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Full-Text Articles in Education
Maine Learning Technology Initiative Program Evaluation Report 2013-14 Professional Development Programs, Caroline A. Pinkham, Bernadette Doykos
Maine Learning Technology Initiative Program Evaluation Report 2013-14 Professional Development Programs, Caroline A. Pinkham, Bernadette Doykos
Education Technology
The purpose of this report is to explore the expansion of the MLTI program that occurred in the 2013‐2014 academic year. In June 2014, over 400 individuals from Maine public schools were solicited to participate in a survey examining their experiences with MLTI technology in their schools. In 2013‐2014, for the first time since the inception of MLTI in 2002, the program shifted to a multiple‐device solution, which offered schools the opportunity to select from a range of device choices, including a MacBook Air, iPad, or HP Probook. Both the MacBook Air and the HP Probook were traditionally formatted laptops, …
Factors Used In Maine Learning Technology Initiative (Mlti) Device Choice, Caroline A. Pinkham
Factors Used In Maine Learning Technology Initiative (Mlti) Device Choice, Caroline A. Pinkham
Education Technology
This Brief describes how schools/districts determined their technology device choice. The purpose of the Brief is to gain a better understanding of the decision making processes regarding the technology device(s) that was chosen by districts in the summer of 2013 and how satisfied they were with those devices for the 2013 -2014 school year. Surveys were administered to Superintendents in the Summer of June 2014 regarding this purpose.
Mlti Summer 2014 Principal & Technology Personnel Survey, Bernadette Doykos Phd, Caroline A. Pinkham
Mlti Summer 2014 Principal & Technology Personnel Survey, Bernadette Doykos Phd, Caroline A. Pinkham
Education Technology
The purpose of this report is to explore the expansion of the MLTI program that occurred in the 2013‐2014 academic year. In June 2014, over 400 individuals from Maine public schools were solicited to participate in a survey examining their experiences with MLTI technology in their schools. In 2013‐2014, for the first time since the inception of MLTI in 2002, the program shifted to a multiple‐device solution, which offered schools the opportunity to select from a range of device choices, including a MacBook Air, iPad, or HP Probook. Both the MacBook Air and the HP Probook were traditionally formatted laptops, …
Using Interactive Data Tools In Mathematics Professional Development Project Report, Pam Buffington Ph.D., Carlene Kaler
Using Interactive Data Tools In Mathematics Professional Development Project Report, Pam Buffington Ph.D., Carlene Kaler
School Improvement
The goal of the Using Interactive Data Tools in Mathematics Professional Development Project was to develop, conduct, and test professional development for middle level educators to support the effective use of interactive technology for learning targeted data and statistics mathematics standards and practices as outlined in the Common Core State Standards. The professional development included embedded research-‐based instructional strategies and approaches, as well as activities that used example student lesson materials. Project resources include brief pre/post assessments, interactive applets, student activities, teacher aids, and other materials. The assessments were designed to measure key aspects of the targeted data and statistics …
Developing College Readiness Indices For Maine High Schools: An Exploratory Study, David L. Silvernail Phd, James E. Sloan, Chelsea R. Paul, Sarah R. Linet
Developing College Readiness Indices For Maine High Schools: An Exploratory Study, David L. Silvernail Phd, James E. Sloan, Chelsea R. Paul, Sarah R. Linet
Higher Education and College Readiness
This Research Brief describes the results of an exploratory study of the development and potential uses of a set college readiness measures for Maine high schools. The study was designed to: (1) explore the viability of creating a series of school‐level college readiness indices; (2) examine the relationships between the indices and other school level input factors; and (3) explore how the indices may be used at the state and local levels in assessing college readiness of high schools’ graduates.
Pathways To Mathematics College Readiness In Maine, David L. Silvernail Phd, Ida A. Batista, James E. Sloan, Erika K. Stump Phd, Amy F. Johnson Phd
Pathways To Mathematics College Readiness In Maine, David L. Silvernail Phd, Ida A. Batista, James E. Sloan, Erika K. Stump Phd, Amy F. Johnson Phd
Higher Education and College Readiness
The goal of this study was to examine the pathways to being college ready in mathematics. Students who enter high school already having demonstrated mathematics proficiency on a standardized test in the 8th grade have already taken a significant step towards being college ready. The best scenario is to enter high school proficient in mathematics and having already completed Algebra I, then to complete at least Algebra II and Calculus before graduating from high school. Students completing this pathway are virtually guaranteed to be college ready in mathematics.
Challenges Faced By Maine School Districts In Providing High Quality Public Education, David L. Silvernail Phd, Sarah R. Linet
Challenges Faced By Maine School Districts In Providing High Quality Public Education, David L. Silvernail Phd, Sarah R. Linet
State of Education
The goal of this study was to: (1) identify challenges faced by Maine school districts in providing high quality public education; (2) describe the magnitude of the challenges; and (3) identify areas where school districts were experiencing some success in meeting these challenges. The School Districts Challenge Survey was distributed online to all Maine’s public school district superintendents. Survey responses were collected from 68 superintendents representing leadership of both rural and non-rural school districts and districts of varying size.
The Impacts Of Public Charter Schools On Students And Traditional Public Schools: What Does The Empirical Evidence Tell Us?, David L. Silvernail Phd, Amy F. Johnson Phd
The Impacts Of Public Charter Schools On Students And Traditional Public Schools: What Does The Empirical Evidence Tell Us?, David L. Silvernail Phd, Amy F. Johnson Phd
School Funding - Essential Programs and Services (EPS)
The goal of this BRIEF was to compile and analyze the available evidence of the impacts of public charter schools on students and schools. Using a series of five common claims made by proponents and opponents of public charter schools as an organizer, the existing empirical evidence was reviewed. The analysis revealed that student performance in charter schools is very mixed. In some cases studies have found positive effects in achievement, others negative effects, and still others no effects. The presence of charter schools has resulted in positive changes in some traditional public schools, while in other cases there appear …
The Relationship Between School Poverty And Student Achievement In Maine., David L. Silvernail Phd, James E. Sloan, Chelsea R. Paul, Amy F. Johnson Phd, Erika K. Stump Phd
The Relationship Between School Poverty And Student Achievement In Maine., David L. Silvernail Phd, James E. Sloan, Chelsea R. Paul, Amy F. Johnson Phd, Erika K. Stump Phd
School Funding - Essential Programs and Services (EPS)
This Brief presents the findings from a series of analyses designed to explore the connections between poverty and student achievement in Maine schools. It explores how poverty and performance are related, and examines other school and student characteristics that may be connected to student performance.
Implementation Of A Proficiency‐Based Diploma System In Maine: Phase Ii ‐ District Level Analysis, David L. Silvernail Phd, Erika K. Stump Phd, Anita Stewart Mccafferty, Kathryn M. Hawes
Implementation Of A Proficiency‐Based Diploma System In Maine: Phase Ii ‐ District Level Analysis, David L. Silvernail Phd, Erika K. Stump Phd, Anita Stewart Mccafferty, Kathryn M. Hawes
School Funding - Essential Programs and Services (EPS)
This report describes the findings from Phase II of a study of Maine's implementation of a proficiency‐based diploma system. At the request of the Joint Standing Committee on Education and Cultural Affairs of the Maine Legislature, the Maine Policy Research Institute (MEPRI) has conducted a two‐phased study of the implementation of Maine law LD 1422: An Act to Prepare Maine People for the Future Economy. Phase I of the study in 2012‐2013 reported on the preliminary development, costs and impacts of standards‐based school programs in Maine. Phase II of the study focused on examining school districts in Maine implementing a …