Teachers and educational policy: Markets, populism and im/possibilities for resistance
By: Meghan Stacey, UNSW Sydney; Mihajla Gavin, University of Technology Sydney; Jessica Gerrard, University of Melbourne; Anna Hogan, Queensland University of Technology; Jessica Holloway, Australian Catholic University
Schools districts across the country are using summer school this year to address the lasting affects the Covid-19 pandemic is having on students, particularly that of mental health.
Linguistically and culturally diverse student populations, in Arizona and across the U.S., often have limited knowledge of social studies content and language. To change this, teachers need professional development in order to improve the quality of instruction in these subjects. This project would help both teachers and students increase their knowledge of content found in the disciplines of American history, civics, government and geography.
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)