Stanford University
School of Education
Stanford, California

Stanford University is a private institution founded in 1891 by Senator and Mrs. Leland Stanford. It has seven schools, four of which are professional schools. Of its 13,000 students, approximately half are graduate students. The School of Education has been consistently ranked at the top by surveys over the past two decades. It counts among its affiliated faculty 13 members of the National Academy of Education and members of the American Academy of Arts and Sciences, the National Academy of Sciences, the American Philosophical Society, and the Royal Academy of Arts. The School is committed to addressing issues of equality and issues of quality of educational opportunities and to maintaining a diverse faculty and student body.

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
Stanford University's 8,000-acre campus lies at the base of the Santa Cruz mountains, 25 miles south of San Francisco and less than an hour's drive from the Pacific Ocean. Stanford's mild climate permits outdoor recreation virtually the year round, and San Francisco's symphony, opera, ballet, museums, theaters, and restaurants provide a wealth of cultural and social opportunities.

Programs of Study and Degree Requirements
The Stanford University School of Education (SUSE) grants two degrees (Ph.D. and M.A.) in more than twenty-five specializations. These specializations are grouped into three area committees?Curriculum Studies and Teacher Education (CTE), Psychological Studies in Education (PSE), and Social Sciences, Policy, and Educational Practice (SSPEP)?and two cross-area programs?Learning Design and Technology (offered at the master's level only) and Learning Sciences and Technology Design (offered at the doctoral level only). SUSE also offers two credential programs leading to an M.A. degree through the Stanford Teacher Education Program (STEP): a secondary teaching credential program with five single subject areas and an elementary teaching credential program for current Stanford undergraduates.

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
Stanford University offers abundant resources to School of Education students. These include dozens of research centers, one of the largest academic libraries in the world, and a broad array of computer and academic support facilities. Stanford's libraries include more than 7 million cataloged volumes and 100 million archival manuscripts and documents. Cubberley Library contains more than 169,000 volumes relating directly to education. In addition, the School's advanced computer facilities enhance educational research, linking national and international networks. Research programs affiliated with the School include the John Gardner Center for Youth and Their Communities, the Stanford Institute for Higher Education Research (SIHER)/National Center for Postsecondary Improvement (NCPI), Policy Analysis for California Education (PACE), the Stanford Center on Adolescence, the Center for Research on the Context of Teaching (CRC), Teachers for New Era (TNE), and the California School Redesign Network and Performance Assessment Collaborative. In addition, SUSE manages a charter school that is the first public high school to operate in the East Palo Alto community in more than twenty years. The School serves as a professional-development school for Stanford?s Teacher Education Program (STEP), collaborating in the development of state-of-the-art practice, teacher training, and research. The school thus provides an opportunity for the development and wide dissemination of innovative strategies in secondary education.

Expenses and Aid
Tuition at Stanford University is $38,800 for the academic year. The cost of books and supplies is estimated to be $2,560 for the academic year.

Financial Aid:
Graduate study at Stanford University is full-time. The School of Education offers small fellowships to more than half of the incoming students in the master?s programs every year. In addition, most students finance their education at SUSE through loans and private funds. Most doctoral students receive fellowships or assistantships that provide a combination of tuition and stipend. Small travel and dissertation grants are available.

Housing/Living Expenses:
Stanford provides on-campus housing for almost all graduate students, which includes single students, couples without children, and students with children. In addition, the University offers subsidized off-campus apartments. First-year graduate students are guaranteed on-campus housing, if applied for by specific deadlines. The living expenses (rent, food, transportation, and health insurance) for the academic year are estimated to be $19,550 for a single student. For details on graduate housing, students should visit Stanford's graduate housing Web site.

How to Apply / Application
Information and application forms can be obtained from the Web site given below. Applicants are judged on the basis of their statement of purpose, letters of recommendation, academic record, GRE and other test scores, and relevant work experience. Doctoral students are admitted in the autumn quarter only; the Stanford Teacher Education Program admits master's students in the summer quarter only. The application deadline for doctoral and STEP admission in 2006 is January 3, 2006. The application deadlines for the M.A. programs (except STEP) are January 3, 2006 (priority deadline and deadline to be considered for fellowship support) and March 14, 2006 (space-available deadline with no fellowship support).

Who to Contact
Academic Services
School of Education
Stanford University
485 Lasuen Mall
Stanford, California 94305-3096



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Faculty and Research
• Anthony L. Antonio, Associate Professor; Ph.D., UCLA, 1998. College student development, issues of race and ethnicity in higher education.

• 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.

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