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INSIDE PAGE

International Alums Reform Education 1-4

Loeb Leads CA Education ResearchInitiative 5

Forum Question: Education and the Global Economy 6-7

Faculty News 8-9

Thrive Foundation Gives $1M for Youth Research 10

Michael Kirst Retirement Party 10

Alumni News 11-13

Student and Staff News 14-15

Barnum Building Celebration 16

On October 21 as part of Stanford’s Reunion Homecoming weekend,the School of Education launched the renovation and expansion of thenew Barnum Family Center for School and Community Partnershipswith a special ceremony on the Meyer Lawn. One hundred and fiftySchool of Education alumni, faculty, staff, students, and friends gatheredfor the event on the lawn near the building, facing the new green con-struction fence that had just gone up one week earlier.

When the former site of the Career Development Center reopens thisfall, it will house the John W. Gardner Center for Youth and TheirCommunities, as well as partnerships that bring Stanford faculty and stu-dents together with school administrators and teachers to improve K-12education.The center is named after Stanford alumni Bill Barnum (BA’76, MBA ’81, JD ‘81) and Donnalisa Barnum (BA ’81), longtimeStanford supporters who gave a $3 million core gift to the $5.8 millionproject.

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P H OTO : Donors Donnalisa and Bill Barnum, and Dean Deborah Stipek(L to R) celebrate the start of construction of the Barnum Family Centerfor School and Community Partnerships, which will open this fall.

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Celebration Kicks Off Barnum Center Construction

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With academic prowess, School of Education’s international alums reform education in their

home countries.

Ihron Rensburg (MA’94 inSociology, PhD ’96) spent muchof the late 1980s detainedwithout trial in South Africanprisons for leading the educationarm of the anti-apartheid UnitedDemocratic Front. Imprisoned inhis twenties, Rensburg enduredsolitary confinement, hungerstrikes, and torture.“Solitaryconfinement for nine months at astretch poses an enormouschallenge to one’s intellectual,physical, and spiritual faculties,”says Rensburg,“but my colleaguesand I never saw prison assomething that would stop us.Weknew that eventually we woulddismantle the old regime andbring in non-racist, non-sexistdemocracy.”

For Rensburg, a pharmacist bytraining, an intense passion to“deracialize” the educationalsystem in South Africa carriedhim through dangerous decadesin the Eastern Cape to becomeone of the most influentialeducational leaders in his country.Having spearheaded thedemocratization, desegregation,and pedagogical reform of

elementary and secondaryeducation throughout SouthAfrica, Rensburg is today poisedto take charge of the newlyconsolidated University ofJohannesburg. Hisvision is nothingless than to turn itinto one of thepremiereducationalinstitutions in theworld.

Rensburg isone of manySchool ofEducation alumniworking topromote educationacross the globe.Like many others,he is a graduate ofthe InternationalComparativeEducation (ICE)program, amultidisciplinary,cross-culturalprogram oftraining that placeseducationalproblems into an

international and comparativeframework.“A high percentage ofalumni from ICE and programsassociated with ICE are or

P H OTO : Ihron Rensburg has spearheaded the development andtransformation of the education system in post-apartheid SouthAfrica. He was recently elected vice chancellor of the newUniversity of Johannesburg.

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A World of DifferenceBY MA R G U E R I T E R I G O G L I O S O

subsequently become prominent,academically and politically, in theUnited States or overseas,” saysMartin Carnoy, Professor ofEducation and Economics.“Thismakes the program particularlystimulating for everyone who

participates, students and facultyalike.”

The Stanford Educator hasselected three such distinguishedgraduates to profile in this issue:Ihron Rensburg (MA ’94 inSociology, PhD ’96) from SouthAfrica, Imanol Ordorika (MA’94, MA ’98 in Sociology, PhD’99) from Mexico, and MinWeifang (MA ’84, MA ’86 inSociology, PhD ’87) fromChina.Today, all three are headingup educational reform in theircountries, applying the theoreticalknowledge, analytical skills, andcomparative internationalperspectives they gained at theSchool of Education in an effortto better the lives of the peopleof their home countries.

Ihron RensburgFrom Resistance toReconstruction in South Africa

An anti-apartheid studentleader from high school on, IhronRensburg served as generalsecretary of the UnitedDemocratic Front’s NationalEducation Crisis Committee,leading negotiations withapartheid state departments toreform an education system that

severely disenfranchised blackstudents.That volunteer positionturned full time upon his releasefrom prison in 1989. Confidentthat his work had achievedsignificant momentum, Rensburgwithdrew from the fray in 1992

to pursue a master’s degree inpolitical and organizationalsociology at Stanford, madepossible by a Kellogg Fellowship.

“I chose Stanford for itsexcellent interdisciplinaryprogram and its ability to providea truly global perspective oneducation policy,” he says. He wasso impressed with the faculty andstudents he encountered fromaround the world that he stayedon for his doctorate in the ICEprogram in the School ofEducation, working closely withadvisor Martin Carnoy.“Thehigh-quality strategic, analytical,and policy orientation of theprogram truly gave me a platformfor coming into who I was andlaunching my next career as apublic administrator.”

After earning his doctorate,Rensburg was effortlessly “slottedin” as deputy director general ofSouth Africa’s Department ofEducation, a top post-apartheidposition that involved him for thenext six years in rewriting thenation’s K-12 educationalcurriculum with the aim of bettereducating and empowering blackcitizens culturally, politically, andeconomically. Under hisguidance, schools have beendesegregated and public funding

has been channeled to supporteven the poorest in gaining aneducation. School governance hasbeen democratized, the quality ofinstruction has been improved,curricula have been broadenedand strengthened, and didacticmethods have been expanded toallow for instruction in nativelanguages and multiple ways oflearning. Still despite significantprogress, he says,“There’s quite away to go.”

