PhD Job Market Candidates
Brandon Marcellino Reynante
My work focuses on designing, managing, and assessing learning experiences that empower people to create more just and sustainable futures.
Julian Maximilian Siebert
Current research: Julian M. Siebert's research aims to increase linguistic fairness and equity in cognitive assessments, as well as to conceptualise and trial inherently multilingual means of assessment. He is also interested in (interactive) data visualisation and effective science communication. Prior to coming to Stanford, Julian received a BSocSc(Hons) in Psychology, Linguistics, and Sociology and MScoSc in Psychology from the University of Cape Town, as well as an MPhil in Psychology and Education from the University of Cambridge.
Research Interests: Assessment, Testing and Measurement, Data Sciences, Literacy and Language, Psychology, Research Methods
Robert D. Wachtel Pronovost
Robert D. Wachtel Pronovost is a doctoral candidate in Learning Sciences and Technology Design, Curriculum and Teacher Education, and Leadership for System-wide Inclusive Education at the Stanford Graduate School of Education. He holds a B.A. in Psychology and an M.A. in Elementary Education from Stanford University. His interests center around maker-centered learning and technology integration in elementary schools for the benefit of all students. Through his research, teaching, and service, Robert aims to assist preservice and in-service teachers to support their students, especially historically marginalized populations of students, to discover their love of learning and to have exposure...
Current research: While the ethos of the Maker Movement has largely focused on individual makers, the adoption of makerspaces and elements of the Maker Movement into K-12 schools over the past two decades has prompted researchers to call special attention to examining how the pedagogical practices of makerspace teachers equitably support students. To address this research call, for my dissertation I am engaging in a year-long single-case study to examine the pedagogical practices of an experienced, highly regarded makerspace teacher in a public elementary school as they balance constraints and stakeholder expectations to facilitate maker-centered learning for all students. This study will add to a limited segment of research on in-school makerspaces in public elementary schools, with a particular focus on the role of the teacher, including the pedagogical decisions, such as scaffolding, they use to support student experiences in maker activities.
Research Interests: Curriculum and Instruction, Elementary Education, Equity in Education, Leadership and Organization, Poverty and Inequality, Professional Development, Special Education, Teachers and Teaching, Technology and Education
