This month, after Climate Week and United Nations discussions about climate change, we focus on just that: the environment and sustainability as it relates to education. We also take a look at the invisibility of whiteness in the social studies curriculum.
This month, Leanna Archambault and Wilhelmina Savenye explore the informal learning experiences of members of a Facebook group; Geoffrey D. Borman tests the efficacy of an intervention to buffer students from stereotypes and mitigate the racial suspension gap; Sherman Dorn writes about violence in schools; and more.
Leanna Archambault, associate professor; Wilhelmina Savenye, Professor Emeritus
The pandemic upended nearly every aspect of education. Schools closed, parents were forced into an educator role without adequate training and educators scrambled to envision teaching during a pandemic. This time of uncertainty has led many in education to re-examine existing practices and use the moment as an opportunity for change.
Faculty at Arizona State University’s Mary Lou Fulton Teachers College were recently awarded more than $16 million in new funding from the U.S. Department of Education. The awards fund five projects that support Next Education Workforce models, disability and juvenile justice, special education, equity and diversity, and instruction for culturally and linguistically diverse students.
Building Human Capital Management Systems to Support the Next Education Workforce in Mesa Public Schools
Amount: $8,206,449
Sponsor: U.S. Department of Education
Principal investigator: Brent Maddin, Executive Director, Next Education Workforce Initiative
In many states, it’s easier to become a teacher than a licensed driver. That needs to change, says Sarah Beal, executive director of US PREP National Center, the University School Partnerships for the Renewal of Educator Preparation.
For the first time, U.S. News & World Report is ranking the nation’s elementary and middle schools to go along with its annual ranking of high schools and colleges. But unlike the high school and college rankings, which are national, the new K–8 rankings are categorized at the state, district, charter and magnet levels. This means these rankings are based, almost entirely, on standardized tests.
Young people in Sri Lanka are confronted with a dual challenge: 20 percent of them are unemployed, and 300,000 students leave secondary school each year without a degree or the ability to enter a university. Sri Lankan youth would benefit from more and better technical and vocational education and training and better English language skills, but meeting that need is beyond the current capacity of the Ministry for Skills Development and Vocational Training.
How do we improve effectiveness of ASU’s STEM courses using evidence-based instructional methods and materials?
