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The Economic Impacts Of School Closure In Rural Maine, Heather Perry Apr 2020

The Economic Impacts Of School Closure In Rural Maine, Heather Perry

Muskie School Dissertations

The purpose of this case study research was to examine the economic impact of school closures on three rural communities in Maine. I created a conceptual framework around six healthy community economic markers. Each of the six markers are studied in 2010 when schools were closed and then again in 2016. This data, in addition to perceptions data from stakeholders in each of the three communities was studied to determine if the closure of the school had any impact on these healthy economic markers. Findings suggest that there were no negative impact to the economic markers studied within the three ...


The Torch (February 2020), Crtp Feb 2020

The Torch (February 2020), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


The Torch (December 2019), Crtp Dec 2019

The Torch (December 2019), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


The Effects Of Grading Practices On Motivations For Learning At The Middle School Level, Justin D. Stebbins Ms Jul 2019

The Effects Of Grading Practices On Motivations For Learning At The Middle School Level, Justin D. Stebbins Ms

Muskie School Dissertations

The objective of this quantitative survey study was to measure the effect grading traditionally (using averaging) versus non-traditionally (best, most recent evidence) on four types of student motivation. These types of motivation were mastery orientation (learning for learning sake), performance orientation (going for the grade or external recognition), performance avoidance (not wanting to appear incompetent), and mastery avoidance (not wanting to lose what you have). This set of orientations is derived from the goal orientation theory.

In this study, 1,652 students and 93 educators between four schools took an anonymous 20-minute online survey. Due to lack of teacher participation ...


The Torch (June 2019), Crtp Jun 2019

The Torch (June 2019), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


An Examination Of How Middle School Principals Make Sense Of Their Role In Leading Standards Based Educational Reform, Barbara J. Maling Cas, Ma Apr 2019

An Examination Of How Middle School Principals Make Sense Of Their Role In Leading Standards Based Educational Reform, Barbara J. Maling Cas, Ma

Muskie School Dissertations

A dominant feature of the educational policy landscape has been the adoption and use of learning standards to design classroom instruction. As these efforts move forward, often without clear definition of the classroom practices that should be adopted, the role of the school principal is critical in interpreting the changes, and charting a course for the teachers in the building. This qualitative study, examines the sensemaking of four active middle school principals as they interpreted and led standards-based reform efforts in their buildings, using a novel theoretical framework based on prior research (Benford & Snow, 2000; Spillane, Reiser, & Reimer, 2002). In addition, the study sought to illuminate how the forces of the principal's belief in the value of the standards-based education and their accountability to the district and state to create change affected their leadership practice in the school.

Key findings demonstrated that the variation in language related to standardsbased practices posed challenges for principals, and that principals made robust efforts to mediate the collective sensemaking of the practitioners in their buildings, as well the individual teacher sensemaking of the new practices. In the study principals hewed to the unique context of their school when determining what elements of standards-based practices to adopt. Other findings support the idea that a principal' s belief in the reform efforts is a substantially stronger influence on their leadership priorities than a sense of accountability.

This indicates that reform efforts should focus on careful consideration of the language used to describe the practices; they should account for resources ...


The Torch (February 2019), Crtp Feb 2019

The Torch (February 2019), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (December 2018), Crtp Dec 2018

The Torch (December 2018), Crtp

Torch: The Civil Rights Team Project Newsletter

Description

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (October 2018), Crtp Oct 2018

The Torch (October 2018), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (June 2018), Crtp Jun 2018

The Torch (June 2018), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (April 2018), Crtp Apr 2018

The Torch (April 2018), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


The Torch (February 2018), Crtp Feb 2018

The Torch (February 2018), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (December 2017), Crtp Dec 2017

The Torch (December 2017), Crtp

Torch: The Civil Rights Team Project Newsletter

Description

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (October 2017), Crtp Oct 2017

The Torch (October 2017), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


The Torch (June 2017), Crtp Jun 2017

The Torch (June 2017), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


Torch (June 2017), Brandon Baldwin Jun 2017

Torch (June 2017), Brandon Baldwin

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


The Torch (April 2017), Crtp Apr 2017

The Torch (April 2017), Crtp

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58

Disciplines

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


The Torch (February 2017), Brandon Baldwin Feb 2017

The Torch (February 2017), Brandon Baldwin

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity

Recommended Citation

Baldwin, Brandon and Civil Rights Team Project, "Torch (August 2013)" (2013). Torch: The Civil Rights Team Project Newsletter. 58. http://digitalcommons.usm.maine.edu/torch/58


A Preliminary Investigation Of Maine Virtual Charter School Costs Relative To The Essential Programs And Services Funding Model, Amy F. Johnson Phd, Fleur Hopper, James E. Sloan Jul 2016

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

School Funding - Essential Programs and Services (EPS)

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 ...


