Turnaround for Children is now the Center for Whole-Child Education, a part of Arizona State University's Mary Lou Fulton College for Teaching and Learning Innovation.
The multifaceted nature and urgency of the climate crisis require interdisciplinary and collaborative approaches to transform education and stimulate cultural shifts toward more sustainable global futures. This challenge cannot be solved through research solely focused on technical solutions as it requires a critical review of underlying assumptions about knowledge, education and social change.
Within the past decade, K–12 computer science (CS) education policy has been advanced through various intermediary organizations (IOs), state legislatures, governors and national organizations leading to requirements in 41 states for CS teacher certification, 23 states for CS instruction in every high school, 22 states to adopt a state plan for CS education and 36 states to create a CS education supervisors (CSEdSS) position within their state education agencies (SEAs) as of 2021.
Most scholars believe that it is important to recruit, retain and support the development of Black, Indigenous and People of Color, or BIPOC, educators — specifically teachers, principals and superintendents. They believe that BIPOC representation matters and these educators are more likely to offer culturally relevant and sustaining pedagogies.
Seoul National University of Education, located in the Seocho-gu district of Seoul, is the top-ranked university of education in South Korea and the most recent university with whom Arizona State University’s Mary Lou Fulton Teachers College has forged a partnership.
Data clearly shows that the COVID-19 pandemic has led to instructional loss and unfinished learning among all Arizona students with disproportionate effects on students from low-income backgrounds, students with special needs and students who do speak English as a first language. Arizona State University’s Mary Lou Fulton Teachers College proposed a project that will systematically add additional capacity to Arizona’s educator workforce by intentionally bringing members of the community, with training and support, into our K–12 learning environments.
Meseret F. Hailu, assistant professor at ASU’s Mary Lou Fulton Teachers College, has been selected as a 2023 National Academy of Education/Spencer Postdoctoral Fellow.
The Mastercard Foundation Scholars Program at Arizona State University wrapped up this spring with a symposium held in Ghana where faculty and staff from ASU, Kwame Nkrumah University of Science and Technology (KNUST) and Ashesi University shared insights into institutional and pedagogical best practices to support student learning.
In November 2016, the Center for Advanced Studies in Global Education (CASGE) and edXchange at Arizona State University hosted the Inaugural Symposium of the Comparative and International Education Society (CIES) in Scottsdale, Arizona.
In response to the publication of the United Nations’ Sustainable Development Goals (SDGs) in 2015, it has become necessary to develop a means of assessing progress toward their achievement. Included in the 17 goals of the 2030 agenda for sustainable development is SDG 4: Quality Education. This calls on nations to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Goal 4, 2015).