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Full-Text Articles in Education

Proficiency-Based Diploma System In Maine: Implementing District-Level High School Graduation Policies Phase Iii Report, Erika K. Stump, David L. Silvernail Phd Jun 2015

Proficiency-Based Diploma System In Maine: Implementing District-Level High School Graduation Policies Phase Iii Report, Erika K. Stump, David L. Silvernail Phd

Proficiency-Based Education

In this Phase III of the study, examination of the application documents, practices, policies and standards of several case study districts provided insights into the development of local high school graduation policies aligned with Maine's proficiency-based diploma legislation. In addition, high school administrators and district leaders in case study districts were asked in interviews to discuss how this state policy has continued to impact their local district and schools. The following material describes the work being done regarding high school graduation policies that have been proposed and passed in these seven case study districts. This study examines and describes ...


Elementary Teachers Committed To Actively Teaching Science And Engineering, Julianne Radkowski Opperman Jan 2015

Elementary Teachers Committed To Actively Teaching Science And Engineering, Julianne Radkowski Opperman

All Theses & Dissertations

Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning.


Preparing For Changes In Teacher Preparation Program Accountability: Evaluating The Factors That Influence Job Placement Of Teacher Preparation Program Graduates, Amy F. Johnson Jan 2015

Preparing For Changes In Teacher Preparation Program Accountability: Evaluating The Factors That Influence Job Placement Of Teacher Preparation Program Graduates, Amy F. Johnson

All Theses & Dissertations

Teacher preparations programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.