Education Commons^™

Advancing A Universally Designed (Ud) Curriculum: How Nh-Me Lend Is Creating An Accessible Program For All, Susan Zimmermann, Amy Frechette, Kathleen Bates, Marnie Morneault, Stacy Driscoll, Susan Russell, Betsy Humphreys

Poster Presentations

To meet the recent requirement for LEND programs to develop a Self-Advocacy Discipline, faculty and staff members of the NH-ME LEND Program established a workgroup to consider how best to support trainees and faculty, including those with disabilities. The focus of the group evolved to include universally designed (UD) principles into the curriculum to accommodate the wide range of learning styles of all NH-ME LEND trainees.

Personalized Feedback In A Virtual Learning Environment, Nateil Carby

Journal of Educational Supervision

The immediate shift to virtual instruction during the spring of 2020 forced educators worldwide to quickly adopt distance learning philosophies, technologies, and pedagogies. This lean adoption of virtual learning tools saw an unprecedented number of educators embrace new modalities of providing feedback to students. This paper explores those modalities and recommends that supervisors help educators situate personalized student feedback within the context of self-determination theory to ensure students' needs for competence, autonomy, and relatedness are not abandoned in a virtual learning environment characterized by isolation and loneliness.

Investigating The Teaching And Assessment Experiences Of Maine Secondary Science Teachers During The Covid-19 Lockdown, Anupam Raj

Electronic Theses and Dissertations

In March 2020, an unexpected event changed the educational systems throughout the world. In the United States, the COVID-19 pandemic caused public places to close down, including schools. To continue education, schools in Maine went online. This study describes how Maine secondary science teachers taught and assessed their students while teaching remotely for the first time during the lockdown. It does so by investigating teachers’ perspectives about the impact on their students, how they handled the issue of equity, their new priorities and expectations, their teaching and assessment challenges, and their successful strategies during the initial phase of the lockdown. …

Investigating The Attitudes, Beliefs And Practices Of High School Chemistry Teachers Regarding The Differentiation Of Instruction, Anna Tyrina

Electronic Theses and Dissertations

Differentiation of instruction (DI) is a broad term used for a group of pedagogical tools that teachers use to individualize instruction for students of different abilities and needs. Differentiation of instruction is a practice that has been researched and characterized to have a variety of instructional benefits, some of which include increased student motivation and engagement (Tomlinson, 2001). This study sought to characterize the attitudes, beliefs, and practices of ten high school chemistry teachers in Maine regarding the differentiation of instruction. Through a phenomenological approach, interviews with these teachers were analyzed to understand how high school chemistry teachers define differentiated …

College Of Education & Human Development _Re-Opening Schools In The Midst Of The Covid-19 Pandemic: Lessons For Leaders From The 2020-2021 School Year, Catharine Biddle, Maria Frankland

Teaching, Learning & Research Documents

Report highlighting the findings of the “Beyond Crisis Schooling” research project which has worked to understand how school leaders understood and responded to the evolving landscape of the COVID crisis between March 2020 and June 2021, including what factors were most important in addressing both the unique and common challenges that their districts experienced through the analysis of
over 7,000 district documents and interviews with 52 district leaders.

Included as supplemental content are screenshots of the project's webpages.

Anth101.Com: A Free And Open Course That Works With Or Without A Classroom, Michael Wesch

Journal of Archaeology and Education

Anthropology is not just a discipline or a body of knowledge. It also contains a different “ethos” for seeing and being in the world. It is often this “ethos” that is what anthropology teachers are actually trying to “teach.” Anth101.com is a free and open textbook, and a hub for anthropology teaching resources, which are dedicated to this kind of transformative learning. The course and text are broken up into 10 lessons that connect to 10 challenge assignments that allow students to practice and embody the core ethos of anthropology.

