Editor's note: This story is part of a series of profiles of notable spring 2021 graduates.
Student veteran Conner Acri credits the U.S. Coast Guard with instilling in him the drive to tackle any challenge life throws at him, and this semester the Kansas City, Missouri, native has done just that as he completes an educational journey at Arizona State University's Polytechnic campus.
Perceptions of classroom quality and well-being among Black women teachers of young children
By: Erica B. Edwards, Wayne State University; Nicole Patton Terry, Florida State University; Gary Bingham, Georgia State University; Jeremy L. Singer, Wayne State University
A monthly survey of books, chapters, articles, conference papers and presentations by faculty members and graduate students of Mary Lou Fulton Teachers College
Two Mary Lou Fulton Teachers College faculty members, Yi Zheng and Carlos Casanova, were nominated for 2021 Outstanding Faculty Mentor Awards. The awards are presented each year by the Arizona State University Faculty Women’s Association.
When the Arizona State University Alumni Association announced its 2021 slate of Sun Devil 100 honorees, eight alumni of Mary Lou Fulton Teachers College were on the list.
The annual Sun Devil 100 designation recognizes the fastest-growing organizations and businesses owned or led by ASU alumni. For 2021, 133 alumni represent companies from individually owned firms to large corporations in more than two dozen industries.
The Sun Devil 100 selections that include MLFTC alumni are:
A new program produced in partnership with Arizona State University and Arizona Western College allows students living in Yuma to pursue a bachelor’s degree in education without traveling to Phoenix. This spring, the Sun Devil community is celebrating the graduation of the first education cohort.
“They’ve done what might have been considered unimaginable,” says Lauren Katzman, adding, “created a virtual environment, provided an education to students while schools were closed, all in the midst of a global pandemic, and at a time when issues of social justice were heightened.”
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.
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&nb