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Articles 1 - 30 of 157
Full-Text Articles in Education
Children's Center_Updated Protocol For Close Contacts-Chapel, Kimberly Dodge-Cummings
Children's Center_Updated Protocol For Close Contacts-Chapel, Kimberly Dodge-Cummings
Children's Center
Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding changes to protocols put in place in response to the COVID-19 pandemic.
Children's Center_Chapel Covid-19 Testing, Kimberly Dodge-Cummings
Children's Center_Chapel Covid-19 Testing, Kimberly Dodge-Cummings
Children's Center
Email from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the Children's Center no longer participating in test-to-stay for the Preschool and Chapel programs which was out in place in response to the COVID-19 pandemic.
Document Analysis Of Behavior Expectations And Disciplinary Action Policies Of Public Preschools In Maine, Kristin Davies
Document Analysis Of Behavior Expectations And Disciplinary Action Policies Of Public Preschools In Maine, Kristin Davies
Honors College
Student handbooks from public preschools in the state of Maine were collected to analyze what behavior expectations, disciplinary actions, suspension policies, expulsion policies were included, and to what degree of detail these policies were explained in student handbooks. A document analysis framework was utilized to collect and interpret the data. The document analysis framework has two different content analysis techniques, and a content analysis technique was utilized to determine the number of times specific words or phrases were utilized in each of the 72 student handbooks. Key terms were chosen in order to quantify the frequency of words used in …
Children's Center_Covid Update, Kimberly Dodge-Cummings
Children's Center_Covid Update, Kimberly Dodge-Cummings
Children's Center
Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding changes to protocols put in place in response to the COVID-19 pandemic regarding the fact that face covering will be in optional in all of the Children's Center programs.
Children's Center_Updated Covid-19 Information, Kimberly Dodge-Cummings
Children's Center_Updated Covid-19 Information, Kimberly Dodge-Cummings
Children's Center
Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the opening hours of the Center and guidelines put in place in response to the COVID-19 pandemic.
Certification Patterns Of Grades K-8 Teachers In Maine Public Schools, Amy F. Johnson, Lisa Morris
Certification Patterns Of Grades K-8 Teachers In Maine Public Schools, Amy F. Johnson, Lisa Morris
Maine Education Policy Research Institute
No abstract provided.
Kindergarten Screening Tools Used By Maine Public School Districts, Amy F. Johnson
Kindergarten Screening Tools Used By Maine Public School Districts, Amy F. Johnson
Maine Education Policy Research Institute
No abstract provided.
Telehealth Support Services For Students In Maine Schools Before And After The Covid Pandemic, Patricia Lech, Amy F. Johnson
Telehealth Support Services For Students In Maine Schools Before And After The Covid Pandemic, Patricia Lech, Amy F. Johnson
Maine Education Policy Research Institute
No abstract provided.
Extended Learning Opportunity (Elo) Programs In Maine High Schools, Lauren Saenz, Amy F. Johnson, Matt Pines
Extended Learning Opportunity (Elo) Programs In Maine High Schools, Lauren Saenz, Amy F. Johnson, Matt Pines
Maine Education Policy Research Institute
No abstract provided.
Mainecare Billing In Public School Districts, Amy F. Johnson, Patricia Lech
Mainecare Billing In Public School Districts, Amy F. Johnson, Patricia Lech
Maine Education Policy Research Institute
No abstract provided.
School-Community Partnerships In Maine, Janet C. Fairman, Catharine C. Biddle, Ming Tso Chien
School-Community Partnerships In Maine, Janet C. Fairman, Catharine C. Biddle, Ming Tso Chien
Maine Education Policy Research Institute
No abstract provided.
School Leadership Development Programs In Maine: Building Statewide Capacity And Addressing Challenges, Janet C. Fairman, Ian M. Mette, Maria C. Frankland
School Leadership Development Programs In Maine: Building Statewide Capacity And Addressing Challenges, Janet C. Fairman, Ian M. Mette, Maria C. Frankland
Maine Education Policy Research Institute
No abstract provided.
Evaluating Services For New Mainers Community, Hibo Omer
Evaluating Services For New Mainers Community, Hibo Omer
Student and Trainee Scholarship
Mission: Sandcastle Clinical & Education Services: we decided that children with special needs would no longer be separated and that our classrooms would be composed of a mixture of children. Sandcastle’s goal was and still is to this day that children graduating from our program at age five, who had special needs, would transition directly into a regular classroom and not be segregated from their peers. We are proud to have been on the cutting edge of inclusion, and proud to be educating children to be open minded, with open hearts.
