Eleven students in a new Arizona State University Mary Lou Fulton Teachers College degree program have been hired by the Foundation for Blind Children, after just a year in the program.
“Arizona has a 33 percent shortage of teachers of the visually impaired,” says Marc Ashton, CEO of the Foundation for Blind Children. “And together, ASU’s Mary Lou Fulton Teachers College and the Foundation for Blind Children are going to solve this problem — in just a few short years.”
By: Manini Ojha, O.P. Jindal Global University; Mohammad Arshad Rahman, Zayed University
Published in: Education Policy Analysis Archives, June 21, 2021
“I spent over 20 years as a classroom teacher, and for most of that time I was a single teacher trying to meet the needs of all learners, at all times.
Youth, says Katja Brundiers, assistant clinical professor in ASU’s School of Sustainability, are the most affected by the climate emergency and unsustainability today, but face the biggest hurdles to acquire the knowledge, skills and networks for action needed.
This month, Sherman Dorn says building trust among parents and teachers is key to reopening schools; Maria Teresa Tatto on evaluating global progress on improving teacher quality; Ruth Wylie on "collaborative imagination"; and Eugene Judson and Lydia Ross on the effects o
In July 2019, for the second consecutive year, educators from the Kingdom of Saudi Arabia came to ASU’s Mary Lou Fulton Teachers College for English classes and professional development before starting the spring 2020 semester immersed in public schools in metropolitan Phoenix.
“We are in a time where solidarity work is needed more than ever. If we can create lasting change in education and society, it's going to take collective efforts,” says Amanda Tachine, assistant professor at Arizona State University’s Mary Lou Fulton Teachers College and co-founder of the Cultivating Black and Native Futures in Education Conference.
Steve Graham, Mary Emily Warner Professor of Education, is the 2021 recipient of the William S. Gray Citation of Merit from the International Literacy Association.
More than half of four-year colleges and universities throughout the U.S. are no longer requiring either an SAT or ACT score for 2021 admissions. This spring, K-12 schools are struggling to administer state-required tests and fulfill federal assessment mandates.
Two faculty members at Arizona State University’s Mary Lou Fulton Teachers College explore the effects of COVID-19 on standardized tests and admission exams — and how education leaders might address longstanding issues of inequity related to the tests in both higher education and K-12 settings.