School of Education
The School enrolls a mature, diverse, and experienced group of approximately 350 graduate students. In recent years, entering students ranged in age from 22 to 50, with an average age of 34. Thirty-one percent are from American minority groups, and 12 percent are international students.
Graduates generally receive positions in college and university teaching, in educational research, and at state and national levels of administration and policymaking.
The Location and Community
Programs of Study and Degree Requirements
The doctoral degree programs are designed for students preparing to conduct research and teach in a college or university, to direct research in public school systems or other institutions, or to assume policy/administrative positions in universities, school systems, or government. SUSE has an enviable reputation for producing educational research that is both rigorous and relevant. The preparation of doctoral students goes hand-in-hand with this research activity. The concentrations by area are CTE: English education/literacy studies, general curriculum studies, history/social science education, mathematics education, science education, and teacher education; PSE: child and adolescent development, and educational psychology; and SSPEP: administration and policy analysis, anthropology of education, economics of education, educational linguistics, higher education, history of education, interdisciplinary studies, international comparative education, philosophy of education, and sociology of education.
Instead of one large, generic master's program, SUSE offers a number of smaller programs tailored to fit a specific intellectual/educational niche. The total number of master's students is capped to maintain an intimate setting for academic inquiry. Master's degrees are offered in curriculum studies and teacher education, international comparative education, international educational administration and policy analysis, social sciences in education, learning design and technology, and policy, organization, and leadership studies. In addition, SUSE offers a joint-degree program with the Stanford Graduate School of Business, leading to an M.A./M.B.A. Some academic programs require an internship. Students in those and other programs often take advantage of the SUSE master's internship program, which is centered on schools, organizations, and high-tech industry in nearby Silicon Valley.
Facilities & Resources
Expenses and Aid
How to Apply / Application
Who to Contact
Faculty and Research
• Arnetha F. Ball, Associate Professor; Ph.D., Stanford, 1991. Linking sociocultural and linguistic theory with educational processes, linguistics resources, linguistic practices among culturally and linguistically diverse populations.
• Brigid Barron, Associate Professor; Ph.D., Vanderbilt, 1992. Child development, technology-intensive learning environments and assessment.
• Joanne Boaler, Associate Professor; Ph.D., London, 1996. Mathematics education, situated perspectives, equity.
• Bryan Brown, Assistant Professor; Ph.D., California, Santa Barbara, 2002. Teacher education, student identity, discourse, classroom culture, and academic achievement in science education.
• Anthony Bryk, Professor; Ed.D., Harvard, 1977. School organization, education reform, accountabilitiy, assessment, and educational statistics.
• Eammon Callan, Professor; Ph.D., Alberta, 1982. Civic and moral education, ethical problems of educational policy, theories of knowledge.
• Martin Carnoy, Professor; Ph.D., Chicago, 1964. Economics, international studies.
• William Damon, Professor; Ph.D., Berkeley, 1973. Adolescent development, methods in school and community settings, moral education.
• Linda Darling-Hammond, Charles E. Ducommun Professor; Ed.D., Temple, 1978. School reform, education policy, curriculum studies.
• Stephen H. Davis, Associate Professor (Teaching); Ed.D., Stanford, 1987. Educational leadership, organizational theory and behavior, education law.
• Elliot Eisner, Lee L. Jacks Professor; Ph.D., Chicago, 1962. Qualitative forms of inquiry, education and art, school improvement.
• Shelley Goldman, Assistant Professor (Teaching); Ed.D., Columbia, 1982. Anthropology and education, assessment, math education, middle schools, parent involvement, qualitative research methods, school reform, technology in teaching and learning.
• Pam Grossman, Associate Professor; Ph.D., Stanford, 1988. Professional development models for high school teachers, study of beginning language arts instructors.
• Patricia J. Gumport, Professor; Ph.D., Stanford, 1987. Higher education, sociology of education.
• Edward Haertel, Professor; Ph.D., Chicago, 1980. Measurement, evaluation, and statistical analysis.
• Kenji Hakuta, Vida Jacks Professor; Ph.D., Harvard, 1979. Child development, applied linguistics.
• Connie Juel, Professor; Ph.D., Stanford, 1977. Literacy acquisition, reading development.
