The research papers and publications listed below are a sampling of recent contributions by faculty representing Arizona State University’s Mary Lou Fulton Teachers College. Please see links below for full authorship credits.
One challenge in getting students to engage with complex subjects — such as science, technology, engineering, math and medicine — lies in how these topics are taught and received at the cognitive level.
MLFTC research explores systemic approaches to STEM and professional learning.
The research papers and publications listed below are a sampling of recent contributions by faculty representing Arizona State University’s Mary Lou Fulton Teachers College. Please see links below for full authorship credits.
MFLTC creates Arizona’s first middle grades teacher prep program.
Early adolescence can sometimes feel like learning how to drive on a winding road with lots of detours and confusing signage. This stage of life is often about breaking away from childhood, starting to test rule limits and learning to navigate all sorts of terrain.
Professional learning course leverages MLFC’s expertise.
Creativity is an essential part of being an effective educator, particularly as new technologies emerge. Researchers at ASU’s Mary Lou Fulton College for Teaching and Learning Innovation have been exploring these connections even before GenAI emerged, and they are developing more than 50 education-focused projects since ASU became the first higher education institution to collaborate with OpenAI.
The Educational Media Innovation Studio at MLFTC creates innovative multimedia learning experiences that support interdisciplinary, collaborative teaching and deeper, personalized learning in a variety of educational settings. There is a need to increase access to these resources and to better understand learner outcomes.
Schools and districts nationwide are adopting strategic school staffing models, and there is a need for further study and research into the effectiveness of such models.
Schools and districts are seeking information on how to implement strategic staffing models. MLFTC's Next Education Workforce™ initiative provides site visits for visiting school staff to observe such models in practice in schools in the Phoenix area. However, demand exceeds space for these visits, and the site visits may not be logistically possible for many other schools and districts.
K-12 schools and school systems are interested in developing strategic staffing models that benefit both educators and the students they serve, however they seek logistical and systemic support in advancing such models.
The fast-emerging field of generative AI has already disrupted K-12 education and will continue to do so. The field urgently needs rapid response research to help district leaders and others manage the risks of AI, including those around bias, equitable access, and academic integrity, while also delivering on the promise for how AI might transform the job of teaching and improve student outcomes.