Faculty research, recognitions and grants: 08/28/25

The information below summarizes updates shared by faculty units representing Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation. 

Published Work

Comprehensive Strategies for Managing School-based Physical Activity During Extreme Heath
Journal of Physical Education, Recreation & Dance

Pamela Hodges Kulinna, professor. Kulinna collaborated with Allison Poulos, an assistant professor with ASU’s College of Health Solutions, and a team of current and former ASU graduate students: Omar Albaloul, Hyungsik Min, Luke Person and Jongseon Kim; and College of Health Solutions doctoral students Umar Hassan and Marissa Schulke.

Students spend the majority of their waking hours at school, making it a critical setting for promoting physical activity across multiple contexts such as recess, physical education, before- and after-school programs, and sports. However, extreme heat conditions pose significant challenges for schools in ensuring these opportunities remain both safe and accessible. This article provides a summary of the risks associated with heat-related illnesses, particularly for vulnerable populations, and outlines a multi-tiered approach to managing these risks in school settings, including physical separation, environmental modifications, administrative controls, and student actions.

Enhancing Mathematics Education: Regional Insights on Formative Instructional Practices and Opportunities to Learn: An International Comparative Analysis
ZDM - Mathematics Education

Maria Teresa Tatto, professor.

While formative instructional practices are increasingly recognized as essential in mathematics teaching, the literature also documents significant challenges and insufficient implementation of these practices by teachers. This study expands the definition of formative instructional practices beyond formative assessment to include a more holistic set of actions typically performed by mathematics teachers. Using Multilevel-Path-Analysis, the study examines the relationship between formative instructional practices, learning opportunities, and students’ mathematics achievement and self-confidence at both primary and secondary levels. The findings reveal that while the influence of learning opportunities on achievement and self-confidence varies across countries, formative instructional practices, particularly instructional clarity, positively influence student confidence and mathematics achievement.

Accessible Computational Thinking in Elementary Science: An Aligning Framework for Teacher Learning and Implementation
Journal of Technology and Teacher Education

Janice Mak, clinical assistant professor; assistant director–curriculum and pedagogy.

Mak and her co-authors, who include MLFC’s Lin Yan (graduate research assistant; PhD student, Learning Literacies and Technologies), Assistant Research Professional Francheska Figueroa and Professor Brian Nelson, introduce the Accessible Computational Thinking framework and demonstrate how it helps science teachers use culturally responsive methods to promote equity in computing education. They write that efforts to prepare teachers for integrating computational thinking into disciplinary areas often do not ensure equitable CT experiences for students. For this study, the researchers provided a professional development workshop in the ACT framework for two elementary teachers, then analyzed their lesson and classroom data over one academic year for evidence of ACT in classroom implementation of CT-infused science with culturally responsive teaching. The findings revealed that the teachers applied ACT in varied ways, suggesting that a holistic approach was required to evaluate the rich and complex ways teachers engaged students in CT practices in elementary science.

Essentials of Social and Emotional Intelligences
Cambridge University Press

Christopher Kazanjian, faculty associate

In his fifth book, Kazanjian explores the foundations of social and emotional intelligences from a multicultural humanistic psychology perspective. A fusion of empirical research studies and multicultural insights equips readers with the knowledge to cultivate these essential skills within themselves and foster meaningful connections with others. This concise guide is ideal for students, professionals, educators and laypersons hoping to build their fundamental knowledge in this area.

Other accolades and recognitions

• ASU Regents Professor Emeritus Karen R. Harris has been selected as a 2025 inductee into the Reading Hall of Fame, recognizing a lifetime of contributions to literacy education. Harris developed the foundation for the Self-Regulated Strategy Development instructional model, which continues to shape literacy instruction today. SRSD helps educators improve multiple outcomes in writing through the application of a six-stage instructional framework of strategies designed for K-12 students.
   
• Professor Sherman Dorn gave an invited presentation July 10 titled “The Neighborhood of Make-Believe: What educators should learn from the history of educational media and technology” at the International Conference on Education Research in Seoul, Republic of Korea. He called for closer alignment between education researchers and creative professionals in children’s and educational media.
   
• Professor David Lee Carlson has been appointed a Honorary Professor position at the Institute of Teachers' Education and Behavioral Sciences at Wollo University in Dessi, Ethiopia. Through this role, he engages in collaborative efforts to develop sustainable research infrastructures that empower local scholars to produce meaningful and contextually relevant research. 

Recently-awarded grants

• CSTransform: Transforming high school CS pathways through teacher coaching. Janice Mak, principal investigator. 08/01/25-07/31/27. $299,999. Sponsoring group: National Science Foundation.
   
• SCALE evaluation. Ayesha Boyce, principal investigator. 04/01/25-03/31/26. $50,000. Sponsoring group: Purdue University/Department of Defense.