What if education systems were doing more and thinking differently about preparing learners to thrive in the future?
The American Rescue Plan allocates $129 billion to address severe disruptions to school life caused by COVID-19. After the education emergency funding has been spent, what lasting, sustainable improvements will we have brought to our education system?
In an op-ed published in The Conversation, Sherman Dorn writes about the importance of trust in our nation’s schools — and how it is continually ignored or overlooked — especially during the pandemic. News coverage, says Dorn, focuses on wearing masks, social distancing in classrooms and ventilation, whereas the topic of trust gets little attention.
Introduction: Striving for social justice and equity in higher education
By: Irina Okhemtchouk, San Francisco State University; Caroline Turner, Professor Emeritus at MLFTC’s division of educational leadership and policy studies, Lincoln Professor of Ethics and Education at Arizona State University; Patrick Newell, California State University, Chico
In the span of a century, students with autism have gone from being institutionalized in sanitariums to having careers in the STEM field. And despite those strides, academic institutions and teachers still don’t have a firm handle on how to effectively educate many students with this disorder.
As many schools prepare to reopen this fall, many educators are wondering what challenges to anticipate and what tools they’ll need to “get back to normal” — if that’s even possible. Arizona State University’s Mary Lou Fulton Teachers College, in collaboration with What Schools Could Be, will be hosting Project Springboard — April through August, 2021 — a series of design studio sessions to help educators build on this momentum for change as they get ready for the upcoming school year.
Areej Mawasi will graduate from ASU’s Mary Lou Fulton Teachers College next month with her PhD in Learning, Literacies and Technologies.
Editor's note: This story is part of a series of profiles of notable spring 2021 graduates.
Dawn Demps always knew she was going to be a teacher.
At 9 years old, she gathered up younger kids from her neighborhood in Flint, Michigan, cutting peanut butter and jelly sandwiches and doling them out on her front porch.
The disruption of 2020 didn’t deter the students of Herberger Young Scholars Academy. Seventeen students were recognized with prestigious awards from Cambridge Assessment International Education for the spring 2020 Cambridge examination series. HYSA is a school for gifted students in grades 7–12 and affiliated with Arizona State University’s Mary Lou Fulton Teachers College.
A monthly survey of books, chapters, articles, conference papers and presentations by faculty members and graduate students of Mary Lou Fulton Teachers College