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Jessica Uy, second from right, who graduated from the Stanford Teacher Education Program in 2007, teaches math at Fremont High School in Sunnyvale, Calif.
Jessica Uy, second from right, who graduated from the Stanford Teacher Education Program in 2007, teaches math at Fremont High School in Sunnyvale, Calif.

Stanford announces full-tuition fellowships for future teachers

The Stanford Teacher Education Program prepares the "best and brightest" to be outstanding teachers and leaders within and beyond their classrooms.

Stanford University announced the launch of the Stanford Teaching Fellows, an initiative that will underwrite the full cost of tuition for up to five teacher candidates per year in the Stanford Teacher Education Program.

Applicants to the STEP Class of 2016 will be the first eligible for this award, to be determined by a combination of need, merit and commitment to under-served youth and communities. The inaugural cohort of Stanford Teaching Fellows will be notified upon acceptance to STEP this coming spring.

Kenji Hakuta: Understanding Language

Education professor Kenji Hakuta discusses how he became involved in the field of English Language Learning, and how it has led to his latest work: Preparing instructional materials to help English learners meet the new Common Core standards.

This is the first of 11 brief videos, in which Kenji Hakuta, a professor at the Graduate School of Education, explains why he worked with top scholars and education leaders to establish the consortium Understanding Language. The group aims to develop curricula and offer professional development services to help teachers work with English language learners to meet the new standards set by the Common Core.

Essay by Laura Hill-Bonnet: The vocabulary imperative: Not just 'more words,' but more functional words

July 23, 2013
Education Week Teacher
By 
Laura Hill-Bonnet
Laura Hill-Bonnet, an instructor in the Stanford Teacher Education Program, says that the teaching of new words needs to be connected "to the lived experiences of children both in and out of the classroom."

Words. Schools are swimming in them. Children are swimming in them too, and potentially drowning in them.

Candace Thille
Candace Thille

Leader in online learning to join GSE faculty

A story in "Inside Higher Ed" calls Candace Thille’s Open Learning Initiative "one of higher education’s grandest experiments."

Since long before the advent of massive open online courses, Candace Thille's project to fuse learning science with open educational delivery, developed at Carnegie Mellon University, has been heralded as one of higher education's most significant and promising developments.

Friday, Thille essentially launched stage two of her research-based effort to expand the reach and improve the quality of technology-enabled education, with word that she (and at least part of her Open Learning Initiative) would move to Stanford University.

Susanna Loeb
Susanna Loeb
Demetra Kalogrides
Demetra Kalogrides

Research finds troubling teacher-assignment patterns within schools

A study shows that high-achieving students get the most experienced teachers, leaving other students in classes with less experienced teachers.

Even within the same school, lower-achieving students often are taught by less-experienced teachers, as well as by teachers who received their degrees from less-competitive colleges, according to a new study by researchers from the Stanford Graduate School of Education and the World Bank. The study, using data from one of the nation's largest school districts, also shows that student class assignments vary within schools by a teacher's gender and race.

Condoleeza Rice
Condoleeza Rice

Rice says declining schools pose national security threat

Former Secretary of State Condoleezza Rice spoke at a SCOPE-sponsored seminar on how school reform is vital to U.S. maintaining its global leadership.

Stanford Professor Condoleezza Rice says problems plaguing American schools threaten the security of the United States and its leadership position in the world.

Learning to Tweet: One professor’s digital education

Education scholars must embrace digital media rather than focus on publishing papers in academic journals, to truly influence teaching practices, says Sam Wineburg in a recent lecture. Here’s a summary and video of the talk.

Sam Wineburg
Sam Wineburg

The crowd of scholars who turned up expecting Sam Wineburg to lecture about the left-wing American historian Howard Zinn was in for a surprise. “I have changed the title of my lecture,” said Wineburg, a professor at Stanford University School of Education. “I am going to speak today about being untrained to Tweet.”

Spanish teacher at Stanford's East Palo Alto Academy honored by U.S. Education Secretary

Misla Barco received a surprise phone call from Arne Duncan, who personally thanked her for her commitment and dedication.

photo of Misla Barco
Misla Barco

Misla Barco, a high school Spanish teacher at East Palo Alto Academy, was immediately suspicious when she was asked to be at Vice Principal Jeffrey Camarillo's office for a recruitment meeting at 7:30 a.m.

“He kept texting me, ‘Don’t be late. Don’t be late,’” Barco recalled. “I was thinking, this isn’t for recruitment. I was so worried.”

The nine-year veteran of the academy, a charter school operated by Stanford’s School of Education, was, indeed, in for a surprise.

"Reading Like a Historian" named "Best of the Best" in scholarly publishing

Reading Like a Historian, a practical guide to teaching "historical reading" authored by Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, was honored at the American Library Association's Annual Conference.

Reading Like a Historian
Reading Like a Historian

Reading LIke a Historian (Teachers College Press, 2011), a guide that reaches beyond textbooks to teach ''historical reading'' with middle and high school students, was named one of the "Best of the Best" in university press books for public and secondary school libraries by the Association of American University Presses.

Loeb on school leadership

Professor Susanna Loeb discussed the increasingly complex roles of school leadership at a recent PACE conference examining LAUSD’s reform efforts.

Susanna Loeb
Susanna Loeb

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