Since 2001, Rensburg has ledpolicy, strategy, and a significantpart of operations at the SouthAfrican BroadcastingCorporation. He recentlyaccepted the top governanceposition of vice chancellor at theUniversity of Johannesburg,which is a recent merger formedbetween two universities and apolytechnic to redress pasteducational inequities.“Thecountry’s economic growth willremain on a low road until ourskills gap is filled,” he says.“Iintend for the university torespond to that national crisis bybecoming a leader in research,technology, and culturaladvancement. Johannesburg, thecity of gold, doesn’t sleep andneither will we.”

Imanol OrdorikaPushing for Radical UniversityReform in Mexico

While market-driven aimssuch as Rensburg’s areincreasingly dominating thethrust of higher educationthroughout much of the world,one prominent Mexican scholarand political activist isquestioning the focus ofuniversities on generating laborfor the capital enterprise, both inhis own country and beyond.Imanol Ordorika (MA ’94, MA’98 in Sociology, PhD ’99), aprofessor at Universidad NacionalAutónoma de México (UNAM)in Mexico City, the author ofseveral influential books, and aregular political commentator in

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“A high percentage of alumnifrom ICE and programs associatedwith ICE are or subsequently be-come prominent, academically andpolitically, in the United States oroverseas.”

— Professor Martin Carnoy

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the Mexican media, is anoutspoken critic of global neo-liberal agendas and what he seesas their negative effect onuniversities as institutions ofculture creation.

“Universities are importantplaces of state, national, andinternational political activity,”

Ordorika maintains.“Far frombeing neutral zones, they arepolitical institutions and sites ofcontest.” His work focuses onraising awareness about theinherently political nature ofuniversities, and on fosteringresistance toward governmentpolicies that narrow their role,make them less accessible, andprohibit their democraticgovernance.

Ordorika has been aprogressive activist since his daysas an undergraduate physics majorat UNAM.Throughout the1980s, he led Mexico’s studentmovement dedicated to keepingtuition down and increasingaccess to the university forstudents excluded due to poorfinances and test scores. Ordorikahelped orchestrate nationallytelevised student demonstrationsand strikes, and participated inpublic debates with universityadministrators and governmentofficials to promote democraticreforms.

To gain a firmer academicfoundation for his strong politicalinclinations, Ordorika pursued amaster’s degree at the School ofEducation in 1992, enrolling inthe Stanford InternationalDevelopment Education Center(SIDEC), the predecessor to thecurrent ICE program. Upongraduation, he returned toMexico, became a facultymember at UNAM’s Institute ofEconomic Research, and beganto publish work that helpedrevitalize political analysis in thefield of education. Ordorika alsomade a bid for congress as a leftistparty candidate. Losing in anelection that some believe wasfraudulent, he returned toStanford to earn his doctorate inHigher Education andAdministration in 1999, pickingup an additional master’s degreein sociology along the way.

“Studying at Stanford wasincredibly valuable because ithelped me analyze my ownpolitical experience from atheoretical perspective,” he says.“It allowed me to consider what aprogressive critical agenda forhigher education might look likein today’s world of globalization.It gave me the ability to connectwhat’s happening outside ofMexico to what’s going on insidemy country.”

Upon resuming his facultyposition at UNAM, Ordorika wasquickly granted tenure and servedas media director for the 2000presidential campaign ofopposition candidateCuauhtemoc Cardenas. Over thepast decade, Ordorika has becomeone of the leading progressivevoices in Mexico, arguing for thereturn of the university to its“humanistic” roots.

“The university in Mexicoand worldwide is conforming tomarket demands, makingengineering and technologydepartments central and puttingsocial sciences and the humanitieson the back burner,” he says.“Governments have alteredhigher education to serve capital

accumulation and to disregard itssocial and democratizing role insociety.We need to inspire newpolicies that broaden thesenarrow perspectives.We need torestore the university as a culturalspace where people may developas thinking individuals who canreflect upon and interact in theirworld with understanding andintegrity.”

Min WeifangRestructuring Chinese HigherEducation

In China, Min Weifang (MA’84, MA ’86 in Sociology, PhD’87), has been instrumental ininstituting reforms that establishthe university as something of itsown business enterprise, whilealso fostering humanistic goals ofhelping students think morecreatively and independently. Hisapproach emerges from his owndistasteful experience with“reeducation”—proletariatstyle—during China’s CulturalRevolution. Like others of thecountry’s intelligentsia underMao’s reign, Min was required atage seventeen to take up manuallabor to learn how the workingclass lived.While his father andsiblings were sent to work atfarms far away, Min was shippedoff to the coal mines, where hespent most of the next five years2,000 feet underground.“It washard and dangerous work,” Minsays.“I had a lot of time to reflecton the fact that something hadgone terribly wrong in oursociety. I realized that oureducational system needed to doa much better job of preparingpeople to understand what wastruly in the public interest.”

Once China reopened itsuniversities in 1977, Min leftbehind an earlier interest inphysics to enroll as an educationmajor at Beijing NormalUniversity.“I worked very hard,thinking about the issues of thepast ten years and how people

P H OTO : Imanol Ordorikahas become one of theleading progressive voicesin Mexico over the pastdecade. A professor atUniversidad NacionalAutónoma de Mexico, he isinternationally respectedfor his research on socialmovements and highereducation.

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could be better educated to avoiddestructive behavior in thefuture,” he says. Min’s burninginterest in the topic earned himthe #1 student ranking in thecountry, a Fulbright Scholarship,and entry to Stanford, where heobtained a master’s degree inAdministration and PolicyAnalysis and one in organizational

sociology. Soon after, he earned aPhD in Economics of Education.

“Stanford gave me a systematicapproach to studying issues ineducation,” he says.“I learnedhow to construct conceptualframeworks and analytical models,and take both quantitative andqualitative approaches to research.The theory and methodologiesI’ve learned have helped me to beenormously effective in my workas a teacher, researcher, andadministrator.”