• Michael L. Kamil, Consulting Professor; Ph.D., Wisconsin, 1969. Cognitive psychology, literacy, reading instruction, technology in teaching and learning.
• Michael W. Kirst, Professor; Ph.D., Harvard, 1964. Federal and state education policy, school finance.
• John D. Krumboltz, Professor; Ph.D., Minnesota, 1955. Counseling psychology, career planning.
• David Labaree, Professor; Ph.D., Pennsylvania, 1983. Historical sociology of American education.
• Teresa D. LaFromboise, Associate Professor; Ph.D., Oklahoma, 1979. Cross-cultural counseling, American Indian mental health.
• Susanna Loeb, Associate Professor; Ph.D., Michigan, 1998. Public finance, labor economics, applied econometrics, education policy.
• Rachel Lotan, Associate Professor (Teaching); Ph.D., Stanford, 1995. Teaching and learning in heterogeneous classrooms, teacher education, sociology of the classroom, social organization of schools.
• Ray McDermott, Professor; Ph.D., Stanford, 1977. Anthropology, educational issues in classrooms and homes.
• Daniel McFarland, Assistant Professor; Ph.D., Chicago, 1999. Organizations, sociology of education, social networks, classroom dynamics, student resistance, micro-sociology/interactionism.
• Milbrey W. McLaughlin, David Jacks Professor; Ed.D., Harvard, 1973. Education policy and implementation, context of teaching, disadvantaged youth.
• Debra E. Meyerson, Associate Professor; Ph.D., Stanford, 1989. Grass roots leadership, change processes in organizations that advance gender and racial equality.
• Aki Murata, Assistant Professor; Ph.D., Northwestern, 2002. Elementary education, mathematics education.
• Murata, Aki, Assistant Professor; Ph.D., Northwestern, 2002. Elementary education, mathematics education.
• Na'ilah Nasir, Assistant Professor; Ph.D., UCLA, 2000. Analysis of cultural practices and minority students' cognitive development both in and out of school.
• Ingram Olkin, Professor; Ph.D., North Carolina, 1951. Statistics.
• Amado M. Padilla, Professor; Ph.D., New Mexico, 1969. Child psychology, mental health.
• Roy Pea, Professor; D.Phil., Oxford, 1978. Distance education, problem-based learning, technology in teaching and learning, science education.
• Deanne Pérez-Granados, Assistant Professor; Ph.D., California, Santa Cruz, 1996. Early childhood development, language acquisition, multiculturalism, cognitive development.
• Denis C. Phillips, Professor; Ph.D., Melbourne, 1968. Philosophy of social science, educational and social science research methodology.
• Walter W. Powell, Professor; Ph.D., SUNY at Stony Brook, 1978. Organizational analysis, education policy and practice.
• Francisco O. Ramirez, Professor; Ph.D., Stanford, 1974. Education and nation building, political incorporation of women.
• Sean Reardon, Associate Professor; Ed.D., Harvard, 1997. Educational administration, planning and social policy, statistics, quantitative research methods.
• David Rogosa, Associate Professor; Ph.D., Stanford, 1977. Statistical and psychometric methods.
• Daniel Schwartz, Associate Professor; Ph.D., Columbia, 1992. Cognitive psychology, technology in teaching and learning.
• Richard J. Shavelson, Margaret Jacks Professor; Ph.D., Stanford, 1971. Measurement theory and application, mathematics and science education, policy analysis.
• Deborah Stipek, Professor and I. James Quillen Dean; Ph.D., Yale, 1977. Achievement, motivation, early childhood and elementary education, school reform.
• Myra H. Strober, Professor; Ph.D., MIT, 1969. Education, work, and family; women's education and employment; child care; occupational segregation; economics education.
• Guadalupe Valdés, Bonnie Katz Tenenbaum Professor; Ph.D, Florida State, 1972. Bilingual education, foreign language learning.
• Decker F. Walker, Professor; Ph.D., Stanford, 1971. Education, general curriculum, educational applications of computers.
• Joy Williamson, Assistant Professor; Ph.D., Illinois at Urbana-Champaign, 1998. History of African-American education, impact of social movements on higher education.
• Sam Wineburg, Professor; Ph.D., Stanford, 1990. Social studies education.