Meghan McGinty was always fascinated by the impact that a school principal could have. “They are heroes in a lot of people’s lives,” said McGinty, a Metcalf Elementary School teacher in Morenci, Arizona.
From the small town of 1,576 people, McGinty, 27, is pursuing a path to becoming a principal through Arizona State University’s Mary Lou Fulton Teachers College.
When The Center on Reinventing Public Education, housed at Arizona State University’s Mary Lou Fulton Teachers College, reviewed the pandemic fund allocation of 100 large school districts, they discovered that many schools were not complying with the law.
Scottsdale Unified School District has lost nearly one-third of its teachers since 2021. District data, compiled between January 2021 and May 2022, indicates that 449 teachers and instructional staff have exited. The majority of departures were resignations followed by retirements.
Next Education Workforce models are a team-based approach to staffing schools developed by Arizona State University’s Mary Lou Fulton Teachers College. And community educators are essential to that team.
Voices of young artists and leaders from around the world converged in an unconventional policy report to be shared at UNESCO’s Transforming Education Pre-Summit in Paris this month.
This month, Meseret Hailu looks at the journey of Black immigrant women in doctoral programs; Yoonhee Lee studies the connection between digital game-based learning and literacy; and more.
Hans van der Mars, professor (co-author)
Pamela Hodges Kulinna, professor (co-author)
Kahyun Nam, doctoral student (co-author)
Though kids are learning this year, many have fallen even further behind grade level.
COVID-19 changed and evolved many aspects of education, and the Student Success Team at Arizona State University’s Mary Lou Fulton Teachers College was no exception. The pandemic required MLFTC’s Office of Student Services to reevaluate the team’s services, reconceptualize how it provides support and ultimately expand.
A convenient rhetoric or substantial change of teacher racial diversity? A text mining analysis of federal, state, and district documents
By: Sing Hui Lee, Briana N. Keith, Yasmine Bey, Yinying Wang, Xiulong Yang, Xiang Li and Shihao Ji, Georgia State University
Published in: Education Policy Analysis Archives, June 2022
As the COVID-19 crisis response continues, until most children are vaccinated, the need for rapid-response research will most likely continue into the 2021–22 school year. With rolling quarantines, the academic and social emotional impacts are likely to mount. And the cumulative effects are only beginning to be understood and accounted for. This knowledge management work is critical and must continue through the recovery phase of the pandemic.
