with a network of 20 Brazilian universities. In partnership with the Lemann Center at Stanford GSE, this network develops and offers professional development programs in Mathematics and Science to public school teachers in Brazil.
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Subini Ancy Annamma
Associate Professor of Education
BioPrior to her doctoral studies, Subini Ancy Annamma was a special education teacher in both public schools and youth prisons. Currently, she is an Associate Professor in the Graduate School of Education at Stanford University. Her research critically examines the ways students are criminalized and resist that criminalization through the mutually constitutive nature of racism and ableism, how they interlock with other marginalizing oppressions, and how these intersections impact youth education trajectories in urban schools and youth prisons. Further, she positions students as knowledge generators, exploring how their narratives can inform teacher and special education. Dr. Annamma’s book, The Pedagogy of Pathologization (Routledge, 2018) focuses on the education trajectories of incarcerated disabled girls of color and has won the 2019 AESA Critic’s Choice Book Award & 2018 NWSA Alison Piepmeier Book Prize. Dr. Annamma is a past Ford Postdoctoral Fellow, AERA Division G Early Career Awardee, Critical Race Studies in Education Associate Emerging Scholar recipient, Western Social Science Association's Outstanding Emerging Scholar, and AERA Minority Dissertation Awardee. Dr. Annamma’s work has been published in scholarly journals such as Educational Researcher, Teachers College Record, Review of Research in Education, Teaching and Teacher Education, Theory Into Practice, Race Ethnicity and Education, Qualitative Inquiry, among others.
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anthony lising antonio
Associate Professor of Education
Current Research and Scholarly InterestsTransitions to postsecondary education; racial, ethnic, and religious minority college student development.