Min supplemented histheoretical background withpractical post-doc training as theright-hand man to the chancellorof the University of Texas. In this

position, he learned more abouthow the American publicuniversity functions and isfinanced. It wasn’t long before thepresident of Beijing Universityrecruited him to join the facultyand help the institutionstrengthen its academic programsand financial profile. Min tookthe job, concurrently acceptingchairmanship of a World Bankproject to develop poor provincesin China.That role led to a

similar year-longposition at WorldBank headquarters inWashington, D.C. in1991.

Returning toChina, Min wasinvited to takeincreasinglyprestigiousadministrative roles atBeijing University,including dean of theGraduate School ofEducation, universityprovost, executivevice president, and,since 2002, chairmanof the university’s top

decision-making body.Throughhis work, Min has developed areputation as one of the mostpowerful educational policymakers in China.At BeijingUniversity, he has instituted thetenure system and other hiringreforms to attract world-classfaculty. He has helped broadenand strengthen the curriculum tobetter prepare students for lifeeconomically, culturally, andpersonally.And he has improvedthe university’s financial status bydiversifying resource streams toinclude state allocation, tuition,private donations, and revenuesfrom university-based technologyenterprises. He has also opened

doors more widely to the West,having recently helped found theStanford Overseas StudiesProgram at Beijing University.Despite these advances, Min, likehis international colleaguesRensburg and Ordorika, has noillusions of the obstacles reformersface in making quality educationaccessible world-wide:“There’splenty to do to keep deepeningthe reforms.”

Forging AheadRensburg, Ordorika, and Min

came to the School of Educationto gain the academic perspectivesand tools needed to become top-tier educational administratorsand scholars. Now educationalreformers in their own countries,they are helping to usher in anew era of dignity andempowerment for theircompatriots. Martin Carnoy,who has worked closely with allthree, has no doubt that theirefforts will continue to haveimpact.“In our new globalizedworld, education—particularlyhigher education—is becomingincreasingly important as jobsbecome more knowledge-intensive,” he said.“All threealumni are brilliant thinkers,superb academics, and committedactivists who have key decision-making roles at their respectiveuniversities.This means they’rehaving a significant impact on thefuture of their countries.We’reincredibly proud to have them asa part of the extended Stanfordcommunity.”

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P H OTO : Min Weifang (L),pictured here after a recentmeeting with ProfessorMartin Carnoy, has instituted major reforms at Beijing University as itsexecutive vice president.Min is regarded as one ofthe most powerful educational policymakersin China.

Excerpted from the March31, 2006 Stanford Report articleby Lisa Trei

To help lay the groundworkfor reforming California's falter-ing school system, more than 30researchers nationwide havelaunched the largest independentinvestigation ever of how the stategoverns and finances education.

Associate Professor SusannaLoeb, an economist, is leading the$2.6 million effort titled,“GettingDown to Facts:A ResearchProject to Inform Solutions toCalifornia’s Education Problems.”

“Much of the research onschool finance is driven by litiga-

tion,” Loeb said.“This effortstands out in its depth andbreadth, but also because it isindependent and nonpartisan.Theconsensus is that there has to besome sort of change.We hopethat the results of these studiescan help to carve out commonground for discussions that canlead to effective change in schoolfinance and governance inCalifornia.”

The studies aim to identifywhat reforms are needed toimprove the efficiency and effec-tiveness of the school system andto assess how much it should costto provide every child inCalifornia with a good education.Statewide, enormous disparitiesexist in educational quality.Andcompared with the past,California has fallen far behind.From its position as a nationalleader in education three decadesago, the state now ranks 48th instudent basic reading and mathskills, Loeb said.

The project, which wasrequested by Governor ArnoldSchwarzenegger's Committee on

Education Excellence, Democraticleaders in the state senate andState Superintendent of PublicInstruction Jack O'Connell, aimsto provide policy-makers withclear information that is neededto assess proposed reforms.TheBill and Melinda GatesFoundation, the William and FloraHewlett Foundation, the JamesIrvine Foundation, and the StuartFoundation are funding the nine-

month effort, which includesmore than 20 studies.

“This is the most comprehen-sive study of school finance for K-12 in the history of California,”said Professor Michael Kirst, whohas worked in state educationsince 1969 and is participating inthe project.“It has more compo-nents and dimensions to the studythan any other, and it is the mostimpressive array of researchersfrom around the nation that hasever been assembled to studyschool finance in California.”

Although Kirst, who was presi-dent of the state board of educa-tion in the 1970s, praised thequality of the project, he was lesssanguine about whether it wouldlead to real change.

“It depends on when thesestudies come out,” he said.“Is thepolicy window open? Are thestars aligned in that the governorand the legislative leaders areready to move forward on this?Nobody can predict that. I don'teven know who the governor isgoing to be. So we're just hop-ing.”

In addition to Loeb and Kirst,Stanford participants includeAnthony Bryk, the SpencerFoundation Professor ofOrganizational Studies inEducation and Business; LindaDarling-Hammond, the CharlesE. Ducommun Professor;WilliamKoski, the Eric and Nancy WrightProfessor of Clinical Education atthe Law School; and EricHanushek, the Paul and JeanHanna Senior Fellow at theHoover Institution.

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P H OTO : Associate Professor Susanna Loeb is leading a research project on Californiaschool finance requested by Governor Arnold Schwarzenegger’s Committee on EducationExcellence.

Loeb Leads Investigation to Reform CA Education

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F o r u m Q u e s t i o n

The Global Market HasFueled an Exodus

The global economy has made post-secondary education in the Philippines reactiveto the job market outside of the country.This hasled in recent years to the rapid growth and popu-larity of quickie programs in which high aca-demic standards are not necessarily beingobserved. Meanwhile, higher education coursesthat serve as passports for greener pastures outsideof the country, like nursing and maritime studies,have continued to operate in many higher educa-tion institutions that do not have the capacity todeliver quality education.This gives the illusionthat these courses will bring the bacon from out-side of the country, although there is no assur-ance of job placement.

