Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 5 of 5
Full-Text Articles in Education
2014 Maine Head Start Annual Report, Linda Labas, Jill Downs, Maine Head Start Directors' Association, Maine Head Start State Collaboration Office
2014 Maine Head Start Annual Report, Linda Labas, Jill Downs, Maine Head Start Directors' Association, Maine Head Start State Collaboration Office
Early Childhood Resources
The goal of Head Start is to improve outcomes for young children (ages 6 weeks to 5 years) from low-income families by promoting school readiness through a continuum of comprehensive services (early childhood education, health, nutrition, and social services) that support children’s development and family functioning. The term “Head Start” refers to the Head Start program as a whole which serves pregnant women, infants, toddlers, preschool-aged children, and their families in various service options (home visiting, center-based, and family child care). This annual report presents aggregate data from the 11 non-tribal Head Start grantees in Maine for the 2012-2013 program …
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling, Mary Ellin Logue, V. Susan Bennett-Armistead, Soojoung Kim
Child Development and Family Relations Faculty Scholarship
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry …
Early Literacy Center Introduces Second Series Of Little Books For Early Readers, Kay Hyatt
Early Literacy Center Introduces Second Series Of Little Books For Early Readers, Kay Hyatt
General University of Maine Publications
Maine themes abound in the second series of Little Books for Early Readers produced by the Center for Early Literacy at the University of Maine's College of Education. Lobster, potatoes, blueberries, and the sea are among the subjects of the 30 small books, written by Maine teachers and featuring photos of Maine youngsters at school, at home, and at play, as well as photos and stories about animals and other activities children enjoy. The new series was introduced June 24 at the statewide Early Literacy Conference held at UMaine.
Maine Fourth Graders Top National Reading Assessment, Kay Hyatt
Maine Fourth Graders Top National Reading Assessment, Kay Hyatt
General University of Maine Publications
Maine fourth graders lead the nation in reading proficiency, according to the latest nationwide assessment of student achievement. The 1994 National Assessment of Educational Progress, known as the "nation's report card," recently released by the U.S. Education Department shows Maine students outscoring their colleagues in 39 participating states and two jurisdictions, Guam and Department of Defense overseas schools.
Educational And Cultural Opportunities Similar For Gifted Students In Rural And Suburban Schools, Kay Hyatt
Educational And Cultural Opportunities Similar For Gifted Students In Rural And Suburban Schools, Kay Hyatt
General University of Maine Publications
Gifted students in rural schools report just as many opportunities to participate in enriching extracurricular activities as their suburban counterparts, but there is a large range of availability among rural schools. Rural students in schools without gifted programs tend to have fewer other options for activities than do their rural peers in schools with gifted education programs. The conclusions were reached by researchers in Maine and Virginia who conducted studies to examine differences in opportunities and resources for middle level gifted students.