School's In

How do we teach kids not just how to read, but to enjoy it? And what inspires a young person to pick up a book on their own?On this episode of School’s In, originally recorded in 2018, we’re revisiting a conversation with Stanford Graduate School of Education senior lecturer Jennifer Wolf on cultivating a love of reading. We’re bringing this episode back as a timely touchpoint for anyone looking to build summer reading habits with the young people in their lives. Wolf explores the difference between teaching reading skills and fostering genuine enjoyment, along with what makes young adult literature so powerful. She covers several topics, including:(04:45) Why reading for pleasure matters(09:16) Independent reading drives academic success (no reading groups needed)(11:32) What counts as “reading” (and the case against gold stars)(14:56) Access & diversity: From Little Free Libraries to award winners(18:00) Banned books: Why YA literature gets censored(23:02) Approaching classic books through a modern lensJennifer Wolf is a senior lecturer at the Stanford Graduate School of Education (GSE). A former high school English teacher, her work centers on helping young people develop a lasting love of reading, with a particular focus on young adult literature and literacy development. She directs the undergraduate minor program at the GSE and leads “teach-ins” and other programs that engage undergraduates and raise the profile of education research and knowledge across Stanford. Learn more about her work on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How does research change how schools work at scale? And how do you turn data into decisions that actually improve classrooms?On this episode of School’s In, Stanford Graduate School of Education Professor Susanna Loeb discusses Getting Down to Facts III, a major California report that uses research to evaluate the state’s education system. Through large-scale studies and collaboration with policymakers, educators, and communities, the project aims to identify what’s working and where systems are falling short. She covers several topics, including:(03:29) What Getting Down to Facts III is and how it works(07:04) How large-scale education research is conducted(11:54) Key findings and maintaining objectivity(21:17) Addressing new challenges, including AI(23:16) Takeaways for educators, parents, and policymakersSusanna Loeb is a professor at the Stanford Graduate School of Education and a leading expert in education policy. Loeb started the National Student Support Accelerator which translates research about the role of high impact tutoring in improving student success. She has led major research initiatives such as the Getting Down to Facts project aimed at expanding educational opportunity, addressing achievement gaps, and reforming the way schools are funded in California. Her work focuses on how policy, governance, and data can be used to improve education systems at scale. Learn more on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Why does learning to read come easily for some students but feel like an uphill battle for others? Can the science of the brain teach us how to better support young readers in this effort?This week, we’re sharing an episode from Stanford’s Wu Tsai Neurosciences Institute’s podcast From Our Neurons to Yours, hosted by Nicholas Weiler. Originally released in August 2025, this episode features Stanford Graduate School of Education professor Bruce McCandliss, who studies how the brain learns to read. He explores how reading reshapes the brain, why some students struggle to reach fluency, and what educators can do to support that process. McCandliss covers several topics, including:(01:28) How the brain learns to read(07:12) How reading reshapes the brain and builds expertise(12:43) Word recognition, phonics, and the path to fluency(19:05) Why some students struggle (29:28) What educators can do: instruction, support, and outcomesBruce McCandliss is The Pigott Family Graduate School of Education Professor and a leader of the Stanford Educational Neuroscience Initiative. His research focuses on how the brain learns to read and how insights from neuroscience can inform classroom instruction and educational practice. Learn more about his work on his faculty profile.From Our Neurons to Yours explores the frontiers of brain science and brings listeners into conversations with researchers studying how the brain shapes how we think, learn, and experience the world. Learn more about this episode on the show’s website.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Growth mindset is everywhere, but does it really work? Can we turn buzzwords into lasting change in education?On this episode of School’s In, Dan and Denise sit down with Stanford Professor Eric Bettinger to explore the research and real-world applications of growth mindset. They dive into what a growth mindset is, what kinds of interventions work, and how those lessons can help students succeed. Bettinger shares evidence from a large-scale study in Norway that reveals surprising long-term benefits for students exposed to growth mindset concepts. He covers several topics, including:(03:47) Inside the growth mindset study(08:53) Long-term impact: Tracking students over time(13:11) The support system behind lasting change(17:25) AI, the easy button, and growth mindset(20:04) Measuring growth beyond the classroom(25:50) Takeaways for parents and teachersEric Bettinger is the Conley DeAngelis Family Professor at the Stanford Graduate School of Education. His research focuses on improving educational outcomes for students, particularly through the lens of economics, decision-making, and policy design. He has conducted extensive research on college success, financial aid, and interventions like growth mindset. Learn more about his work on his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What would it look like if pediatricians and early childhood educators worked hand in hand to prepare every child for kindergarten?On this episode of School’s In, Dr. Lisa Chamberlain joins the hosts to explore how health and education systems can work together to support young children and their families. Drawing from her work as both a pediatrician and researcher, Dr. Chamberlain examines what kindergarten readiness means and how pediatric care can play a critical role in early learning and development. They cover several topics, including:(02:59) The role of pediatricians: Beyond check-ups(06:24) What does kindergarten readiness look like?(11:00) Creating a learning environment: Innovations in clinics(18:50) Funding and sharing data across systems(24:17) A family-centered approach: Advice for parents and providersLisa Chamberlain is a professor of pediatrics at Stanford University School of Medicine and a practicing pediatrician. Her work focuses on early childhood development, health equity, and improving policies and systems of care for children and families. Through research and practice, she explores how healthcare settings can better support learning, development, and family well-being during the critical early years of life. Learn more about her work on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What do you really know about concussions? Can education increase self-reporting and help prevent long-term damage from brain injuries? On this episode of School’s In, Dan and Denise are joined by Piya Sorcar, Adjunct Professor, Stanford School of Medicine and founder and CEO of TeachAids and Dr. Daniel Daneshvar, associate professor at Harvard Medical School and a concussion researcher. Together, they discuss concussion symptoms and treatment protocols, how to reach young people in ways that make them most receptive to learning about challenging health topics, and strategies for building partnerships and scaling public health initiatives about brain health for young athletes, parents, and educators. They cover several topics, including:(04:25) What is a concussion? Understanding an invisible injury(08:02) Creating CrashCourse: Education that engages and motivates(12:04) The near-peer effect: Why kids trust other kids(17:01) Proving it works: The science behind behavior change(20:13) Scaling the impact(23:46) Expert takeaways for parents and coachesPiya Sorcar is an Adjunct Professor, Stanford School of Medicine and the founder and CEO of TeachAids, a nonprofit that creates research-based learning experiences to improve health outcomes. Daniel Daneshvar is an associate professor at Harvard Medical School whose research focuses on the long-term effects of traumatic brain injury and how to improve outcomes through education and intervention. CrashCourse, created by Sorcar's TeachAids with medical advisors including Daniel Daneshvar, delivers interactive concussion education for athletes, coaches, and parents.