The global economy also shapes what goes onin the classrooms of elementary and secondaryschools.Teachers commonly motivate students tostudy hard by constantly reminding them that

education creates opportunities for going overseasand finding prosperity.This promotes the valuethat students should work hard to serve their per-sonal interests and not to help their country.

The global market and the sluggish nationaleconomy have fueled the exodus of better per-forming teachers of basic education to theUnited States and other countries, especially inthe areas of mathematics and science.This trendcontributes to growing disinterest in these criticalareas of study in basic education.Teacher educa-tion institutions in the Philippines should ask,“Should we continue to train highly qualifiedteachers to compete for the global market? Orshould we train them to teach Filipino studentsto become competitive for their country?”Likewise, the Philippine government should ask,“How do we reward excellent teachers to keepthem in the country?”

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J U L I A N E. A B U S O, M A ‘ 7 6

Professor of EducationalAnthropology, Divisionof Curriculum andInstruction, College ofEducation

University of the Philippines - Diliman

je_abuso@yahoo.com

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* In every issue, the Educator poses a question about a timely topic. Selected members of the community (alumni, faculty andstudents) are invited to respond. If you have a suggestion for a future Forum Question, or would like to be a respondent for a particular topic, please contact Editor Amy Yuen at amy.yuen@stanford.edu.

S T A N F O R D E D U C A T O R S P R I N G 2 0 0 66

How is the global economy changing educational priorities in your country?

R O B E R T F. A R N O V E, P h D ‘ 6 9

Chancellor’s ProfessorEmeritus of Education,Indiana University

Former President, Comparative and International Education Society

arnove@indiana.edu

Business Discourse isEroding an Ethic ofCare

The global economy is having a significantimpact on educational priorities not only in theUnited States but on virtually every country.The information age economy of the 21st cen-tury, with communication technologies thatexpand and intensify linkages between coun-tries, poses challenges to the goals of educationsystems.

On the negative side, previous priorities ofpublic schooling in exercising democratic citi-zenship rights and responsibilities, social solidar-ity, and personal fulfillment have been largelydisplaced by the goal of preparing graduates forrapidly changing economic roles and enhancingthe competitive position of a country in thecapitalist world-system. Similarly, marketplacelogic and business discourse are systemically

eroding an ethic of care and an ideal thatnational education systems should prepareoncoming generations to be successful adults inthe political, social, and cultural realms as well asthe economic.

On the positive side, the technologies that arenow in place to facilitate the functioning of theglobal assembly line also can be used to connectteachers and students cross-nationally to sharetheir common concerns as well as to learnabout and appreciate cultural differences and thecontexts that shape them. Understanding theglobal forces that impinge upon our daily livesshould be one of the central competencies thatall individuals should have to participate aseffective citizens in local, national, and transna-tional communities.The development of across-cultural empathic consciousness and thecapacities to work on behalf of internationalhuman rights and environmental preservationshould be overriding priorities for educationsystems everywhere. Sadly, this is rarely the case.

Science, Language,and Tech Programsare Thriving

Political independence forSouth Africa, Zimbabwe,

Namibia, and Southern Sudan has createdemployment opportunities for Kenyan doctors,engineers, teachers, and nurses. Universities inKenya have responded accordingly.Theincreased demand for these skills has alsoenhanced our links with Chinese and Russianuniversities, among others. Greater openness hasalso promoted democratic values in teaching andin the management of educational institutions.

Because Rwanda is rebuilding its country andJapan is hoping to expand into the market pro-vided by the Swahili-speaking countries of east-ern and central Africa, Rwanda and Japan areprogressively depending on Kenya for teachersin science and Kiswahili language. In response,

Kenya is investing more in science and languageteaching, and Kiswahili undergraduate and grad-uate programs are now thriving. Japan has alsoturned to Kenya for English teachers because ofour competitive edge over western countries. Inaddition, more Kenyans are learning French andArabic to capitalize on United Nations employ-ment opportunities that are emerging inFrench-speaking central Africa and Sudan.

The Information and CommunityTechnology (ICT) revolution has spurred thegrowth of e-learning in Kenya, as evidenced bythe establishment of The African VirtualUniversity in Nairobi. Many educational institu-tions are now teaching computer skills, andmore universities and secondary schools areaccessing quality educational materials and otherteaching resources speedily and inexpensivelythrough the Internet.To meet the needs of thisgrowing area, we have developed a national pol-icy to mobilize and provide ICT resources toKenyan public schools.

K I L E M I M W I R I A , P h D ‘ 8 5

Assistant Minister forEducation, Ministry of Education,Science and Technology,Kenya

kilemimwiria@africaonline.co.ke

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Faculty NewsM

Arnetha Ball is the author of thebook, African American LiteraciesUnleashed:Vernacular English andthe Composition Classroom(Southern Illinois UniversityPress, 2006). Her study lays thegroundwork for reversing thecycle of underachievementplaguing linguistically diverse students and explores the issue ofAfrican American VernacularEnglish in terms of teacherknowledge and prevailing attitudes.

Eamonn Callan has been invitedby the National HumanitiesCenter and theWissenschaftscolleg zu Berlin toconvene a two-year seminarseries for selected junior facultyin the USA and Europe on theethics of migration. Callan willconduct the seminars in partner-ship with David Miller, Professorof Political Philosophy at OxfordUniversity. MIT’s online journalSymposia on Gender, Race andPhilosophy devoted its spring issue

to commentary on Callan’s arti-cle,“The Ethics of Assimilation,”which was published last year inEthics.

Martin Carnoy was elected as amember of the InternationalAcademy of Education.

Linda Darling-Hammond wasawarded the Pomeroy award bythe American Association ofColleges for Teacher Educationfor Preparing Teachers for aChanging World:What TeachersShould Learn and Be Able to Do(Jossey-Bass, 2005). She receivedthe award with co-chair JohnBransford on behalf of theNational Academy of Education’sCommittee on TeacherEducation. Darling-Hammondalso received a $750,000 grantfrom the Carnegie Corporationof NewYork for a study examin-ing the relationship betweenteacher education and inductionto teaching practices and out-comes.

