A monthly survey of books, chapters, articles and conference papers written by faculty members and graduate students of Mary Lou Fulton Teachers College
At Riverview High School in Mesa, Arizona, teams of educators use technology to scale deeper and personalized learning for multi-age cohorts of students. Twenty minutes away, the 3rd-grade team at Stevenson Elementary School leverages inquiry learning approaches to ignite students’ curiosity and build their agency. Further south, a 10-person educator team at ASU Preparatory Academy–Polytechnic’s Spark Institute deepens and personalizes learning for 7th and 8th graders through problem-based approaches and collaborative learning structures.
Regents Professor Michelene Chi was selected for the 2021 William James Fellow Award from the Association for Psychological Science. The James Award honors APS members for a lifetime of significant intellectual contributions to the basic science of psychology.
Arizona State University’s commitment to the economic, social, cultural and overall health of the communities it serves is embedded in its charter.
As part of that commitment, ASU President Michael Crow has named Jonathan Koppell to the newly created position of vice provost for public service and social impact. Koppell will remain dean of the Watts College of Public Service and Community Solutions.
Fifty years after graduating from ASU’s Mary Lou Fulton Teachers College, her time at the college is still fresh in Elizabeth Foyt’s mind. “I’m still in contact with my roommate — we both live in Las Vegas and meet up occasionally,” says Foyt, adding, “I really believe that my education at ASU is the foundation of my successful life.”
Parents, teachers and school administrators across the U.S. are struggling to adapt to keep students engaged and on track, despite the COVID-19 pandemic — challenges that are even more daunting in developing nations.
Through the looking glass: Reflections of a writing scholar
By: Steve Graham, Mary Lou Fulton Teachers College, ASU
Published in: Education Review, Feb. 2021
Education systems in many countries struggle to provide enough teachers in the right places to meet growing demand and serve all learners. Often, the poorest, most disadvantaged areas have the least qualified, least supported teachers and larger class sizes. Emerging evidence suggests that supporting teachers and learners with a multidisciplinary, team-based approach can be an effective way to improve student learning and to foster inclusion.
Mary Lou Fulton Teachers College at Arizona State University was forced to move its annual Early Childhood Conference online this year due to COVID-19 restrictions. The result for the Feb. 20 conference was nearly double the attendance figure of 2020, and a substantial global representation among participants, including attendees from India, Mexico, Peru, Saudi Arabia, Argentina, Turkey, Thailand and Egypt.
Editor's note: In recognition of Women’s History Month, ASU is highlighting inspiring women and their stories.