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What does truly inclusive education look like for students with intellectual and developmental disabilities (IDD)? On this episode of School’s In, Stanford Professor Chris Lemons joins us to explore the idea of “presumed competence” and how educators, schools, and school systems can better serve students with intellectual and developmental disabilities (IDD). From outdated assumptions to promising classroom practices, Lemons breaks down what inclusion can, and should, look like. He covers several topics, including:(02:29) Understanding intellectual and developmental disabilities (IDD)(04:05) Reading instruction approaches and interventions(08:48) Beyond high school: Pathways to college(18:01) Success stories: Employment and job training(21:59) The role of AI in special educationChris Lemons is a professor at Stanford Graduate School of Education whose research focuses on improving academic outcomes for children with intellectual, developmental, and learning disabilities. He is known for developing and evaluating reading interventions for students with down syndrome and other IDD. Before entering academia, Lemons taught in a range of special education settings, from preschool autism programs to middle school life-skills classrooms. Learn more about his work on his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Can edtech really teach kids to read? What works, what doesn’t, and what does the research say about tools for decoding versus comprehension?On this episode of School’s In, Stanford Professor Rebecca Silverman joins us to explore how educational technology can meaningfully support reading development. From helping students learn to decode words to supporting deeper reading comprehension, she explains what the latest research tells us about what works and what doesn’t – and the dangers of over-gamification. She covers several topics, including:(03:34) Differentiation: The promise of literacy edtech(05:45) Games, motivation, and what the research says(13:19) Decoding vs. comprehension, and why some skills are harder to teach with tech(18:03) Effective strategies for teaching comprehension(22:03) Practical takeaways for parents and educatorsRebecca Silverman is a professor at the Stanford Graduate School of Education. Her research explores how children learn to read and how educational tools can help improve literacy outcomes. She began her career as an elementary school teacher, and today her teaching emphasizes the importance of connecting research and classroom practice. Learn more about her work on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What does it mean to make an ethical decision in the classroom? And how can schools prepare for dilemmas that don’t have a single right answer?On this episode of School’s In, we’re joined by Stanford GSE Professor Meira Levinson, a leader in the emerging field of educational ethics. She walks us through the complex terrain of real-world ethical decision-making in schools – where competing values, pressures, and priorities often collide. From everyday classroom challenges to district-wide decisions, Meira shares how the field of EdEthics can help educators and policymakers navigate those moments with greater clarity and confidence. She covers several topics, including:(02:57) Understanding ethical decisions in education(06:19) The need for a field of educational ethics(10:00) The myth of the value-free classroom(11:15) Case study: Ethical dilemmas in the classroom(18:56) Developing ethical frameworks for educators(24:22) Ethics as community practice: Advice for working through hard decisions togetherMeira Levinson is a professor at Stanford Graduate School of Education whose work focuses on civic education, justice, and the ethics of teaching and learning. She founded JusticeInSchools.org, a site that offers real-world ethical case studies for educators and policymakers. Levinson's current mission is to formally establish the field of educational ethics, aiming to bring clarity, conversation, and support to the morally complex world of schooling. Learn more about her work on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Could the “word gap” be more myth than fact? Or is it a useful tool for understanding inequality in early childhood?On this episode of School’s In, Stanford Assistant Professor Monica Ellwood-Lowe joins the show to unpack one of the most cited – and most debated – ideas in early childhood development: the so-called “word gap,” or idea that children from lower-income families hear fewer words than those from more affluent homes. She explains what the latest research says about the quantity and quality of early language exposure, the effects of structural and economic inequities on parental engagement, and how brain development might differ not because of what children lack, but because of how they adapt. She covers several topics, including:(03:07) The word gap: Origins and controversy (05:47) Do parents just need to talk more? How financial and structural stressors affect parental attention(13:55) Beyond “motherease”: Cultural differences in child language development(18:20) Parenting, pressure, and perspective Monica Ellwood-Lowe is an assistant professor at Stanford Graduate School of Education. With a PhD in developmental psychology, she studies how the structure of society shapes caregiving and early child development. She dives into questions about children’s language and brain development that continue to drive her work today. Learn more on her faculty profile. School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What will it mean to teach and learn in an AI-powered world? Can we use artificial intelligence to enhance, but not replace, the best of what humans do?Recorded live in Los Angeles at Stanford’s Open Minds event, this episode of School’s In dives into how AI is reshaping education – its promises, pitfalls, and surprises. Dan and Denise welcome Stanford faculty members Judith Ellen Fan, a cognitive scientist, and Christopher Piech, a computer scientist, to the stage for a lively discussion that ranges from motivation and creativity to assessment and cheating. Together, they explore the deeply human elements of human learning and AI design, and the ways that Stanford is shaping the conversation about how humans and machines learn together. They cover several topics, including:(01:57) Students and AI: Inspiration and creativity (04:55) Beyond words: Why AI still struggles with human thinking(09:53) AI's impact on cheating and academic integrity(18:09) Keeping learning human: Mentors, motivation, and meaningful tasks (23:59) Designing AI for the future of learningChristopher Piech is an associate professor of computer science at Stanford University. He develops AI systems that support personalized education, working at the intersection of deep learning and classroom practice to help students learn more effectively and equitably. Learn more about his work on his faculty profile. Judith Ellen Fan is an assistant professor of psychology and the director of the Cognitive Tools Lab (https://cogtoolslab.github.io/) at Stanford University. Her research focuses on how visual communication supports learning. She bridges cognitive science, computational neuroscience, and artificial intelligence, exploring how tools like drawing can reveal and enhance human understanding. Learn more about her work on her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