Elliot Eisner’s book, The Arts andthe Creation of Mind, was pub-lished in South Korea by theAcademy Press.

Shelley Goldman has receivedfunding from the WhiteheadFoundation for the “E-LearningInitiative in South Africa,” a newproject that examines the impactof mobile devices on educationin Africa.The project is a collab-oration between the School ofEducation, the Freeman SpogliInstitute for International Studiesat Stanford, the University ofPretoria, and Tshwane Universityof Technology.

Patricia Gumport received theExemplary Research Award fromDivision J (PostsecondaryEducation) of the AmericanEducational Research Associationfor her outstanding contributionto knowledge and understandingin higher education.

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E AM O N N C A L L A N

S H E L L E Y G O L D MA N

Shulman Wins 2006

Grawemeyer Award for EducationProfessor Emeritus Lee S. Shulman was awarded the coveted 2006 University ofLouisville Grawemeyer Award for Education. He received the $200,000 prize for hislong-term effort in answering the complex question,“What makes someone a goodteacher?” His book, The Wisdom of Practice: Essays on Teaching, Learning and Learning toTeach, contends that good teachers are essential to the success of people in every profes-sion. Shulman, winner of the 16th Grawemeyer education prize, was chosen from a poolof 35 nominees.The prize was awarded last year to Lee Jacks Professor of Education andProfessor of Art Elliot Eisner for his work in advocating an arts curriculum in schools.

Professor Emeritus Hank Levinhas published several books asthe William Heard KilpatrickProfessor of Economics andEducation at Teachers College,Columbia University. Mostrecently, he co-authoredPrivatizing Educational Choice:Consequences for Parents, Schools,and Public Policy (ParadigmPublishers, 2005) with C.Belfield.

Na’ilah Suad Nasir received anemerging scholar award fromDivision G (Social Context ofEducation) of the AmericanEducational Research Associationfor her contributions to researchand scholarship addressing thesocial context of education.

Roy Pea is co-author of a majorpolicy report released by theComputer Research Associationin November 2005 titled“Cyberinfrastructure forEducation and Learning for theFuture (CELF): A Vision andResearch Agenda.” The reportoffers guidance for the future oftechnology in education for theNational Science Foundation andthe broader community. Last fall,he served as symposium chairand presenter at the 2005National Science FoundationVideo Research in EducationConference in Arlington,VA, andpresented the keynote address onfuture trends for the NationalSummit on School Design inCollege Park, MD.

Sean F. Reardon has received a$135,000 grant from theNational Science Foundation forhis project,“Measuring SpatialSegregation.” His research focuseson developing a method of ana-lyzing segregation to betterunderstand its causes, patterns,and circumstances. He receivedthe 2005 Outstanding ReviewerAward from EducationalEvaluation and Policy Analysis.

Sam Wineburg has been nameda 2006 Distinguished Lecturer bythe Organization of AmericanHistorians. He received grantsfrom the Carnegie Corporationof New York,Wallenberg GlobalNetwork, Stanford HumanitiesLab, and the Spencer Foundationfor his work on historical under-standing.

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New Faculty Members

Jennifer Adams and Aki MurataJennifer Adams joined the School of Education faculty in January as a new assis-tant professor in Social Sciences, Policy and Educational Practice.Adams’ currentresearch focuses on the community and school contexts in which children learnand develop in China’s rural areas. She examines educational and welfare inequali-ties in China that are linked to recent macroeconomic changes and political decen-tralization. In addition to her experience as a researcher,Adams taught primaryschool in Chinese-speaking communities for five years. She received an EdD inAdministration, Planning, and Social Policy and an EdM in InternationalEducation from Harvard University in 2005.

Aki Murata has been an assistant professor in elementary mathematics education since last fall. Previouslya post-doctoral research assistant for the Lesson Study Project at Mills College, Murata investigates theinteractive relationships between teacher learning and student learning. Her research examines how ele-mentary school teachers learn about student learning of mathematics and change their practice as theybecome aware of the details, processes, and meanings of the ways students learn. Murata received her doc-torate in Learning Sciences from Northwestern University in 2002.

P H OTO S : Jennifer Adams(T) and Aki Murata (B)are the newest assistantprofessors at the Schoolof Education.

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On April 6, over 200 School ofEducation alumni and friends gath-ered at the Arrillaga Alumni Center atStanford to celebrate ProfessorMichael Kirst’s 42-year career at theSchool of Education.The retirementevent featured two panels. Reflectingon his career, Kirst moderated the firstpanel on the federal and state role ineducation policy with Center forEducation Policy Senior Fellow ChrisCross and Jane Hannaway (PhD’78), Director of Education PolicyCenter at the Urban Institute.Thesecond panel, which focused on localschool policy and politics, featuredAustin Independent School DistrictSuperintendent Pat Forgione (PhD ’77) and Barak Ben-Gal(MA/MBA ’04), Interim Executive Officer of Financial Services atOakland Unified School District. James Kelly (PhD ’67) wrappedup the afternoon with a lively toast and roast cocktail hour.

Kirst, who plans to continue to be active in shaping public edu-cation policy after his retirement from teaching, was characteristical-ly modest and witty when asked to comment about the celebrationin his honor.“This was anovel kind ofevent sinceretirement partiesusually do nothelp participantslearn new thingsabout educationpolicy,” he said.“It also provideda chance for ouralumni to catchup with class-mates and for-mer professors,as well as roast me.”

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Professor Michael Kirst Honored at Retirement Party

Partially excerpted from theStanford Benefactor article byBill Friar

In January,Thrive Foundationfor Youth committed $1 millionto the Stanford Center onAdolescence.Thrive’s gift willsupport School of Education

Professor and Center Director BillDamon’s groundbreaking researchon “purpose” in the lives of youngpeople: what it is and how theyfind it—or don’t.

