After over a year of millions of students experiencing a loss of instructional time, fluctuating learning formats, social isolation and trauma, the return to in-person education is a concern for special education practitioners and leaders due to the risk of pandemic-related overreliance on special education identification, says Lauren Katzman.
International migration and the right to education: challenges for facing inequalities in education systems policies
Guest edited by: Ana Lorena de Oliveira Bruel, Universidade Federal do Paraná; Isabelle Rigoni, Institut Nacional Supérieur de Formation et de Recherche pour l’Éducation des
Jeunes Handicapés et les Enseignements Adaptés; Maïtena Armagnague-Roucher, Université de Genève
This month, Michelene Chi describes using active learning to close the gap between education research and practice; Elisabeth Gee analyzes the designed processes that shape experiences of meaning-making through acts of play; and
Carrie Sampson, assistant professor at ASU’s Mary Lou Fulton Teachers College, was selected as a 2021 National Academy of Education/Spencer Postdoctoral Fellow.
Education policy in the U.S. runs on data. Yet the amount and breadth of data available can outpace the ability of policymakers and administrators to digest it. This is particularly true in higher education administration, says Rebecca T. Barber.
Eleven students in a new Arizona State University Mary Lou Fulton Teachers College degree program have been hired by the Foundation for Blind Children, after just a year in the program.
“Arizona has a 33 percent shortage of teachers of the visually impaired,” says Marc Ashton, CEO of the Foundation for Blind Children. “And together, ASU’s Mary Lou Fulton Teachers College and the Foundation for Blind Children are going to solve this problem — in just a few short years.”
Do online courses provide an equal educational value compared to in-person classroom teaching? Evidence from U.S. survey data using quantile regression (in English)
By: Manini Ojha, O.P. Jindal Global University; Mohammad Arshad Rahman, Zayed University
Published in: Education Policy Analysis Archives, June 21, 2021
“I spent over 20 years as a classroom teacher, and for most of that time I was a single teacher trying to meet the needs of all learners, at all times.
Youth, says Katja Brundiers, assistant clinical professor in ASU’s School of Sustainability, are the most affected by the climate emergency and unsustainability today, but face the biggest hurdles to acquire the knowledge, skills and networks for action needed.