*Please note: This episode includes discussion of youth mental health, including mentions of suicidal ideation. Listener discretion is advised.*Could the future of school-based mental health include chatbots—and should it?On this episode of School’s In, Stanford Assistant Professor Nick Haber joins the show to unpack research on AI chatbots as tools to support young people’s mental health. As an expert in learning sciences and artificial intelligence learning sciences, Haber sheds light on both the promising and the unsettling. , He covers several topics, including:(03:27) Why study AI chatbots as therapists?(06:27) The danger: AI therapists in crisis situations(11:41) Human interaction vs. AI companionship(15:04) AI and youth mental health(18:48) From risks to responsibility: Advice for parents and educatorsNick Haber is an assistant professor at Stanford Graduate School of Education. He and his research group develop AI systems meant to mimic and model the ways people learn early in life, exploring their environments through play, social interaction, and curiosity. Learn more about his work on his faculty profile. School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What happens when a school shuts down? And how do those decisions ripple through the students, families, and communities left behind?On this episode of School’s In, Stanford Assistant Professor Francis Pearman joins us to discuss the complex and often emotional issue of school closures. We dive into why schools close, who is most affected, and how these decisions ripple through communities – especially for low-income students and students of color. Pearman covers several topics including:(02:21) Why do schools close?(06:34) How school closures affect local communities(08:02) Educational consequences for students(11:25) Are school closures fair? Equity and disproportionality(16:07) Financial realities and policy tradeoffs(19:03) Is there a better way? Alternatives and considerationsFrancis Pearman is an assistant professor at Stanford Graduate School of Education. His research examines how poverty and inequality shape the life chances of children, particularly through the lens of educational opportunity and urban development. Learn more about his work on his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights—subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How can AI be used as a tool that supplements, rather than supplants, the learning process? And what does research say is the most effective way to use the tool?On this episode of School’s In, we welcome GSE Assistant Professor Hari Subramonyam to discuss AI in education. He covers several topics, including:(01:41) What is critical thinking?(05:03) Beyond prompting: AI, creativity, and critical decision making(09:10) Using AI to scaffold the writing process(13:59) AI as learning tool: What the research shows(19:29) AI and assessment(22:33) AI in education: Advice for parents and teachersHari Subramonyam is an assistant professor at the Graduate School of Education, where his research focuses on augmenting critical human tasks (such as learning, creativity, and sensemaking) with AI by incorporating principles from cognitive psychology. He is also a faculty fellow at Stanford's Institute for Human-Centered AI. To learn more about his work, visit his faculty profile. Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to the GSE’s newsletter and follow us on Instagram, LinkedIn, and Threads.

What does it mean for students to be successful? And how can parents, schools, and educators create the conditions for students to thrive?On this episode of School’s In, we welcome co-host and GSE Senior Lecturer Denise Pope in the guest seat to discuss how to improve student wellness, belonging, and engagement. She covers several topics, including:(1:54)  Challenging a narrow definition of success: Parents and students(7:42) What the data shows: Stress, sleep, and engagement(14:02)  Belonging: Student relationships with teachers and peers(18:10)  Practical solutions: School-level change(24:37)  What parents can do, and key takeawaysDenise Pope is a senior lecturer at Stanford Graduate School of Education, where her research focuses on curriculum studies, service learning, student engagement, and school reform. She is also the co-founder of Challenge Success, a nonprofit that partners with schools to implement research-based strategies that improve student well-being and engagement. To learn more about her work, visit her faculty profile. Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to the GSE’s newsletter and follow us on Instagram, LinkedIn, and Threads.

Season 3 is here, and we have a great lineup for you, our listeners. We kick off the season with our very own Denise Pope in the hot seat, sharing research on what constitutes student success. This season we also bring you research on AI as an educational tool, chatbots as therapists, the impacts of school closures, and much, much more. Subscribe now. You won’t want to miss an episode!

What does the growing popularity and utility of AI tools mean for students, teachers, and schools? And what can educators do to leverage these tools to make learning stick?This week we are sharing an episode from our friends at Stanford School of Engineering – an episode of The  Future of Everything, with host Russ Altman. Originally released in August 2024, this episode features our own GSE dean and School’s In co-host, Dan Schwartz in the hot seat. Schwartz covers several topics on the future of educational technology, including:01:27  Enter AI: Opportunity and upheaval in education02:49  Teachers vs. technology: Do we still need humans?08:24  Cheating, ChatGPT, and assignments that matter12:25  Industry, EdTech, and AI’s future direction18:14  Assessment, analytics, and ethical design25:30  Embodied learning and virtual AI integrationDan Schwartz is the James Quillen Dean and the Nomellini & Olivier Professor of Educational Technology at Stanford Graduate School of Education. He is also the Halper Family Faculty Director of the Stanford Accelerator for Learning. An expert in human learning and educational technology, Schwartz also oversees a laboratory that works to prepare students to continue learning and adapting throughout their lifetimes.To learn more about his work, visit his faculty profile. The Future of Everything podcast explores how technology, science, and medicine are shaping our lives. Host Russ Altman asks his guest to discuss their role in creating the future – of everything. Learn more about this episode on the show’s website.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to the GSE’s newsletter and follow us on Instagram, LinkedIn, and Threads.