The importance of purpose inlife has been recognized in popu-lar writings and spiritual teach-ings, but it has been given surpris-ingly little attention in scientificstudy, according to Damon.Damon aims to change that bypioneering the study of youthpurpose, which was launched

with a $952,000 grantfrom the John TempletonFoundation lastSeptember.ThriveFoundation’s gift matchedan additional $1 millionchallenge grant from theJohn TempletonFoundation, bringing thetotal research funding to$3 million.

Damon, one of thefounders of the positiveyouth developmentmovement, credits thework of the extended

King family and their foundationwith inspiring him to target ado-lescence as the crucial age forfinding purpose, which he defines

as a long-term, stable, and whole-some goal in life that focuses on a“very distant horizon” and bringsone out of oneself.

“Studying purpose is very cut-ting edge,” Damon says.“It’s a leapbeyond the known.We’re taking avery big concept that’s almost aspiritual concept and studying itscientifically.”

Bob (MBA ’60) and DottieKing, Jennifer King and TimFredel, Cynthia King-Guffey andAlan Guffey, and Brad and Pamela(BA ‘90) King started ThriveFoundation for Youth in MenloPark in 1995 guided by a belief in“positive youth development,”which focuses on what’s rightwith kids rather than what’swrong. Cynthia, who serves as theexecutive director, states thatThrive’s purpose is “a relentlessfocus on thriving – how to defineit, what are the best indicators ofthriving, and how families, teach-ers, mentors, and communities canfoster thriving in diverse youngpeople.”

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P H OTO : Bob and Dottie Kingand Cynthia King-Guffey (L to R), pictured here withProfessor Bill Damon of theStanford Center on Adoles-cence, have committed $1 million to support theCenter’s work.

Thrive Foundation Commits$1 Million to Youth Purpose Research

P H OTO : Participants Charles Hokanson (MA ’93), Betty Mer-chant (MA ’91, PhD ’91), and Reed Hastings (MA ’98) (L to R)laugh with Michael Kirst.

P H OTO : Well done! Michael Kirstlistens as colleagues and formerstudents “roast and toast” his 42-year career. Ph

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Alumni NewsM

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1950 sRichard G.S. Finch, MA ’51,recently moved to Medford, OR.He taught high school Latin andFrench in Tulare, CA from 1952 to1955, Spanish in Palo Alto, CAfrom 1956 to 1987, and tutoredPalo Alto adults and middle schooland high school students in Spanishfrom 1987 to 2005.

At age 94, Albert J. Sessarego,EdD ’51, has been retired from thesuperintendency of the SacramentoCity Unified School District for 32years. Since retiring from this posi-tion, he worked for 15 years as aprofessional standards consultant forthe Association of CaliforniaSchool Administrators and as theNorthern California director ofcontinuing education forPepperdine University.

Herbert Zakary Zeitlin, EdD ’56,recently published his third booktitled What Makes a Teacher Great?(Beverly Hills Publishing Company,2005).The book chronicles theexperiences and hopes of 19 masterteachers as they reflect on theircareers. Zeitlin is PresidentEmeritus of Triton College inWoodland Hills, CA.

George Selleck, MA ’57, has cre-ated the Building Complete Playerslife skills program at the HermanG. Stark Youth Correctional Facilityin Byron, CA. Selleck created theprogram after recognizing thatmost athletes do not realize thatthey have gained valuable life skillsthrough sports until years later. Hehas been asked to pilot an “execu-tive version” for the Haas School ofBusiness at UC Berkeley. Selleck isthe founder and chairman of Sportsfor Life Educational Programs, Inc.

1960 sBefore retiring in June 2004,C. Ann Bartells Martin, MA ’61,taught in special education at pub-lic schools in Tacoma,WA for 20years. She won a Washington stateaward for teaching literacy, and pre-sented workshops for theWashington Association for theEducation of Young Children atstate and local levels. In 2000, shetraveled to China with educatorsand Mona Lee Locke, wife of for-mer Washington Governor GaryLocke.

Margo Halsted, MA ’65, recentlyretired from the University OfMichigan School of Music, whereshe taught and served as UniversityCarillonneur from 1987-2003. Forthe past seven years, she has had theonly master’s degree in carillon inthe United States.

Corrie Lynne Player, MA ’65,raised nine children and 35 fosterchildren with her husband GaryPlayer (BS ’64) while she and herhusband pursued careers in teach-ing and geology, respectively. Shewrites about their experiences inher new book, Loving Firmness:Successfully Raising Teenagers withoutLosing Your Mind, (MapletreePublishing, 2005). Her website ishttp://corrilynneplayer.com.

After teaching junior high schoolSpanish from 1963-1978, RobertMaurice Loewe, MA ’67, went onto become a professional tapestryweaver and piano player. He was atapestry instructor at his ownschool from 1987 to 2003.

1970 sTom Roberts, PhD ’72, serves aseducational psychologist atNorthern Illinois University.Thisfall, he starts his sabbatical at JohnsHopkins Department of Psychiatryand Human Sciences, writing abook titled Increasing SpiritualIntelligence—Chemical Input,Religious Output. In May, he pre-sented a talk at the “HumanEnhancement Technologies andHuman Rights” conference atStanford Law School.

After teaching high school mathand science for six years, WilliamA. Scott III, MA ’72, joined themonastery at The Vedanta Societyof Southern California. He cur-rently lectures on Vedanta philoso-phy and its relationship to mathand science to many school, col-lege, and church groups.

During his sabbatical from theUniversity of Minnesota, AndrewD. Cohen, PhD ’73, traveled toAuckland, NZ with his wife SabinaCohen, PhD ’73, to work as a vis-iting professor at the University ofAuckland.Andrew focuses onapplied language studies, specializ-ing in the teaching, learning, andtesting of languages. Sabina is cur-rently a master’s student in psycho-logical counseling at St. Mary’sUniversity in Minneapolis, MN.Their daughter Judy teaches theaterin San Francisco, CA, and their sonDaniel works for an internationalbusiness training company, leadinginternational workshops infinances.

