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.
Though kids are learning this year, many have fallen even further behind grade level.
COVID-19 changed and evolved many aspects of education, and the Student Success Team at Arizona State University’s Mary Lou Fulton Teachers College was no exception. The pandemic required MLFTC’s Office of Student Services to reevaluate the team’s services, reconceptualize how it provides support and ultimately expand.
As the COVID-19 crisis response continues, until most children are vaccinated, the need for rapid-response research will most likely continue into the 2021–22 school year. With rolling quarantines, the academic and social emotional impacts are likely to mount. And the cumulative effects are only beginning to be understood and accounted for. This knowledge management work is critical and must continue through the recovery phase of the pandemic.
American students face unprecedented academic, social-emotional and mental health needs as a result of the COVID-19 pandemic. Meeting those needs will require targeted efforts and creative new approaches to instruction, staffing, social-emotional and mental health wellness, career preparation, and community and parent empowerment.
COVID-19 disrupted an already tenuous system of support for adolescents, both in and out of school. Disengagement, apathy, and failing grades were common. Lacking support and facing financial stress, many students postponed going to college last year. All this happened on top of existing inequities, which the pandemic deepened and accelerated. In the midst of these and other challenges, school system responses to the pandemic introduced new opportunities:
English language learners represent a large population in K–12 classrooms across the nation and yet states are failing to improve academic outcomes for these students, including college readiness.
Under current funding policies, school districts are unaware of which resource allocations are associated with improved student outcomes for English Learners. It is important to know which district actions, categories of funding and amounts of spending influence English Learner outcomes, specific to college-ready indicators.