Vision: Sandcastle was the first early childhood education program …
Child Development Services - Partnering For Improvement Through Survey Data Collection, Gabrielle Jackson
Child Development Services - Partnering For Improvement Through Survey Data Collection, Gabrielle Jackson
Student and Trainee Scholarship
Child Development Services (CDS) Part C’s wish to see improvement with the Fidelity check Database system. Fidelity checks are performed on providers to assess the fidelity they are implementing for the Routines Based Intervention System (created by Robin McWilliams) in their work with families and children.
Barriers To Accessing Early Intervention And Early Childhood Special Education: Professionals' Perspectives, Tracey Miller
Barriers To Accessing Early Intervention And Early Childhood Special Education: Professionals' Perspectives, Tracey Miller
Student and Trainee Scholarship
Supervised by the Maine Department of Education, Child Development Services (CDS) provides Early Intervention (EI) for children from birth through age 2 and Early Childhood Special Education (ECSE) for children ages 3-5 through a network of regional sites.
Access to EI and ECSE services educates and empowers families to understand and respond to their children’s developmental needs and supports improved cognition, language, communication, social-emotional skills, and school readiness. These early gains can lead to better outcomes later in childhood and into adulthood.
How Students With Iep’S And Their Teachers Are Faring In Maine Schools During The Covid-19 Pandemic, Patricia Lech, Amy F. Johnson
How Students With Iep’S And Their Teachers Are Faring In Maine Schools During The Covid-19 Pandemic, Patricia Lech, Amy F. Johnson
Maine Education Policy Research Institute
The goal of the study was to better understand how instruction to students with Individualized Education Plans (IEPs) was delivered during remote learning this past spring and during the fall semester of the 2020-21 school year, and how these vulnerable students have been impacted. Research questions looked at special education teacher impressions of what was effective, the challenges in delivery of remote education, and how student academic progress was affected. Special education teachers and special education directors were also asked how to best help students who fell behind and what additional resources or supports they needed. Teachers reported that most …
Children's Center_Urgent-Center, Kimberly Dodge-Cummings
Children's Center_Urgent-Center, Kimberly Dodge-Cummings
Children's Center
Letter from Kimberly Dodge-Cummings, University of Maine: Children's Center Director regarding the Center programs taking a 72-hour pause in its operations from November 10 to November 12, 2020 in response to the COVID-19 pandemic.
Educator Recruitment And Retention In Maine Schools, Amy Johnson, Kathryn Hawes, Sigrid Olson
Educator Recruitment And Retention In Maine Schools, Amy Johnson, Kathryn Hawes, Sigrid Olson
Maine Education Policy Research Institute
No abstract provided.
Educator Recruitment And Retention In Maine, Amy F. Johnson, Kathryn Hawes, Singrid Olson
Educator Recruitment And Retention In Maine, Amy F. Johnson, Kathryn Hawes, Singrid Olson
Maine Education Policy Research Institute
No abstract provided.
Maine Principals’ Perceptions Of Beginning Teacher Preparation, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech, Amy F. Johnson
Maine Principals’ Perceptions Of Beginning Teacher Preparation, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech, Amy F. Johnson
Maine Education Policy Research Institute
No abstract provided.
The Educational Needs Of Children Ages 0-5 Born With Neonatal Abstinence Syndrome In Maine, Julia Casey
The Educational Needs Of Children Ages 0-5 Born With Neonatal Abstinence Syndrome In Maine, Julia Casey
Honors College
The goal of this study is to better understand the educational needs of children born with neonatal abstinence syndrome (NAS) in Maine. This study will consider two questions. First, what is currently being done to help children born with NAS in Maine? To answer this question, I looked into previous studies that evaluate the needs of children born with prenatal drug exposure. I also looked into Maine’s Strategic Action Opioid Plan to determine what initiatives the state is taking towards helping these children. Second, what should Maine be doing to help the children born with NAS? To answer this question, …
Consider "Grow-Your-Own" (Gyo) Models By Examining Existing Teacher Preparation Programs In Maine, Sarah Jessen, Janet Fairman, Cathie Fallona, Amy Johnson
Consider "Grow-Your-Own" (Gyo) Models By Examining Existing Teacher Preparation Programs In Maine, Sarah Jessen, Janet Fairman, Cathie Fallona, Amy Johnson
Maine Education Policy Research Institute
No abstract provided.