David Nyberg, PhD ’73, who isprofessor emeritus of education,medicine and philosophy atSUNY-Buffalo, was recentlyappointed by Maine GovernorJohn Baldacci to serve on theBoard of Licensure in Medicine aswell as on the Board of Overseersof the Bar for the GrievanceCommission. He is the only personto serve on both boards simultane-ously in Maine. In 2005, he gave aDistinguished Lecture at theUniversity of Manitoba titled “TheMind’s Best Moral Work: Lessonsin Empathy from Philosophy,Literature and Medicine,” and washired by Carleton College to pro-vide recommendations for thedevelopment of a college-wideprogram in ethical reflection.Nyberg continues to teach as a vis-iting scholar at Bowdoin Collegeand offers ethics rounds monthlyin the Department of Psychiatry atMaine Medical Center in Portland,ME.

Stanley Cummings, PhD ’75,published a novel titled Behind theHedge (Xlibris Corporation, 2005)about the political infighting andpersonality clashes that a newlyappointed school headmasterencounters at his new school.

Frank Kemerer, MA ’68, PhD’75, co-authored a book titledCalifornia School Law (StanfordUniversity Press, 2005) with hisdaughter Jennifer Kemerer (JD ’04)and school attorney Peter Sansom.The book covers all facets ofschool law that pertain to tradi-tional public schools, charterschools, and private schools.The book’s website,www.californiaschoollaw.org, con-tains legislative updates, reviews,excerpts, and information aboutthe authors.

Gail McDaniel, MA ’76, spenttwo years living and traveling inher RV before recently movinginto her new one-acre home in

southern Oregon. She is enjoyingretirement with her husbandRalph, their cat, dog, and 25-year-old mare.

Varsha Arun Thaker, MA ’77,counseled children with learningdisabilities at the Galaxy EducationSystem in Rajkot, India. She servedas principal of AVJVM HighSchool in Rajkot, India from2002-2005.

1980 sNelson Kangero, MA ’81, is theprincipal of Lomwe High School, aschool in Tanzania that specializesin arts and languages. Over theyears, he has worked as a schoolinspector and headmaster for a sec-ondary school, taught courses incultural tourism, and organizedrural development projects and astudent exchange program betweenTanzania and Norway.

Victoria Skinner, MA ’86, is thedirector and founder of LearningStrategies (formerly Tyler TutorialServices). She and her husbandFred have a son in his freshmanyear at the University of SouthernCalifornia, and another son in hisfirst year at Pescadero HighSchool.

Soon-Yong Pak, MA ’87, pub-lished his research on Islamic edu-cation in Turkey in the journalsComparative Education andAnthropology and EducationQuarterly. He moved to SouthKorea to teach at Yonsei Universityin the education department, and iscurrently researching the impact ofglobalization on education inKorea.

Amy Aldous Bergerson, MA ’89,is in her second year as an assistantprofessor in the Department ofEducational Leadership and Policyat the University of Utah.

John Charles, MA ’89, spent thepast two years as a full-time dad tohis two sons. He is currently seek-ing employment in student servicesin a university setting and wouldlove to hear from old STEPfriends.

1990 sSince 1990, Manuel MisaoArellano, MA ’90, taught mathand history and worked as a guid-ance counselor, program coordina-tor, and assistant principal for theLos Angeles Unified SchoolDistrict. He was recently appointedas the principal to the AcceleratedSchool/Annenberg High School, acharter school in south central LosAngeles that is based upon theprinciples developed by School ofEducation Professor EmeritusHank Levin.

Recently married, Lyn Hawks,MA ’91 (formerly Lyn Fairchild),has joined Duke University’s TalentIdentification Program asCoordinator of IndependentLearning after teaching in second-ary schools for 13 years. She is cur-rently developing an independentlearning curriculum and onlinecourses for its e-studies programserving gifted middle and highschool students. Hawks co-authored The CompassionateClassroom: Lessons that NurtureWisdom and Empathy (ZephyrPress, 2004) and contributed differ-entiated instruction lessons toDifferentiation in Practice, a ResourceGuide for Differentiating Curriculum,Grades 9-12 (Association forSupervision and CurriculumDevelopment, 2005).

Celia Esposito-Noy, MA ’93,serves as the Vice President ofStudent Services and EnrollmentManagement at Cosumnes RiverCollege in Sacramento, CA.

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Kirk Engel, MA ’94, recentlymoved back to the San FranciscoBay Area to serve as CEO ofEx’pression College for DigitalArts.This Emeryville-based collegeteaches animation, sound record-ing, motion graphics, and game artand design.

Cynthia Murphy Goin, MA ’94,currently works as a student serv-ices administrator at GlenbrookMiddle School in Concord, CA.

Mark C. Gomez, MA ’94, recent-ly opened Four Seasons Healthand Fitness in Fort Collins, CO.

Anna L.Waring, PhD ’95, iscompleting her fourth year asPresident of Josephinum Academy,a Catholic girls’ school in Chicagothat teaches low-income Latinaand African American youngwomen in grades 6-12. Last year,all of its seniors graduated on timeand 95 percent of them entered acollege or university.Waring washonored by the Williams CollegeBlack Alumni Network with anaward for Outstanding Leadershipin Education in September.

Ramli Bin Basri, MA ’96, is cur-rently serving as the AdministrativeDirector of Policy Planning at theMinistry of Education in Malaysia.

Last June, Ron Glass, PhD ’96,retired from Arizona StateUniversity and took a position atUC Santa Cruz in the EducationDepartment as chair of the SocialContext and Policy Studies PhDprogram. In July 2006, he will alsoassume duties as chair of the EdDprogram in CollaborativeLeadership and Reform, which isjointly run with California StateUniversity at San Jose and atMonterey Bay.

