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Full-Text Articles in Education
Improving Maine’S Future Through Education: Overcoming Challenges And Learning To “Row” Together, Linda Silka, Karen Hutchins, Meredith Jones, Chris Rector
Improving Maine’S Future Through Education: Overcoming Challenges And Learning To “Row” Together, Linda Silka, Karen Hutchins, Meredith Jones, Chris Rector
Maine Policy Review
Although people agree that education is a crucial ingredient in the mix of factors that will improve Maine’s economic prospects, we often come at the problem from different angles and develop different methods to improve educational outcomes. In this article, Linda Silka, Karen Hutchins, Meredith Jones, and Chris Rector assert that progress in securing a bright future for Maine requires working together across disciplines and areas of expertise to support education. The authors present nine recommendations for strengthening Maine’s educational systems.
You Don’T Always Get What You Want: Lessons To Be Learned From The Demise Of Maine’S Local Assessment System, Rebecca H. Berger
You Don’T Always Get What You Want: Lessons To Be Learned From The Demise Of Maine’S Local Assessment System, Rebecca H. Berger
Maine Policy Review
The recent repeal of Maine’s local education assessment requirement was met with mixed reactions ranging from relief to outrage. That there were such differing responses points to the fact that “assessment” in education is understood in diverse and sometimes contradictory ways. In this article, Rebecca Berger looks retrospectively at how the problems associated with implementing Maine’s local assessment system (LAS) were caused by a lack of understanding of important aspects of assessment as it relates to standards-based reform in education. Using examples from her case study of one Maine school district, Berger notes three areas of ongoing concern: lack of …
School Size Choices: Comparing Small And Large School Strengths, Janet C. Fairman
School Size Choices: Comparing Small And Large School Strengths, Janet C. Fairman
Maine Policy Review
Janet Fairman discusses the thorny issue of school quality, suggesting that small schools have certain strengths compared to larger schools. Data from her study of small high schools in Maine, as well as research literature, suggest that compared to large schools, small schools allow for greater personal attention to students, have greater flexibility in scheduling, programming and instructional decisions, and often have stronger school-community connections that support student achievement and serve important community needs. Using quantitative measures of quality, Fairman notes that school size alone explains very little of the variation in 11th grade Maine Educational Assessment (MEA) scores, while …
Barriers To Postsecondary Education In Maine: Making College The Obvious And Attainable Next Step For More Maine Students, Colleen J. Quint, Lisa Plimpton
Barriers To Postsecondary Education In Maine: Making College The Obvious And Attainable Next Step For More Maine Students, Colleen J. Quint, Lisa Plimpton
Maine Policy Review
The question of why more high school students do not go on to college has been the focus of recent research at the Mitchell Institute. Quint and Plimpton summarize this research, which involved more than 2,500 Maine students, educators and parents. They find that financial barriers are only one piece of a complicated puzzle. Other barriers include parental attitudes, whether any family members have attended college, the high school experience (i.e., what track the student is placed in), the quality of career planning in school and at home, and the level of active planning for college (while many students say …
Fusing Educational Reform Policy And Action: Assuring The Development Of Local Leaders, George F. Marnik, Gordon A. Donaldson Jr.
Fusing Educational Reform Policy And Action: Assuring The Development Of Local Leaders, George F. Marnik, Gordon A. Donaldson Jr.
Maine Policy Review
School change does not happen in a vacuum. It requires initiative and leadership. Because Maine's educational system features a strong local control component, successful educational change requires development of local leadership. George Marnik and Gordon Donaldson report on the Maine Academyfor School Leaders, an educational leadership development project in which they were involved. Among other things, the researchers learned that successful educational change is not likely to result from a one-size-fits-all state policy. Rather, successful reform occurs "one individual at a time, one school at a time."
Social Impact Summary : Dickey-Lincoln School Lakes Project / Prepared For The Department Of The Army, Corps Of Engineers, New England Division, Edward C. Jordan Company, Inc.
Social Impact Summary : Dickey-Lincoln School Lakes Project / Prepared For The Department Of The Army, Corps Of Engineers, New England Division, Edward C. Jordan Company, Inc.
Dickey-Lincoln School Lakes Project
The Dickey-Lincoln Hydroelectric Dam is a water resources project proposed by the Federal Government (U. S. Army Corps of Engineers). Therefore, in accordance with the National Environmental Policy Act, the Corps of Engineers is required to prepare an environmental impact statement (EIS) on the project. A federal plan or project such as Dickey-Lincoln should take into account its effect upon man's health, safety, welfare and economic well-being, as well as effects upon the surrounding environment. More importantly, project plans should be evaluated in a "manner calculated to encourage harmony between man and his environment." In other words, project plans or …
Social And Economic Consequences Of The Dickey-Lincoln School Hydro-Electric Power Development On The Upper St. John Valley, Maine -- : Phase 1, Preconstruction, Louis A. Ploch, Nelson L. Leray
Social And Economic Consequences Of The Dickey-Lincoln School Hydro-Electric Power Development On The Upper St. John Valley, Maine -- : Phase 1, Preconstruction, Louis A. Ploch, Nelson L. Leray
Dickey-Lincoln School Lakes Project
The intention of this report is to present a still picture of the selected area as of the summer of 1966. The emphasis is on empirical relationships. The data contained herein will provide a base for subsequent analysis. Thus little attempt is made to cast the findings of the study in a theoretical framework. Later publications will utilize relevant theory and research to analyze the social and economic changes in an area related to the building of the Dickey and Lincoln School Dams. It is presumed that this particular report and its statistical sup-plement will be of particular interest to …