Considering "Grow-Your-Own" (Gyo) Models Examining Existing Teacher Preparation Models In Maine, Sarah B. Jessen, Janet C. Fairman, Cathie Fallona, Amy F. Johnson
Considering "Grow-Your-Own" (Gyo) Models Examining Existing Teacher Preparation Models In Maine, Sarah B. Jessen, Janet C. Fairman, Cathie Fallona, Amy F. Johnson
Maine Education Policy Research Institute
No abstract provided.
Response To Intervention And Multi-Tiered Systems Of Support In Maine Schools: Portraits Of Promising Practices, Kathryn Hawes, Amy F. Johnson, Angela Atkinson Duina
Response To Intervention And Multi-Tiered Systems Of Support In Maine Schools: Portraits Of Promising Practices, Kathryn Hawes, Amy F. Johnson, Angela Atkinson Duina
Maine Education Policy Research Institute
In response to requirements of the federal Individuals with Disabilities Education Act (IDEA), Maine enacted a rule requiring all schools to have a multi-tiered system of supports (MTSS) in place by 2012 for a general education, pre-referral system of student support. The purpose of this system, generally termed Response to Intervention (RtI) by many practitioners, was to increase student achievement and decrease the growing number of students referred for special education services. It was anticipated that the system would also reduce overall costs for student support by providing early interventions. The Maine Education Policy Research Institute (MEPRI) was asked by …
Assessing And Supporting Students’ Social And Emotional Needs In Maine Schools, Janet C. Fairman, Maria C. Frankland
Assessing And Supporting Students’ Social And Emotional Needs In Maine Schools, Janet C. Fairman, Maria C. Frankland
Maine Education Policy Research Institute
No abstract provided.
Math Pathways Reforms In Maine, Sarah B. Jessen, Amy F. Johnson
Math Pathways Reforms In Maine, Sarah B. Jessen, Amy F. Johnson
Maine Education Policy Research Institute
For the past several years, attention has turned toward reviewing and reframing the curricular pathways in math for students, particularly at the postsecondary level. Focus has shifted not only to math preparedness, but also to redefining the curricular pathways that lead to academic and career success. In higher education, the central principle involves redefining and reorganizing coursework around defined pathways, based on academic and career interests of students. For K-12 institutions, the math pathways reforms have less clear implications. One key organization working in this area--both nationally and in Maine--is the Dana Center at the University of Texas at Austin. …
Public Preschool Programs In Maine: Program Design Capacity And Expansion Challenges, Patricia Leach, Janet C. Fairman
Public Preschool Programs In Maine: Program Design Capacity And Expansion Challenges, Patricia Leach, Janet C. Fairman
Maine Education Policy Research Institute
No abstract provided.
Feasibility Study Of Assessing The Supply And Demand For Educators In Maine, Amy F. Johnson, Lisa Morris
Feasibility Study Of Assessing The Supply And Demand For Educators In Maine, Amy F. Johnson, Lisa Morris
Maine Education Policy Research Institute
Like most states, Maine is facing staffing shortages. Recent Maine Education Policy Research Institute (MEPRI) studies have documented--both quantitatively and qualitatively--some of the challenges that schools face in filling teacher positions. In this report the authors focus on the supply of educators and assess the feasibility of using administrative data from the certification system to identify shortage areas. Specifically, they combine certification and staff data to quantify the number of certificate holders who are working in their endorsement area, working in education outside of their endorsement area, or not working in Maine's education sector (i.e. potentially available for hire) to …
Challenges With Teacher Retention And Staffing And Shortages In Maine School Districts, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech
Challenges With Teacher Retention And Staffing And Shortages In Maine School Districts, Janet C. Fairman, Tammy M. Mills, Patricia L. Lech
Maine Education Policy Research Institute
No abstract provided.
Restraint And Seclusion In Schools: Understanding The Keeping All Students Safe Act (Kassa), 2018-2019 Cohort Of New Hampshire-Maine Leadership Education In Neurodevelopmental And Related Disabilities (Nh-Me Lend) Program Trainees
Restraint And Seclusion In Schools: Understanding The Keeping All Students Safe Act (Kassa), 2018-2019 Cohort Of New Hampshire-Maine Leadership Education In Neurodevelopmental And Related Disabilities (Nh-Me Lend) Program Trainees
Policy Analysis
The use of restraint and seclusion for managing children’s behaviors in schools has led to physical and psychological harm, and, in the most extreme cases, even death. For more than a decade, the level of research and concern regarding restraint and seclusion in schools has grown. The experience of being restrained and secluded in school can be traumatizing and life-altering, particularly for children with developmental, mental health, or intellectual disabilities. While adults and children in mental health and correctional facilities are protected by law from the unnecessary use of restraints and seclusion, no federal law protects our children in schools. …