After leaving public high schoolteaching in 1999, Melissa Wilson,MA ’96, has been enjoying thecreativity and independence in herwork as an interior designer in theSan Francisco Bay Area. She nowoccasionally teaches interior designand appears on HGTV.

Brian Windrope, MA ’97, taughtin the classroom for several years.Since then, he has led a number ofnonprofits focused on science edu-cation, including YosemiteNational Institutes and GuidedDiscoveries. He currently directsOpal Creek Ancient Forest Center,a nonprofit that educates aboutOpal Creek in the Oregon cas-cades.

Douglas Brophy, MA ’98, recent-ly earned his doctorate inEducational Policy and Leadershipfrom the University ofPennsylvania.

Alex Wiseman, MA ’99, anAssistant Professor of Education atthe University of Tulsa, recentlypublished a book with David P.Baker titled Global Trends inEducational Policy ( ElsevierScience, Ltd., 2005). Part ofElsevier Science’s InternationalPerspectives on Education andSociety series, the book highlightsthe valuable role that educationalpolicy plays in the development ineducation and society. In addition,Wiseman authored its first chaptertitled “The Worldwide Explosionof Internationalized EducationPolicy.” He is currently workingon the next two volumes to betitled The Impact of ComparativeEducational Research on InstitutionalTheory and Education for All: GlobalPromises, National Challenges.

2000 sBill Tucker, MA ’01, is currentlythe Chief Operating Officer atEducation Sector, a new educa-tion-focused think tank located inWashington, D.C. Education Sectoris a non-partisan, nonprofit sourceof independent policy analysis andideas.

Major Ernest Y.Young, MA ’02,has begun his third year as aninstructor in the Department ofSystems Engineering at the U.S.Military Academy. He has beennamed a NASA Fellow for the2006 Exploration Systems SummerResearch Opportunities programat the Marshall Space FlightCenter.

Michael Bastedo, PhD ’03, is anassistant professor of education atthe University of Michigan andwill be an Associate of theNational Center for Public Policyand Higher Education this year.He will also study policy develop-ment in the European Union as aFulbright Scholar in theNetherlands.

Emily Burton, MA ’05, currentlyteaches World History at GilroyHigh School in Gilroy, CA andserves as a sophomore advisor, onlyfour years after graduating fromthe school herself.

Barbara Wang Tolentino, PhD’05, is researching religion andeducation as a research scholar atSanta Clara University. She is con-ducting a study of religious diver-sity in parochial high schools inthe San Francisco Bay Area.

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Student NewsM

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BRIAN LUKOFF

JULIAN VAZQUEZHEILIG

BETH MCGREGOR

CASIA FREITAS

Casia Freitas, a master’s student in the InternationalComparative Education program, published her firstedited book, Bilingualism and International Schools inMexico and Central America in December (Institute ofInternational Education/Office for Latin America,2005).

Julian Vazquez Heilig, a doctoral candidate in theAdministration and Policy Analysis program, hasbeen awarded a two-year University of CaliforniaPresident’s Postdoctoral Fellowship to research stu-dent achievement and progress under No Child LeftBehind-inspired accountability policies. His researchwill examine both quantitative outcomes and howdistricts and schools produce these results for differ-ent kinds of students.

Brian Lukoff, a doctoral student in the LearningSciences,Technology and Design program, andAssociate Professor Dan Schwartz received an

award for the best student paper for the AdvancedTechnologies for Learning/Education, Science, andTechnology Special Interest Group of the AmericanEducational Research Association.Their report,“Student Assessments without Student Testing:A New Approach Using Teachable AgentTechnologies,” examined the use of teachable agentsoftware for assessment and revealed substantial cor-relations between teachable agents’ comprehensivetest scores and students’ scores on traditional tests.

Beth McGregor, a master’s student in the STEPElementary program, and her colleagues at theStanford Study of Writing won the 2006 Conferenceon College Composition and CommunicationBraddock Award in March for their article,“Performing Writing, Performing Literacy.”The arti-cle appeared in the December 2005 issue of CollegeComposition and Communication.

With support from the Spencer Foundation, theSchool of Education Student Guild held its annualStudent Research Conference in March. Doctoraland master’s students presented on a variety of topicsranging from the classroom use of blogs to WestIndian immigrant student achievement in middleschools. Following presentations, a panel ofvolunteer faculty and graduate students posedquestions and offered comments to each presenter,

providing valuable presentation and interviewexperience for the researchers. Conference plannersand Guild planning board members Jon Dolle,Nicolle Garza, Laura McCloskey, Jessica Rigby,and Jeffrey Steedle would like to extend theirgratitude to conference presenters, respondents, andattendees, and especially thank Lecturer AnnPorteus for her encouragement and support.

Student Guild Holds Successful Research Conference

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Staff NewsM

In November, school districttrustees selected Craig Baker,the director of Stanford’s JohnW. Gardner Center for Youthand Their Communities, to jointhe school board of RedwoodCity, CA. Baker is serving theremaining two years left in theterm held by former trusteeChris Bohl. Previously anassistant superintendent for theRedwood City school district,Baker wants to help bridge theachievement gap betweenschools.

Lucy Milligan joined theSchool of Education as Managerof the Annual Fund and DonorRelations in January. In her role,she will manage the directappeal and telemarketingportions of the annual givingprogram, planned giving appeals,stewardship, events for theSchool of Education’s donors,and gift processing. Previously,Milligan served as a reunionhomecoming registrar for theStanford Alumni Association, andas a marketing and development

intern at ODC Dance in SanFrancisco. Milligan graduatedfrom Princeton University in2004 with a bachelor’s degree inhistory, where she took onseveral leadership roles includingthe presidency of a top dancecompany.The daughter andgranddaughter of Stanfordgraduates, Lucy is thrilled to bepart of the Stanford community.