How does sleep affect student academic performance? And how might school start times be setting them up to fail?On this episode of School’s In, originally broadcast in April 2019, we welcome Professor Rafael Pelayo, a  clinical professor of psychiatry and behavioral sciences. He discusses what sleep does for the brain and how it matters for learning. Pelayo tackles several topics, including:04:43  What sleep really does for us08:26  Sleep and learning: The essential link13:10  Adolescent sleep challenges17:52  The school start time debate23:45  Changing attitudes, sleep technology, and healthy habitsDr. Rafael Pelayo is a clinical professor of psychiatry and behavioral sciences at Stanford University’s Sleep Medicine Division, where his clinical focus is on sleep medicine and the neurology of children and adults. He is also the author of How to Sleep. To learn more about his work, visit his faculty profile. School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How can schools help students develop digital literacy in the classroom? And how can these techniques be applied to how we consume news and identify reliable information?On this episode of School’s In, recorded live on campus in May 2025, we welcome a panel including GSE Professor Emeritus Sam Wineburg, Stanford journalism lecturer Janine Zacharia, high school teacher Valerie Ziegler, and Stanford undergraduate student Alvin Lee. The panel discusses the importance of teaching students how to accurately navigate the internet, and how this approach to digital information can be built into course curricula. Our guests tackle several topics, including:02:57  Teaching digital literacy in a changing world (panelists’ responses to Part 1 with Sam Wineburg)08:05  Truth, trust, and TikTok: Navigating information in the AI era15:08  The educator’s dilemma: Keeping up with AI in the classroom22:37  Beyond the mandate: Building digital literacy into the curriculum25:38  Creating a culture of curiosity: Advice for students, educators, and parentsSam Wineburg is the Margaret Jacks Professor, Emeritus, of education at Stanford Graduate School of Education, where his research focused on how people assess the credibility of digital content. To learn more about his work, visit his faculty profile. Janine Zacharia is a lecturer in the Department of Communication at Stanford University. She regularly appears on cable news shows and radio programs as a Middle East analyst. To learn more about her work, visit her faculty profile. Valerie Ziegler teaches U.S. history, economics, and advanced placement U.S. government and politics at Abraham Lincoln High School in San Francisco. Learn more about her work here. Alvin Hong Lee is a senior at Stanford University, where he is pursuing a bachelor’s degree in political science. A proud product of California public schools, Lee is founder and executive director of GENup, California’s largest youth-led education policy organization.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What is digital literacy? And how does critical thinking play a role in students’ ability to avoid falling prey to false information online?On this live episode of School’s In, taped in front of an audience at Stanford, we welcome Stanford Professor Emeritus Sam Wineburg to discuss digital literacy and how to help students navigate the internet in the era of AI and fake news. Wineburg covers several topics, including:02:02  What is digital literacy?05:04  Critical thinking vs. critical ignoring08:34  The challenges and potential of AI in education14:13  Digital literacy in the school curriculum19: 28  Navigating fake news, lateral reading, and using AI to check sources25:18  Parents’ role in supporting students’ digital literacySam Wineburg is the Margaret Jacks Professor, Emeritus, of Education at Stanford Graduate School of Education, where his research focused on how people assess the credibility of digital content. To learn more about his work, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How does the average person interact with their cell phone? And what does this say about the way we process information?On this episode of School’s In, we welcome Stanford Professor Nilam Ram to discuss his research into the digital lives -- specifically, cell phone use -- of teenagers and adults, and how these findings might be used to support awareness and positive change in a person's life. Ram covers several topics, including:(03:17)  What is the Human Screenome Project?(08:33)  Digital switching and the human brain(16:50)  Generational differences: The cell phone as behavioral mirror(19:33)  Cell phones and mental health(23:16)  Positive interventions, optimization, and ethicsNilam Ram is a professor of psychology and communications at Stanford University, where his research focuses on how short-term changes, including processes like learning and information processing, develop across the lifespan, and how longitudinal studies help generate new knowledge.To learn more about his work, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How soon can reading challenges like dyslexia be identified in children? And what role can technology play in supporting teachers as they work to develop student literacy?On this episode of School’s In, we welcome Stanford Graduate School of Education (GSE) Associate Professor Jason Yeatman to discuss advancements in dyslexia screening, and how teachers can use technology to ease the burden of assessment and focus on supporting student learning. Yeatman covers several topics, including:02:42  What is dyslexia and why is early screening important?09:11  Designing engaging assessments: Gamification research16:52  Technology’s role: Supporting teacher expertise in literacy21:05  Applying ROAR beyond the primary grades23:34  ROAR at home: Data access for parentsJason Yeatman is an associate professor at the GSE where his research focuses on understanding the mechanisms behind the learning process, especially as it relates to children with dyslexia, to help design effective literacy interventions for students with learning differences. He is also director of the Stanford Brain Development and Education Lab, where he studies how a child’s experience with reading instruction shapes the development of brain circuits. To learn more about his work, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What does it mean to be a lifelong learner? And how might education and learning be reframed to enable flourishing across the lifespan?On this episode of School’s In, we welcome Stanford Graduate School of Education (GSE) Professor Mitchell Stevens to discuss the nature of work and learning in a world where people are living and working longer. We also touch on how parents and educators can prepare young people for futures that might involve multiple careers and continuous learning over the course of a lifetime. Stevens covers several topics, including:03:20  The impact of longevity on education and work05:48  Rethinking our front-loaded education system07:53  Lifelong careers as a thing of the past11:26  Early learning matters more than ever14:58  Beyond “skills”: Identity and reinvention across the lifespan19:42  Who pays for lifelong learning? A new social contractMitchell Stevens is a professor at the GSE where his research focuses on lifelong learning, alternative forms of education, and the formal organization of knowledge. He is also co-director of the Stanford Center on Longevity. To learn more about his work, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Why is early childhood math important? And how can parents and teachers use research-backed, and play-based practices to encourage math learning?On this episode of School’s In, we welcome Stanford Graduate School of Education (GSE) Professor Emerita Deborah Stipek to discuss why learning and practicing math is important for young children. We also touch on ways to engage young children in playful math and how parents can incorporate learning at home. Stipek covers several topics, including:03:00  Early math as a predictor of academic achievement07:09  Math anxiety: Overcoming barriers and making math fun13:44  Everyday playful math for families18:07  Transitional kindergarten and teacher preparation in early math25:39  Early math resources for parents, caregivers, teachers, and teacher educatorsDeborah Stipek is the chair of the Development and Research in Early Mathematics Education (DREME) Network, where she works with scholars and researchers to advance math learning and skill development for young children. She is also a professor emerita and former dean at the GSE, where her research focused on early childhood and elementary education, especially as it relates to math and motivation. To learn more about her work, visit her faculty profile.For more information on the DREME Network, and to access their free resources for parents, teachers, and teacher educators, visit their website here. School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights – subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

