Sarah Levine

Sarah Levine is an Associate Professor of Education at Stanford University's Graduate School of Education. She holds a PhD in Learning Sciences from Northwestern University, a Master of Arts in Teaching of English from the University of Chicago, and a Bachelor of Arts in American Studies from Cornell University. Prior to her academic career, she taught secondary English at a Chicago public school for ten years, where she founded and ran a youth radio program using digital audio production to make writing and analysis relevant for struggling students.

• PhD in Learning Sciences - Northwestern University
• MA in Teaching of English - University of Chicago
• BA in American Studies - Cornell University

Dr. Levine's research focuses on the teaching and learning of literary interpretation and writing in under-resourced urban high schools, with particular emphasis on the connections between in-school and out-of-school interpretive practices. She investigates how digital media, especially radio production, can serve as frameworks for teaching reading and writing to middle and high school students. Her work bridges theory and practice, drawing from her extensive classroom experience to inform research that aims to help students become independent readers and writers, particularly those in urban and under-resourced school settings.

Analysis of Dr. Levine's recent publications reveals a consistent focus on literary interpretation, writing pedagogy, and the integration of technology in education. Her research increasingly examines the role of emotion in literary interpretation (as seen in her "Funds of Feeling" approach), the application of emerging technologies like speech-to-text and AI tools in composition, and the development of teachers' expertise in facilitating literary discussions. She frequently investigates how students from diverse backgrounds engage with texts and how teachers can create more authentic, relevant, and equitable learning experiences in English classrooms.

Dr. Levine is deeply committed to shaping secondary English education, particularly for students in urban and under-resourced schools. Her background as a classroom teacher for a decade informs her research agenda, which aims to bridge the gap between academic theory and practical classroom application. Through her work on radio production as a tool for literacy development and her ongoing investigations into literary interpretation practices, she continues to contribute valuable insights to the field of education.