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.”
Editor's note: This story is part of a series of profiles of outstanding spring 2020 graduates.
Arizona State University graduate Nick Matula has been recently named lead of the Corporate Responsibility Team at the Verizon Foundation.
Matula has graduated with a social and cultural pedagogy master's degree at the School of Social Transformation.
Working with dually classified learners can pose distinctive challenges for educators. Those diagnosed with special needs who are also English language learners (ELLs) have specific, unique needs (specifically struggles with language). These dually classified learners are identified with a disability and are eligible for both special education and English as a second language or bilingual services.
The joys of gardening: head in the sun, hands in the dirt, something living where nothing lived before, and finally the crunch and snap and taste of what you and nature have created together. Indeed one of life’s pleasures, and one worth learning and teaching.
But how do you teach it online? It’s not exactly calculus or ancient Roman history.
One Arizona State University instructor has cracked that problem, and it’s not only successful — it’s turning out to have some advantages no one expected.