*** Join us for our LIVE event May 21st on the Stanford campus. Details below. ***How can schools apply the latest research to improve learning for all students? And how can parents, school leaders, and policymakers use that research to bring about change?On this episode of School’s In, we welcome Stanford Graduate School of Education (GSE) Professor Susanna Loeb to discuss how to scale education research to have more influence in the world. We also touch on the importance of connecting research and practice, and ways parents can support students in their learning. Loeb covers several topics, including:(2:31) What does it mean to “scale” in education?(6:18) Why tutoring works—and who gets left out(9:56) The importance of context in creating a plan that works(12:44) Research that makes a difference(16:01) How parents can get involved(19:56) AI, policy, and the future of scaling knowledge in educationSusanna Loeb is a professor of education at the GSE, where her research focuses broadly on education policy and its role in improving educational opportunities for students. She is also faculty director of the SCALE Initiative at the Stanford Accelerator for Learning, and was the founding director of the Center for Education Policy Analysis at Stanford and co-director of Policy Analysis for California Education. To learn more about her work, visit her faculty profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.*** School’s In is going LIVE for an episode on digital literacy in the AI era, featuring Sam Wineburg and a panel of expert guests. Join us for a reception, interactive event, and headphone giveaway on Wednesday, May 21st on the Stanford campus. Register here, and we hope to see you there! ***

*** Join us for our LIVE event May 21st on the Stanford campus. Details below. ***What is a healthy amount of homework for a student? And how can schools, teachers and parents help students live balanced lives?On this episode of School’s In, we welcome California State Assemblywoman Pilar Schiavo to discuss the Healthy Homework Bill and students’ need to balance work and down time. We also touch on what parents, teachers and schools can do to support students when it comes to homework. Schiavo covers several topics, including:(02:40)  Why the Healthy Homework bill?(04:54)  Why homework? The pros and cons of homework(12:29)  What is the Healthy Homework bill and how does it work for schools?(19:37)  Homework, youth mental health, and family dynamics(23:49)  The characteristics of effective homework: The student point of view(26:20)  Key takeaways for parents, teachers, and schoolsPilar Schiavo is a California state assemblywoman for the 40th district, where she introduces and advocates for bills related to education, affordable housing, regional transportation, and healthcare, among others. To learn more about her work, visit her official website.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.*** School's In is going LIVE for an episode on digital literacy in the AI era, featuring Sam Wineburg and a panel of expert guests. Join us for a reception, interactive event, and headphone giveaway on Wednesday, May 21st on the Stanford campus. Register here, and we hope to see you there! ***

What are effective methods that support adult learning? And how can modern tools and technology help in that effort?On this episode of School’s In, we welcome Associate Professor Candace Thille to discuss the research and design behind successful adult learning. We also touch on the importance of feedback, and how it can make AI and other technology more useful in educational settings. Thille covers several topics, including:(3:02)  The importance of feedback in learning technology(5:30)  Feedback and deliberate practice in learning(7:50)  Adult learning: Building on prior knowledge and experience(9:58)  Learning design: Targeting skills and knowledge for the adult learner(13:11)  AI, machine learning, and human agency(21:00)  The importance of motivation in learning designCandace Thille is an associate professor at Stanford Graduate School of Education (GSE), where she studies the science of human learning, with a focus on the intersection of adult and machine learning. She is also the faculty director for the adult and workplace learning initiative at the Stanford Accelerator for Learning, and a faculty affiliate of the Stanford Neurosciences Interdepartmental Program. To learn more about her work, visit her profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How can parents of young children best foster healthy development? And what role does real-time, actionable data play in designing tools and policies that support families and caregivers?On this episode of School’s In, we welcome Professor Phil Fisher to discuss best practices for early childhood development and ways policymakers can help. We also touch on how the COVID-19 pandemic affected young children, their parents, and early childhood educators. Fisher covers several topics, including:(2:17) The RAPID Survey: Learning about the lives of parents and caregivers of young children(11:26) Using the data to make family-centered policy(18:18) Practices that nurture development: The FIND project for caregiver coaching(21:15) The dynamics of serve and return interactions(24:16) Possible uses of AI in scaling up the coaching tools(26:25) Key takeaways for parents and caregiversPhil Fisher is a professor at Stanford Graduate School of Education (GSE), where he studies early childhood learning. His research focuses on developing and evaluating scalable early childhood interventions in communities, and translating research  into policies and programs.He is also the director of the Stanford Center on Early Childhood at the Stanford Accelerator for Learning, and the lead investigator in the ongoing RAPID-EC project, a national survey on the well-being of households with young children. To learn more about his work, visit his profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What should the average adult know in order to achieve financial literacy? And what role should schools play in helping students get there?On this episode of School’s In, we welcome Professor Annamaria Lusardi to discuss the financial skills young people need to make wise decisions and fully participate in society. We also unpack a new bill passed in California to require financial literacy education for high school graduation. Lusardi covers several topics, including:(02:25) What is financial literacy for students?(07:36) The complexities of financial decision making(12:50) The new financial literacy graduation requirement in California(15:38) Equity issues in financial learning(18:06) The effects of financial literacy on well-being and wealthAnnamaria Lusardi is a professor of finance at Stanford Graduate School of Business (GSB), where she studies the effectiveness of financial education programs on individuals’ financial decisions. Her research focuses on financial literacy and personal finance, and she has designed measurements of financial literacy that have been used around the world.She is also the faculty director of the Initiative for Financial Decision-Making, a collaboration between the GSB, the Stanford Institute for Economic Policy Research, and Stanford's economics department. To learn more about her work, visit her profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What are the positive and negative effects of cell phones in the classroom? And how might teachers and parents support thoughtful and constructive use of cell phones by students?On this episode of School’s In, we welcome Associate Professor Antero Garcia to discuss cell phone bans in schools and opportunities for educators to integrate technology in the classroom. Garcia covers several topics, including:(02:45) The ongoing debate about cell phone bans(05:02) Balancing the pros and cons of different cell phone policies (09:27) Practical classroom strategies(11:32) Teen mental health and social connection(17:54) California's cell phone policy: Preparing teachers to support student engagementAntero Garcia is an associate professor at Stanford Graduate School of Education, where he explores the possibilities of speculative imagination and healing in educational research. His recent books include All Around the Town: The School Bus as Educational Technology and Civics for the World to Come: Committing to Democracy in Every Classroom.He is also the president-elect of the National Council of Teachers of English, and was formerly a longtime English teacher in South Central L.A. To learn more about his work, visit his profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

