In the last four years, Lennon Audrain has earned an associate degree in elementary education from Rio Salado College, a bachelor’s degree in classics (concentrating in Latin) from The College of Liberal Arts and Sciences at Arizona State University, and a master’s degree in curriculum and instruction from ASU’s Mary Lou Fulton Teachers College.
When the Spring 2020 semester started, ASU’s Mary Lou Fulton Teachers College had over 1,500 undergraduate and graduate teacher candidates placed in internships and residencies in over 450 schools. Six hundred and forty-six of those were working full-time in schools as residents.
On March 11, in response to the threats posed by COVID-19, ASU announced that, effective March 16, the university would transition to online instruction.
In this era of high stakes testing and school accountability grades, there is increased pressure on teachers to ensure lessons can be directly connected to standards. Problem-Based Enhanced Language Learning (PBELL) begins with an authentic problem. That problem can come from a topic that is relevant to you and your students, or from your instructional standards. Starting with standards is beneficial to ensure students acquire academic skills to the level of mastery over the course of the school year.
When the spring 2020 semester started, Arizona State University's Mary Lou Fulton Teachers College had over 1,500 undergraduate and graduate teacher candidates placed in internships and residencies in over 450 schools. Six hundred and forty-six of those were working full-time in schools as residents.
On March 11, in response to the threats posed by COVID-19, ASU announced that, effective March 16, the university would transition to online instruction.
The stock market crashed. The Dust Bowl happened. Women couldn’t find jobs. They called it the Dirty Thirties. It was 1937, during the Great Depression, and Mildred Shaw (BAE ’39) was trying to register at Arizona State Teachers College at Tempe to complete her degree in education. She had just finished her associate degree in education at a community college in Fullerton, California, and had moved to Phoenix with her husband to be close to his family.
A monthly survey of books, chapters, articles and conference papers written by faculty members and graduate students of Mary Lou Fulton Teachers College
The annual meeting of the American Educational Research Association, held each spring, is a gathering of more than 14,000 members of the world’s leading organization for advancing knowledge about education and promoting the application of educational research. When the 2020 AERA conference, to be held April 17–21 in San Francisco, was canceled due to the coronavirus pandemic, more than 170 ASU scholars and graduate students had been slated to be presenters and participants.
By: Audrey Amrein-Beardsley, Arizona State University
Published in: Education Review, April 8, 2020
What is the Next Education Workforce? Is your school ready for a new workforce model? Those questions and others are addressed in a new set of online pedagogical and professional resources from Arizona State University’s Mary Lou Fulton Teachers College.
For an April 16 article in Discover magazine, writer Leslie Nemo asked MLFTC Associate Professor of Learning Design and Technology Leanna Archambault to discuss how teachers are managing to continue working with their students during the COVID-19 pandemic.
Archambault’s answer: “They’re doing the best they can.”