Committed to exploring high impact research questions, exploring new methods of inquiry, cultivating creative scholarship, and producing usable knowledge, EdJS provides a vibrant home for students and scholars interested in better understanding how people learn, what they learn, and what that learning ultimately means for themselves and their communities.
This unique interdisciplinary initiative is a home for innovative research at the intersection of Education and Jewish Studies. Studies of education focus on the diversity of ways in which people learn, from the cognitive to the cultural, and from classrooms and curricula to popular culture and social networks. Similarly, Jewish Studies investigates the varieties of Jewish experiences historically, transnationally, and in conversation with social formations like race, class, gender, sexuality, and religion. EDJS is a vibrant scholarly home for students and scholars interested in better understanding how these two fields of study overlap, interact, and mutually inform one another.
The PhD Concentration in Education and Jewish Studies is part of the Stanford Graduate School of Education and has been generously supported by a gift from the Jim Joseph Foundation.
For more information about the program, please visit edjs.stanford.edu.
The Graduate School of Education offers a Certificate Program for students interested in Quantitative Research in Education (QRE). The Certificate Program, unlike a Master’s Program, is not a degree program, but rather provides students with a certificate indicating that they have completed a set of training requirements in methods of conducting rigorous quantitative research in education. For students in degree programs outside the Graduate School of Education interested in developing expertise in education research (e.g., Sociology students interested in the Sociology of Education, or Psychology students interested in school-based interventions), the Certificate Program provides a curriculum to facilitate training and a credential signaling their expertise in quantitative education-related research.
To earn a Certificate in QRE, Stanford students must satisfy the following requirements:
All courses will be chosen in consultation with the primary faculty advisor and the Certificate Program Director. For students not in Stanford GSE, those courses required by the student's home department may also count for the Certificate in QRE – approval of home department and Certificate Program Director is required for substitution.
The Stanford Graduate School of Education and the Departments of Sociology, Political Science, and Economics now offer an interdisciplinary training program for PhD students interested in education policy analysis. The Program is designed to provide doctoral students in social science disciplines (especially Sociology, Political Science, Economics, though it is open to students in other departments as well) and in the Graduate School of Education with advanced training in state‐of‐the‐art quantitative methods of discipline‐based education policy analysis. For more information, please see: http://cepa.stanford.edu/iesdoctoraltraining.
The Ph.D. Minor in Education is intended for doctoral students at Stanford who would like to earn a Minor in Education while studying for their Ph.D. in another department or school outside of the GSE. Students must take at least 20 units of Education courses taught by GSE faculty (courses may be crosslisted). All courses must be at or above the 200 level, and at least 15 units must be taken for a letter grade. Students should also select an area of concentration within the GSE, which they should address in their statement.
Application Procedures: Submit application packet to the Associate Director of Degree Programs at email@example.com. The application packet consists of the following:
The Associate Dean of Student Affairs will review the application. If admitted to the program, a Graduate Program Authorization Petition must be submitted by the student in Axess and be approved by the student's home department. There is no application deadline for the Ph.D. Minor in Education. Applications are accepted throughout the year.
Stanford Graduate School of Education (GSE) offers the opportunity to participate in a doctoral training program in Leadership for System-wide Inclusive Education (LSIE).
LSIE will prepare next generation special education researchers to take on the most pressing issues facing education: (1) advancing equity for all; (2) improving learning outcomes for each and every learner; and (3) using cutting edge research techniques and practices to advance knowledge for practitioners, policy makers, and teacher educators.
Through a grant from the U.S. Department of Education’s Office of Special Education Programs, LSIE scholars will receive 5 years of funding and participate in joint learning with a doctoral cohort at the Department of Special Education at the University of Kansas. Students who receive funds under this grant will be responsible for working in the special education field after graduation as researchers, university faculty, school and district leaders, or in initiatives designed to improved outcomes for individuals with disabilities.
In the spring of 2019, the GSE introduced an ambitious initiative on Learning Differences and the Future of Special Education, an interdisciplinary research and teacher preparation effort focused on improving the lives of millions of children worldwide with diverse learning needs. LSIE is the first doctoral training program introduced specifically under the initiative.
Applicants to any GSE doctoral program are eligible. Contact Elizabeth Kozleski, Professor (Research), for more information about the program.
The Graduate School of Education (GSE) offers a Certificate Program for PhD students interested in partnership research in the field of education. The Certificate Program, unlike a Master’s Program, is not a degree program, but rather provides students with a certificate indicating that they have completed a set of training requirements in preparation and practical experience needed for partnership research including (1) skills and knowledge in varying forms of partnership research, (2) skills in advanced methods related to partnership research, and (3) knowledge of practice partners and organizations they work with, while also including hands-on experience in a research project in collaboration with a partner or partner organization. Currently, this program is offered only to Stanford GSE doctoral students, and there are discussions on how to expand this program to master’s students and students beyond the GSE. Here we provide a description of the certificate program goals and requirements.
What is partnership research? Partnership research occurs when academic researchers and practice partners (e.g., educators, schools, districts, community organizations) share responsibility for the ideas, processes, and outcomes of a collaborative study. Coburn and Penuel (2016) describe research-practice partnerships as “long-term collaborations between practitioners and researchers that are organized to investigate problems of practice and solutions”, using intentional strategies to foster the partnership and produce original analyses of data to support improvements across the educational context (p. 48). The stakeholders and institutions involved in partnership research may include individuals, such as youth, families, community members, educators, school and district leaders, and policymakers, as well as institutions/organizations, such as schools, districts, state and federal legislation, industry, and non-governmental organizations (e.g., philanthropic institutions and community-based organizations).
What are the benefits of partnership research? Partnership research can lead to long-term research-practice relationships, supporting productive and enduring lines of inquiry. Such partnerships can contribute to innovation and knowledge-generation, including methods and practices. In developing more porous boundaries between the field and the research community, partnership research has the potential to strengthen both. And finally, partnership research aims to produce iterative cycles of design, implementation, analysis, and learning that results in research that is useful to and used by practitioners and researchers alike.
What is challenging about partnership research? Partnership research involves complex relationships that are susceptible to competing interests, with dynamic power structures among partners. One of the key elements negotiated and exchanged in a partnership is information and data about practices and policies. Sharing data across organizational boundaries is multifaceted, and requires significant time and resources, and necessitates trusting relationships between partners.
To earn a Certificate in Partnership Research, Stanford GSE students must satisfy the following requirements:
The Public Scholarship Collaborative is a community of graduate students committed to mobilizing research findings for the advancement of educational opportunity and equity in K–20 education.
The goals of the collaborative are to:
Participating students will select key education topics or issues to target and identify national or international experts to co-author deliverables such as op-eds, blogs, briefs, podcasts, and commentaries. Students will co-author, edit, and seek placement for these deliverables in media outlets that reach target audiences.
Participant time commitment is 2-3 hours per week for this unpaid learning and professional development opportunity.
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