Education Commons^™

Computerized Adaptive Assessment Of Infant-Toddler Language Development: Demonstration And Validation Of An App For Screening, Alan B. Cobo-Lewis, Curtis Meadow, George Markowsky, Barbara Z. Pearson, Shawn A. Collier, Rebecca E. Eilers

Poster Presentations

We have developed a computerized adaptive test (an app), based on the MacArthur-Bates Communicative Development Inventories (CDI), that can rapidly gauge infant and toddler language development based on parent report. The app can be very useful in screening for developmental disabilities in IDEA Part C or Section 619. We will demonstrate the app and present validation data for toddlers.

Improving Effective Interdisciplinary Team Work Using Team-Based Learning Within The Nh-Me Lend Curriculum: Evaluation From Year 2, Rae Sonnenmeier, Alan Kurtz, Betsy Humphreys, Susan Russell

Poster Presentations

This poster provided an update on the implementation of Team-Based Learning (TBL) by NH LEND faculty during Academic Year 2015-2016. Improvements to the Readiness Assurance Process included defined learning outcomes, use of reading guides, and improved assessment of trainee knowledge of concepts. Evaluation data from Years 1 and 2 regarding the use of TBL were presented, including positive outcomes and challenges described by faculty and trainees.

Discussion In Middle And High School Earth Science Classrooms And Its Impact On Students' Abilities To Construct Evidence-Based Arguments In Their Written Work, Rachel Martin

Electronic Theses and Dissertations

Middle and high school teachers who participate in the Maine Physical Sciences Partnership (MainePSP) noted persistent problems in their classrooms, including low levels of student engagement and gaps in how students use evidence. To address these problems, this study was designed in collaboration with MainePSP teachers in a design-based implementation research process as teachers aimed to better connect classroom discussion and written argumentation. Though scientific writing makes use of argumentation to support ideas, it is often the sharing of ideas that makes an argument stronger.

Two teachers collected data from their seventh and ninth grade Earth Science classrooms at schools …

A Preliminary Investigation Of Maine Virtual Charter School Costs Relative To The Essential Programs And Services Funding Model, Amy F. Johnson, Fleur Hopper, James E. Sloan

Maine Education Policy Research Institute

No abstract provided.

Preliminary Investigation Of Maine Virtual Charter School Costs Relative To The Essential Programs And Services Funding Model, Amy F. Johnson, Fleur Hopper, James E. Sloan

Maine Education Policy Research Institute

In 2015, the Maine State Legislature's Joint Standing Committee on Education and Cultural Affairs commissioned the Maine Education Policy Research Institute (MEPRI) to study the state's Essential Program and Services (EPS) K-12 education funding model in relationship to the funding for Maine's two virtual charter schools. The study was initiated with a review of available literature and reports on virtual school funding in other states. Because the structure of Maine's virtual schools differs from typical models in other states, most notably because core academic subject teachers are required to teach from one central physical location, further cost analysis was conducted …

Piloting Pe/Pg Systems In Maine School Districts: Lessons Learned, Ian Mette, Janet C. Fairman

Maine Education Policy Research Institute

No abstract provided.

Inconsistent Conceptions Of Acceleration Contributing To Formative Assessment Limitations, Gregory D. Kranich

Electronic Theses and Dissertations

Science, technology, engineering, and mathematics (STEM) education has become a national priority in light of measures indicating marginal student interest and success in the United States. Just as evidence is integral to policy decisions, so too do teachers depend on evidence to inform instructional choices. Classroom assessment remains a touchstone means of gathering such evidence as indicators of students’ progress, and increasingly, teachers are designing, implementing, and interpreting assessments in collaboration with one another.

In rural Maine, the work of the Maine Physical Sciences Partnership (MainePSP) has enabled science educators to come together as a supportive professional community. We focused …

Recommendations And Resources For Evaluating Community School Programs, Janet C. Fairman, Amy F. Johnson

Maine Education Policy Research Institute

No abstract provided.

Successful Strategies And Challenges For Extended Learning Time Programs: Case Studies Of Six Maine Schools, Ian M. Mette, Catharine Biddle, Janet C. Fairman

Maine Education Policy Research Institute

No abstract provided.

Proficiency-Based High School Diploma Systems In Maine: Local Implementation Of State Standards-Based Policy, Phase Iv Policy Report, Erika K. Stump, Bernadette Doykos, Catherine Fallona

Maine Education Policy Research Institute

No abstract provided.

Factors Influencing Parents’ Decision To Use Public Pre-K Programs In Maine: Results Of A Parent Survey, Janet C. Fairman, Mary Ellin Logue, Sharon Labrie

Maine Education Policy Research Institute

No abstract provided.

Using Evidence-Based Criteria For Block Grant Funding Of Collaborative Time For Educator Professional Development, Janet C. Fairman, A. James Artesani

Maine Education Policy Research Institute

No abstract provided.

Remedial Course Enrollments And Student Outcomes In Maine's Public Higher Education Institutions, Amy F. Johnson

Maine Education Policy Research Institute

No abstract provided.

Successful Strategies For Extended Learning Opportunities: A Literature Review Of Academic Benefits And Beyond, Catharine Biddle, Ian M. Mette

Maine Education Policy Research Institute

No abstract provided.

Remedial Course Enrollments And Student Outcomes In Maine’S Public Higher Education Institutions, Amy F. Johnson

Maine Education Policy Research Institute

No abstract provided.

An Examination Of Using Social Impact Bonds To Fund Education In Maine, Erika K. Stump, Amy F. Johnson

Maine Education Policy Research Institute

No abstract provided.