Recommendations And Resources For Evaluating Community School Programs, Janet C. Fairman Ph.D., Amy F. Johnson Phd Apr 2016

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

School Improvement

The legislative definition of “community schools” is intentionally broad and anticipates the possibility that community schools might vary significantly in their locally-developed goals and intervention programs. The needs of students and their families may vary by community, as does the array of existing resources available in the surrounding area. This leads to a broad set of possible strategies that may imply different expected outcomes and evaluation processes.

The grant program requires pilot schools to meet certain application criteria. Applications require schools to submit an audit or needs assessment, a community resources assessment, an outline of plans and goals based on ...


Torch (April 2016), Brandon Baldwin, Civil Rights Team Project Apr 2016

Torch (April 2016), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

Civic and Community Engagement | Civil Rights and Discrimination | Education | Gender and Sexuality | Inequality and Stratification | Politics and Social Change | Public Policy | Race and Ethnicity


Proficiency-Based High School Diploma Systems In Maine: Local Implementation Of State Standards-Based Policy Phase Iv Policy Report, Erika K. Stump, Bernadette Doykos Phd, Catherine Fallona Phd Mar 2016

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

Proficiency-Based Education

In this current year, Phase IV, researchers collected new data from qualitative interviews and document analysis in six case study school districts in Maine, representing a range of demographics, geographic regions and implementation stages. Three of these districts had been involved in at least one year of Phase I-III of this study, allowing for exploration of ongoing implementation practices and comparing perceived challenges and benefits from initial implementation to later stages. Findings suggested that Maine's proficiency-based high school diploma mandate had mobilized PK-12 collaborative professional work, but there was an evident need for even greater professional time for full ...


Using Evidence-Based Criteria For Block Grant Funding Of Collaborative Time For Educator Professional Development, Janet C. Fairman Phd, A. James Artesani Edd Feb 2016

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

School Funding - Essential Programs and Services (EPS)

This report was prepared by the Maine Education Policy Research Institute (MEPRI) at the request of the Maine State Legislature to provide recommendations for the development of a block grant program of supplemental funding to school districts to support evidence-based professional development for educators and/ or leaders or instructional coaching support in schools and classrooms. The report provides guidance to inform decisions on pending legislation, LD 1394, “An Act to Implement the Recommendations of the Commission to Strengthen the Adequacy and Equity of Certain Cost Components of the School Funding Formula”.

The report builds on an earlier MEPRI report which ...


Torch (February 2016), Brandon Baldwin, Civil Rights Team Project Feb 2016

Torch (February 2016), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.


An Examination Of Using Social Impact Bonds To Fund Education In Maine, Erika K. Stump Phd, Amy F. Johnson Phd Jan 2016

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

School Funding - Essential Programs and Services (EPS)

As resolved in H.P. 285 - L.D. 418 (Chapter 52) and requested by the Maine Legislature's Joint Standing Committee on Education and Cultural Affairs, the Maine Education Policy Research Institute (MEPRI) has conducted a study with the purpose of examining current policies and investigating the feasibility of using Social Impact Bonds as a funding mechanism for public education programs in Maine.


Torch (December 2015), Brandon Baldwin, Civil Rights Team Project Dec 2015

Torch (December 2015), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.


Torch (October 2015), Brandon Baldwin, Civil Rights Team Project Oct 2015

Torch (October 2015), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.


Torch (August 2015), Brandon Baldwin, Civil Rights Team Project Aug 2015

Torch (August 2015), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.


Torch (May 2015), Brandon Baldwin, Civil Rights Team Project May 2015

Torch (May 2015), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.


Torch (March 2015), Brandon Baldwin, Civil Rights Team Project Mar 2015

Torch (March 2015), Brandon Baldwin, Civil Rights Team Project

Torch: The Civil Rights Team Project Newsletter

No abstract provided.