Faculty Publication Roundup, September, 2024

MLFTC research explores systemic approaches to STEM and professional learning.

The research papers and publications listed below are a sampling of recent contributions by faculty representing Arizona State University’s Mary Lou Fulton Teachers College. Please see links below for full authorship credits.

Navigating systemic access to computer science learning

State Education Standard

Janice Mak, clinical assistant professor

Mak has been researching the intersection of computer science education, policy, and systems change, most recently through a prestigious National Science Foundation grant from the Faculty Early Career Development Program, also known as the CAREER Award. She shared her first-year findings in this article, which is the journal of the National Association of State Boards of Education. She identified several promising practices such as: engaging school counselors to guide students and ensure equitable enrollment; using data to analyze and address inequities in computer science access and participation; earlier introduction of computer science in school; collaboration between state boards, local education agencies and community partners; and allocating professional learning supports and resources to teachers. 

Data-Informed Professional Learning and Instruction in Integrated Tiered Systems

Intervention in School and Clinic

Wendy Peia Oakes, professor and associate director of graduate programs

Oakes contributed to this article, along with Mark Buckman (University of Kansas), Kathleen Lynne Lane (University of Kansas), David Royer (University of Louisville), Eric Common (University of Michigan), Amy Briesch (Northeastern University) and Grant Allen (University of Wisconsin-Stout). Using the Comprehensive, Integrated Three-Tiered prevention model — Ci3T — an integrated-tiered system for supporting students with disabilities, the writers offer a step-by-step approach to implementing integrated tiered systems, and illustrate how school leaders can use this approach to onboard new faculty, plan coordinated ongoing professional learning and facilitate the use of data to inform instruction.

Cultural responsiveness in evaluation

Chapter 6 of Research Handbook on Program Evaluation

Elgar Handbooks in Public Administration and Management

Ayesha Boyce, associate professor

Culturally responsive evaluation grew from a desire to uplift systematically and historically marginalized voices, consider epistemologies of difference and critical theories, and decolonize and challenge the status quo in evaluation. Over two decades CRE has evolved into a multiplicity of approaches with anti-racism aspirations, justice, equity, diversity and inclusion intentions, and intersectional and anti-deficit orientations. In this chapter, Boyce and her co-authors — Jori Hall (University of Illinois, Chicago) and Cherie Avent (University of Illinois, Urbana-Champaign) — outline the evolution of cultural responsiveness in evaluation theory and practice, critique culturally responsive and equity-focused approaches, and reflect on the potential and challenges of CRE in a post-pandemic and social justice-oriented world.

Transformative Democracy in Educational Leadership and Policy: Social Justice in Practice

Emerald Publishing

Lindsay DeMartino, assistant professor

DeMartino and her co-author, Lisa Fetman, offer this book as both a resource and a tool for transformative leadership in preservice programs of study and in practice. Chapter 1 analyzes the history of democracy in education and current social movements that directly impact public education. Chapter 2 discusses key theories and concepts that explain impediments to democracy throughout history and today. Subsequent chapters define transformative, critically just democracy in education and include actions for practicing educators committed to doing this work. Most chapters conclude with activities prompting reflection. Others invite the reader to conduct a mini case study in their context. The final chapter presents an organizing document for school leaders to create and implement an action plan. Appendices list resources for professional development, guest speakers and further reading.

The summaries listed here are reprinted from paper and publisher abstracts. They are a sampling of the many published projects by MLFTC faculty.