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).
As part of the organizing team of the Inaugural CIES Symposium in Scottsdale, AZ this past November, we were thrilled to continue the debates about Global Learning Metrics (GLMs) at the recent CIES 2017 Conference in Atlanta, GA. CIES 2017 included a number of Presidential Highlighted Sessions.
Almost any education-related topic seems to turn into an overheated debate, provoking very strong gut reactions and diminishing any hope for productive discussions that engage in careful analysis of contrasting perspectives and forms of evidence. This is certainly the case with International Large Scale Educational Assessments (ILSEAs), like PISA or TIMSS, which lack nuanced discussions and methodic analyses of their role in improving student achievement.
We are very happy to have been invited to a Symposium on Innovations in Global Learning Metrics, sponsored by CAGSE, in November 2018. Silvia Montoya and Brenda Tay-Lim from the UNESCO Institute for Statistics (UIS) wrote a paper on “Options in achieving global comparability for reporting on SDG 4” and Luis Crouch presented for them due to their unavailability.