S3e9: How Do You Teach Music During A Pandemic?, Ron Lisnet, Philip Edelman, Shianne Priest

The Maine Question

The coronavirus has disrupted just about every facet of academia, especially music education. Like concerts and jam sessions, teaching music is a shared community experience, but the pandemic has prompted several educators to switch instruction from in-person to remote. How can a teacher help a student improve when they can’t be in the same room or even play together? Philip Edelman, an assistant professor of music education at UMaine, tried to make the best of a less than ideal situation. He and Shianne Priest, director of music at Leonard Middle School in Old Town, developed a pilot program that gives …

S3e3: How Are Technology And Online Classes Changing Education?, Ron Lisnet, Peter Schilling

The Maine Question

The COVID-19 pandemic accelerated many changes that were already underway in how and where education is delivered these days. From Pre-K to Ph.D., online curricula offered through digital platforms like Zoom and Brightspace are now a key component of virtually every student’s instruction. What are the advantages of using these technologies? Will they replace or merely supplement in-class, face-to-face learning? We talk with Peter Schilling from UMaine’s Center for Innovation in Teaching and Learning about the future of online education.

Grand Challenge No. 4: Curriculum Design – Curriculum Matters: Case Studies From Canada And The Uk, John R. Welch, Michael Corbishley

Journal of Archaeology and Education

Archaeology in the 21st century faces outward more than inward, with many archaeologists working on projects that actively involve young people, descendant communities, diverse colleagues and clients, and the general public. The ways and means of learning and teaching about the past, as outlined in the curricula of primary, secondary, and post-secondary schools, always reflect the prevalent pedagogies of the age. Our paper comments upon two different ways of learning about archaeology. First, it presents an online university graduate program in Canada for post-Baccalaureate Cultural Resource Management (CRM) practitioners and a module on archaeology and education, which may form part …

Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine

Journal of Archaeology and Education

Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …

Coaching Lend Faculty In Implementing Team-Based Learning Across Two States: Lessons Learned Over Four Years, Alan Kurtz, Rae Sonnenmeier, Betsy P. Humphreys, Susan Russell

Poster Presentations

This poster describes the implementation of team-based learning (TBL) in the didactic seminar component of the NH-ME LEND program over four years. TBL has been found to be an effective instructional method, fostering communication, collaboration, and conflict negotiation among interdisciplinary teams. The process of coaching a large faculty across two states to implement TBL, faculty perceptions with TBL, lessons learned, and quality improvement strategies is described.

A Multiple Case Study Of Secondary School Teachers' Understanding Of Learning Relationships In Virtual Schools: Implications For Teacher Identity, Linda M. Fuller

Electronic Theses and Dissertations

There is now a strong presence of virtual schools in the United States serving K-12 students, along with increased opportunities for brick-and-mortar students to take virtual courses (Ash, 2011; Luo, Hibbard, Franklin, & Moore, 2017). Research into the human impact of virtual education is not keeping pace (Gulosino & Miron, 2017; Rice et al., 2014). This study focused on the experiences and insights of virtual teachers in terms of their relationships with learners as well as on potential changes in their sense of professional identity as they moved from one setting to the other. During a series of three individual, …

Improving Effective Interdisciplinary Team Work Using Team-Based Learning Within The Nh-Me Lend Curriculum: Comparing Years 1 – 3, Alan Kurtz, Rae Sonnenmeier, Betsy P. Humphreys, Susan Russell

Poster Presentations

This poster provided an update on an ongoing effort by faculty in the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (NH-ME LEND) Program to implement Team-Based Learning (TBL). Three years of evaluation data was presented. Changes made to improve the process were identified as well as some of the unique obstacles to implementing TBL in a seminar that was conducted in two classrooms connected through video conferencing and had a high faculty-to-student ratio.

Engaging Lend Trainees In A Leadership And Policy Experience, Susan Russell, Betsy P. Humphreys, Alan Kurtz, Rae Sonnenmeier

Poster Presentations

This poster illustrated how faculty from the New Hampshire-Maine Leadership Education in Neurodevelopmental and Related Disabilities (NH-ME LEND) Program re-envisioned and implemented a comprehensive set of leadership, policy and advocacy experiences to further build upon the leadership potential of 23 LEND trainees by intentionally threading leadership skill development throughout the LEND curriculum.

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.

Navigating Distance And Technology: Successfully Engaging Lend Trainees From New Hampshire And Maine In A Synchronous Online Team-Based Learning Environment, Susan Russell, Alan Kurtz, Elizabeth Humphreys, Rae Sonnenmeier

Poster Presentations

The accomplishments and challenges of distance and technology in an online team-based learning environment.