Why is public service a critical part of education in a democracy? And what are some barriers and pathways for students to engage in public service?On this episode of School’s In, we welcome Adjunct Professor Tom Ehrlich to discuss civic participation, public service, and the role teachers play in American democracy. Ehrlich covers several topics, including:(01:01) What is public service?(04:33) What are the qualities of a good public servant?(06:29)  How can higher education institutions create pathways for students to engage in public service?(15:22)  The importance of role models in public service(23:35)  General advice and reflectionsTom Ehrlich is an adjunct professor at Stanford Graduate School of Education. He was formerly president of Indiana University, provost of University of Pennsylvania, and dean of Stanford Law School. Ehrlich also held leadership roles in government during six presidential administrations. He is the author of multiple books on leadership, public service, and higher education. To learn more about his work, visit his profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What positive tools, foundations, and concepts can educators pull from the past? And how might they be applied to create a better future for educators, students, and school systems?On this episode of School’s In, we welcome Maisha Winn to discuss historical insights into education, the importance of establishing identity to student success, and how parents can help children connect to themselves and their communities. Winn covers several topics, including:(02:44) The Black student experience and historical insights(05:35) Identity, purpose, and direction in education(10:22) The role of identity in education(15:56) The futuring for equity lab and the institute for the future(21:11) Practical tools for parents and childrenMaisha Winn is the Excellence in Learning Professor at Stanford Graduate School of Education (GSE), and her research examines how under-resourced communities create practices, processes, and institutions of their own. She is also the faculty director of the Equity in Learning Initiative at the Stanford Accelerator for Learning, where she spearheads projects that address disparities in educational outcomes. To learn more about her work, visit her profile.School’s In is your go-to podcast for cutting-edge insights and fresh perspectives on the future of learning. Hosted by Stanford Graduate School of Education (GSE) Dean Dan Schwartz and Senior Lecturer Denise Pope, each episode dives into the latest research, innovations, and real-world challenges shaping education today.Stanford GSE is at the forefront of education research and teacher preparation, dedicated to advancing equitable, accessible, and impactful learning experiences for all.Stay connected with the latest insights — subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What does it take to be a successful entrepreneur in education? And how does one create an educational product or service that is profitable?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Joy Chen, entrepreneur in residence at Stanford Graduate School of Education, to discuss entrepreneurship in education – its challenges, rewards, and impact. Chen covers several topics, including:Her entrepreneurial journey,  and what others can learn from her experienceQuestions entrepreneurs should ask themselves before launching a company or productThe importance of hiring and valuing great people, and how to balance risks and rewardsHow to create an educational product or service that is both profitable and meaningful to societyWhat investors look for in educational startups, and how these factors should shape entrepreneurs’ thinkingJoy Chen is an entrepreneur-in-residence at Stanford Graduate School of Education (GSE), where she collaborates with GSE professors, researchers, students, technologists, and innovators by leveraging her expertise to explore new ideas and opportunities in the education space. Previously, she worked for top consulting and Fortune 500 companies such as Ernst & Young, Verizon, and Microsoft, where she designed and developed digital learning, knowledge management, and professional development systems. To learn more about her work, visit her profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by the GSE, School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How is the world of entrepreneurship driving innovation in education? And how can business strategies and creative thinking make learning more accessible for everyone?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome venture capital investor Sergio Monsalve to discuss the skills and dispositions that make great entrepreneurs, and how great ideas can be applied to education to create lasting change. Monsalve covers several topics, including:Bringing people from education, business, and engineering together to create edtech solutions to educational challengesCreating a good pitch and what investors typically look forBalancing the pace of academic research and speed of iterative entrepreneurshipNavigating the tension between making a profit as a business and creating a product that is beneficial for studentsEnsuring educational tools are affordable, scalable, and sustainableSergio Monsalve is a venture capital investor and a co-founder of the Entrepreneur-in-Residence program at Stanford Graduate School of Education (GSE). He is a founding partner of Roble Ventures, an early-stage technology venture capital fund where he enables entrepreneurs interested in helping people achieve economic mobility. School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by the GSE, School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How does unstable housing affect student success? And how can schools identify students in unstable housing and partner with community organizations to support them?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Amy Gerstein, executive director of Stanford’s John W. Gardner Center for Youth and Their Communities, to discuss how unstable housing affects educational outcomes and why it’s imperative that schools look to the larger community for help. Gerstein talks about several topics, including:The effects of unstable housing on students’ academic performance, attendance, and high school completionUnderreporting of unstable housing by students and families due to stigma, fear of repercussions, and lack of awareness of resources and support How different definitions of homelessness complicate identification and resource allocationWhat kinds of resources schools, districts, and community organizations should provide to have the most impactHow the community school model can be effective in integrating services like healthcare and housing supportTraining to ensure school staff can identify and sensitively support at-risk youth.Amy Gerstein is the executive director of the John W. Gardner Center for Youth and their Communities, which conducts research in partnership with school districts, nonprofits, foundations, and government agencies to advance equity for young people and the people around them. In her role, she provides strategic direction and works with community members across sectors. To learn more about her work, visit her profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by the Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How do creativity, tinkering, and hands-on learning support education? And can AI expand the possibilities for cultivating creativity in the classroom?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Stanford Graduate School of Education (GSE) Senior Lecturer Karin Forssell to discuss AI and how Stanford is helping students navigate the technology through the GSE’s new AI Tinkery, a maker space focused on the use of AI in education. Forssell covers several touch points, including:What goes into creating a successful makerspaceThe learning outcomes that come as a result of creating thingsHow generative AI can be used to create classroom tools and lesson plansThe importance of learning how to collaborate and creatively think through problemsHow to discuss and teach the ethics of using AI in classroom settingsKarin Forssell is a senior lecturer and the director of the GSE’s Learning Design and Technology master’s program. She also directs the GSE’s Makery, a Stanford maker space where students and faculty learn to make, and make to learn. In her courses, she teaches students to use research from the learning sciences and learning-centered design processes to create effective digital tools. To learn more about her work, visit her faculty profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by the GSE, School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

