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Sarah Levine

Photo of Sarah Levine

Sarah Levine

Assistant Professor

srlevine@stanford.edu

- Webpage

Assistant: Melissa Cromosini

Office: CERAS 534

Biography

My research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with an emphasis on the links between in- and out-of-school interpretive practices. I am also interested in ways that AI and digital media (for example, natural language processing models like ChatGPT; visual representations of text like word clouds; and radio production) can be used as frameworks for teaching reading and writing to middle and high school students. Before pursuing an academic career, I taught secondary English at a Chicago public school for ten years. While there, I founded and ran a youth radio program that used digital audio production as a tool to help make writing and analysis relevant and real-world for students, and to build bridges between in- and out-of-school worlds.

Other Titles

Assistant Professor, Graduate School of Education

Program Affiliations

CTE
CTE: Literacy, Language, and English Education
Learning Sciences and Technology Design (LSTD)
Race, Inequality, and Language in Education (RILE)
(MS) LDT
(MA) STEP

Research Interests

Curriculum and Instruction | History of Education | Literacy and Language | Secondary Education | Teachers and Teaching | Technology and Education

See a full list of GSE Faculty research interests >

Recent Publications

Beck, S. W., & Levine, S. (2024). The Next Word: A Framework for Imagining the Benefits and Harms of Generative AI as a Resource for Learning to Write. READING RESEARCH QUARTERLY.

Levine, S., Beck, S. W., Mah, C., Phalen, L., & Pittman, J. (2024). How do students use ChatGPT as a writing support? JOURNAL OF ADOLESCENT & ADULT LITERACY.

Mah, C., Walker, H., Phalen, L., Levine, S., Beck, S. W., & Pittman, J. (2024). Beyond CheatBots: Examining Tensions in Teachers' and Students' Perceptions of Cheating and Learning with ChatGPT. EDUCATION SCIENCES, 14(5).

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