Denver: Advancing Early Childhood Learning
Event Details
06:00PM - 08:00PM
Map address
Join fellow alumni and friends for a community conversation with Dan Schwartz, dean of the Stanford Graduate School of Education, and professors Deborah Stipek and Jelena Obradović on challenges and advancements in early childhood education.
From neuroscience showing the vast amount of brain development to longitudinal data on higher college completion rates and increased employability, research shows significant cognitive and societal benefits in investing in resources and opportunities for more than 24 million children under the age of 6 to thrive in their schools. Learn how Stanford scholarship is pursuing strategies to understand and improve young children’s learning and development.
ABOUT THE SPEAKERS
Deborah Stipek is the Judy Koch Professor of Education in the Stanford Graduate School of Education and a professor, by courtesy, of psychology. She also serves as the Peter E. Haas Faculty Director of the Haas Center for Public Service at Stanford. From 2001 to 2012 and then again from 2014 to 2015 she served as the I James Quillen Dean of the GSE. She earned a doctorate in developmental psychology from Yale University. Prior to coming to Stanford, she was a faculty member at UCLA where she served for 10 of her 23 years there as the Director of the Corinne Seeds University Elementary School and the Urban Education Studies Center. During this period as a faculty member at UCLA she took a year off to work for U.S. Senator Bill Bradley. Stipek’s scholarship concerns instructional effects on children’s achievement motivation and learning, early childhood education, and elementary education. She is particularly concerned about learning opportunities for young children living in poverty. In addition to her research on instruction, she has been involved in education policy at the federal and state level. She currently chairs the Heising-Simons Development and Research on Early Math Education (DREME) Network.
Jelena Obradović is an associate professor at the Stanford Graduate School of Education's Developmental and Psychological Sciences program. Jelena’s research examines how the interplay of children’s physiological stress arousal, self-regulatory skills, and quality of caregiving environments contributes to their health, learning, and well-being over time. She also studies how caregivers’ executive functions and emotion regulation skills contribute to teaching and parenting practices that promote or undermine child development. Her current work involves the development of novel, pragmatic, scalable assessments of executive functions, emotion regulation, and motivation. She is the recipient of a Jacobs Foundation Advanced Research Fellowship, a William T. Grant Foundation Scholar Award, and Early Career Research Contribution Award from the Society for Research in Child Development.
Daniel L. Schwartz is the I. James Quillen Dean and Nomellini & Olivier Professor of Educational Technology at the Stanford Graduate School of Education (GSE). An expert in human learning and educational technology, Schwartz oversees a laboratory whose computer-focused developments in science and math instruction permit original research into fundamental questions of learning. His book, The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When to Use Them, distills learning theories into practical solutions for use at home or in the classroom. NPR noted the book among the "best reads" for 2016.
ABOUT THE IMPROVING LIVES THROUGH LEARNING TOUR
For more than 100 years, Stanford Graduate School of Education has been committed to rigor, daring, and relevance in education research, practice, and policy. The Improving Lives Through Learning Tour shares how the school continues to build upon that legacy through local conversations about the future of learning.
ABOUT STANFORD GRADUATE SCHOOL OF EDUCATION
The mission of Stanford Graduate School of Education is to produce groundbreaking research, model programs, and exceptional leaders in education to achieve equitable, accessible, and effective learning for all.