How effective are new education tools and technology in the classroom? And how does one get into the business of creating them?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Stanford Accelerator for Learning Executive Director Isabelle Hau to discuss the efficacy of tech tools in schools, and what can happen when the goals of public good and profit collide. Hau sheds light on several facets of the industry, including:What’s driving the growth in edtech investment Challenges schools face in adoption, including low usage of new tools, equity gaps due to funding models, and a lack of evidence-based decision-making tools for school decision makers How to balance for-profit motivations with the best interests of students and teachersOpportunities for edtech developers to innovate successfully, including tips for development, funding, and how to align innovations with research for better outcomes A look to future edtech solutions that ensure equitable access, measurable impact, and adaptability in a changing landscape that includes AI-driven toolsIsabelle Hau is the executive director of the Stanford Accelerator for Learning, and in her role she works with scholars, students and external collaborators to leverage the latest advances in brain and learning sciences. In addition to spearheading the Accelerator’s university-led initiative to improve educational outcomes for children and adults, she has worked at the intersection of philanthropy, impact investing in education, for more than 20 years. To learn more about her work, visit her website.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What role will AI tools play in the classroom? And how can the technology be used to support teachers?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Stanford Graduate School of Education (GSE) Assistant Professor Dora Demszky to discuss using artificial intelligence as a tool for giving feedback to teachers, with the goal of supporting continuous improvement in their practice. Demszky covers several ways in which AI can be used to empower teachers, including:Highlighting moments in a teacher’s lesson for them to revisit and reflect uponReinforcing practices that help develop a growth mindset in studentsStrengthening the practice of building on student ideas to help students feel heard Providing examples from other instructors to create a shared community for professional learningLeveraging future applications to support multilingual learnersDora Demszky is an assistant professor of data science and her research centers on developing natural language processing methods to support equitable and student-centered instruction. She has developed tools to give feedback to teachers on dialogic instructional practices, to analyze representation in textbooks, among others. To learn more about her research, visit her faculty profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What roles do empathy and compassion play in our ability to have healthy relationships? And what does it look like to apply those concepts to oneself?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Stanford Psychology Professor Jamil Zaki to discuss compassion, empathy, and what our perceptions of the world say about us. Zaki touches on several related matters, including:The science of self compassion and its effect on mental healthHow schools and communities can develop empathy in young people and encourage them to practice itTools for cooperation and collaboration in the midst of divisionHow cynicism reflects bias, rather than wisdom, and why it helps to be hopefulProfessor Jamil Zaki’s research examines the neuroscience behind decision making, self regulation, social cognition, and perception, among other social and behavioral functions. He is also the principal investigator for the Stanford Social Neuroscience Laboratory, which studies the cognitive bases of social behaviors. To learn more about his research, visit his faculty profile.If you or someone you know is struggling with their emotional health, the National Institute of Mental Health lists resources on their webpage.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What are the largest threats to mental health facing modern teens? And how can parents, educators, and other adults help them thrive despite their challenges?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Assistant Professor Farzana (Saleem) Adjah to discuss racial trauma and stress and the effect that it has on student mental health. Adjah covers several relevant topics, including:How trauma and racial bias shows up in schoolsHow educators can adopt a culturally-responsive, trauma-informed lens when interacting with studentsWhat research-backed, group-based interventions help  promote healing and resistance to further harmHow to empower young people to name what’s happening to them, resist harm, respond, and ultimately thriveAssistant Professor Farzana Adjah’s research examines the influence of racial stressors and culturally-relevant practices on the psychological health, academic success, and well-being of Black adolescents and other youth of color. Her work focuses on factors in the family, school, and community contexts that can help youth manage the consequences of racial stress and trauma. To learn more about her research, visit her faculty profile.If you or someone you know is struggling with their emotional health, the National Institute of Mental Health lists resources on their webpage.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.

What are some of the most serious mental health challenges facing our young people today? And how can we create the support that they really need?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Dr. Steven Adelsheim, clinical professor of psychiatry and behavioral sciences at Stanford School of Medicine, as they discuss how the pandemic affected students’ mental health. Steven works on several facets of youth mental health, including:What’s behind rising rates of anxiety, depression, other mental health issuesThe development of statewide mental health systems, including those focused on schoolsEarly detection and intervention programs for young people both in school and in primary careSupporting community behavioral health partnerships locally and at scaleClinical Professor Steven Adelsheim is a child/adolescent and adult psychiatrist and the director of the Stanford Center for Youth Mental Health and Wellbeing in the Department of Psychiatry. His work focuses on early mental health intervention for young people, integrated health care models and decreasing stigma surrounding mental health issues. To learn more about his research, visit his faculty profile.If you or someone you know is struggling with their emotional health, the National Institute of Mental Health lists resources on their webpage.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), School’s In is hosted by GSE Dean Dan Schwartz and Senior Lecturer Denise Pope. They invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.Never miss an episode! Subscribe to School’s in on Spotify, Apple Podcasts, or wherever you get your podcasts.

How do we use AI responsibly? And how do we prepare students to navigate a world where AI plays such a central role?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Associate Professor Victor Lee as they discuss the rise of artificial intelligence (AI) in education and its implications for how we teach and learn. Victor’s research addresses several topics in the future of education, including:How generative AI can be integrated into classrooms The potential AI has to both enhance and complicate the learning processHow to create and use future-facing educational design tools Preparing students for the modern world through equitable access to AIAssociate Professor Victor Lee is the faculty lead for the Stanford Accelerator for Learning's initiative on AI and Education. His research focuses on learning experiences and resources for data literacy, K-12 data science education, and artificial intelligence literacy for both students and teachers. To learn more about his research, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), GSE Dean Dan Schwartz and Senior Lecturer Denise Pope invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.Never miss an episode! Subscribe to School’s In on Spotify, Apple Podcasts, or wherever you get your podcasts.

Who was hardest hit by learning loss due to the COVID-19 pandemic? And what can states, teachers, and parents do to help students recover? On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Professor Sean Reardon as they discuss educational inequalities exacerbated by the pandemic, and what’s needed to chart a path forward. Sean’s research sheds light on key issues, including:The impact of poverty and inequality on educational opportunitiesWhat subject showed the most learning loss in during the pandemicHow learning recovery has looked in low- and higher-income communitiesHow parents can can work with teachers to advocate for their childrenWhat states can do to step in and support learning recoveryProfessor Sean Reardon is the Professor of Poverty and Inequality in Education at Stanford’s Graduate School of Education, Senior Fellow at the Stanford Institute for Economic Policy Research and Professor, by courtesy, of Sociology. His research focuses on the causes, patterns, trends, and consequences of social and educational inequality. To learn more about his research, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), GSE Dean Dan Schwartz and Senior Lecturer Denise Pope invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.Never miss an episode! Subscribe to School’s In on Spotify, Apple Podcasts, or wherever you get your podcasts.

How has the COVID-19 pandemic affected student learning and school attendance? And how can parents, teachers, and schools help students recover?On this episode of School’s In, hosts Dan Schwartz and Denise Pope welcome Professor Tom Dee as they tackle these challenges of the post-pandemic learning world. Tom’s research sheds light on key issues, including:The substantial learning loss during the pandemic, especially in mathThe possible effects of pandemic disruption on our youngest learners, who are still outside testing windowsWhat factors are driving persistent chronic absenteeism among studentsLow-cost, scalable strategies to improve school attendanceThe importance of using targeted, evidence-based strategies and teaching methods to improve student achievementProfessor Thomas S. Dee is the Barnett Family Professor at Stanford’s Graduate School of Education. His research focuses on the use of quantitative methods to inform contemporary issues of public policy and practice. To learn more about his research, visit his faculty profile.School’s In is your go-to podcast for cutting-edge insights and enlightening conversations in education. Presented by Stanford Graduate School of Education (GSE), GSE Dean Dan Schwartz and Senior Lecturer Denise Pope invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.Stanford GSE is a leader in education research and teaching, known for its commitment to pursuing equitable, accessible, and effective learning for all. To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.Never miss an episode! Subscribe to School’s In on Spotify, Apple Podcasts, or wherever you get your podcasts.

Welcome to School’s In: Insights on Education! Whether you're a long-time listener or new to our podcast, we're excited to have you join us. School's In returns August 15th, bringing you the latest research and cutting-edge insights into all things learning.This season we dive into some of the most pressing topics in education today. From AI in education to youth mental health to chronic absenteeism in post-pandemic school communities, we've got it covered. Hosts Dean Dan Schwartz and Senior Lecturer Denise Pope welcome expert guests to provide fresh perspectives and practical advice for educators, parents, caregivers, and anyone passionate about learning. Presented by Stanford Graduate School of Education (GSE), we invite you to join them as they navigate the complexities of post-pandemic education and discuss the latest research in teaching and learning.To keep up with our research, subscribe to our newsletter and follow us on Instagram, LinkedIn, and Threads.Never miss an episode! Subscribe to School’s In on Spotify, Apple Podcasts, or wherever you get your podcasts.

Dion Burns and Naomi Ondrasek, researchers with the Learning Policy Institute, talk about the challenges of identifying and supporting students facing housing insecurity.

Grace Gengoux, director of the Autism Intervention Clinic at Stanford, talks about an effective approach to therapy for children on the autism spectrum.

Tara VanDerveer, head coach of the Stanford women’s basketball team, discusses the anniversary of Title IX and its impact on girls in sports.

Child advocate and researcher Geoffrey Canada talks about the Harlem Children's Zone, a model program he founded to help break the cycle of intergenerational poverty.

Anne Charity Hudley talks about how Black students navigate the designated parameters of language in higher education.