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- Inclusion (17)
- Inclusive child care (11)
- Early childhood (10)
- Inclusive care and education (9)
- Inclusive early care and education (8)
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- Social-emotional development (5)
- Social-emotional development in young children (5)
- Young children (4)
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- Disability (3)
- Emotions (3)
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- Behavior (2)
- Developmentally appropriate practice (2)
- Early childhood mental health (2)
- Inclusive Child Care (2)
- Mental health consultation (2)
- Modifications (2)
- Quality inclusive environments (2)
- Relationships (2)
- Self-regulation (2)
- Supporting children (2)
- Transition (2)
- ADA (1)
- Academic Achievement (1)
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Articles 1 - 30 of 41
Full-Text Articles in Education
Linking Maine Department Of Education And Maine Department Of Health And Human Services Early Childhood Data, Craig A. Mason, Shihfen Tu, Quansheng Song
Linking Maine Department Of Education And Maine Department Of Health And Human Services Early Childhood Data, Craig A. Mason, Shihfen Tu, Quansheng Song
Maine Education Policy Research Institute
No abstract provided.
Teacher Professional Evaluation And Professional Growth Systems In Maine: 2014 Report, Craig A. Mason, Michael Porter
Teacher Professional Evaluation And Professional Growth Systems In Maine: 2014 Report, Craig A. Mason, Michael Porter
Maine Education Policy Research Institute
No abstract provided.
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Brief: Keeping All Students Safe Act Of 2014, Nancy Bergerson
Policy Analysis
Senator Harkin (D-IA), Senator Murphy (D-CT), Senator Baldwin (D-WI), and Senator Hirono (D-HI) introduced the Keeping All Students Safe Act (S.2036) in the Senate on Feb. 24, 2014. Rep. Miller (D-CA) introduced H.R. 1893 on May 9, 2013. The Act would produce limitations for the use of restraints in public and private schools. Currently, 19 states have no policies in place to address this issue. The law would require better training, monitoring and enforcement of these standards, as well as the collection of related data which would be available to the public. We are asking you to co-sponsor the Keeping …
Socialization Of International Women Faculty, Daniela Ximena Véliz Calderón
Socialization Of International Women Faculty, Daniela Ximena Véliz Calderón
Electronic Theses and Dissertations
Research indicates that women and minority faculty often experience disparate socialization experiences in academia (Clark & Corcoran, 1986; Tierney & Bensimon, 1996; Tierney & Rhoads, 1994). For faculty, a positive socialization experience can lead to a successful academic career, whereas a negative one can cause alienation and departure (Tierney & Rhoads, 1994). Faculty attrition rates are higher for women than for men (Menges & Exum, 1983; Rothblum, 1988), and at high prestige institutions, women and faculty of color may have higher rates of attrition (Olsen, Maple, & Stage, 1995). Currently, the majority of international faculty members are employed at research …
Implementation Of A Proficiency-Based Diploma System: Early Experiences In Maine, Erika K. Stump, David L. Silvernail
Implementation Of A Proficiency-Based Diploma System: Early Experiences In Maine, Erika K. Stump, David L. Silvernail
Maine Education Policy Research Institute
No abstract provided.
Implementation Of A Proficiency-Based Diploma System In Maine: Early Experiences In Maine, Erika Stump, David L. Silvernail
Implementation Of A Proficiency-Based Diploma System In Maine: Early Experiences In Maine, Erika Stump, David L. Silvernail
Maine Education Policy Research Institute
No abstract provided.
Developing College Readiness Indices For Maine High Schools: An Exploratory Study, David L. Silvernail, James E. Sloan, Chelsea R. Paul, Sarah R. Linet
Developing College Readiness Indices For Maine High Schools: An Exploratory Study, David L. Silvernail, James E. Sloan, Chelsea R. Paul, Sarah R. Linet
Maine Education Policy Research Institute
No abstract provided.
Situational Interest In Professional Development, Jean Stevens
Situational Interest In Professional Development, Jean Stevens
Honors College
In this case study we look at three cases of situational interest during a teacher professional development workshop. The cases were selected because they illustrate events where multiple teachers exhibited spontaneous interest in a geologic feature or phenomena. This research was conducted at a three-day professional development workshop on the seashore in the northeastern part of the United States. The professional development involved 17 middle school teachers who spent the three days at three different locations learning about the geologic history at those locations. In this study, we express the signs of interest shown by the teachers in each case …
Challenges Faced By Maine School Districts In Providing High Quality Public Education, David L. Silvernail, Sarah R. Linet
Challenges Faced By Maine School Districts In Providing High Quality Public Education, David L. Silvernail, Sarah R. Linet
Maine Education Policy Research Institute
No abstract provided.
What Can Educators And Policymakers Learn From High-Performing Countries On International Assessments, Sarah V. Mackenzie
What Can Educators And Policymakers Learn From High-Performing Countries On International Assessments, Sarah V. Mackenzie
Maine Education Policy Research Institute
No abstract provided.
Challenges Faced By Maine School Districts In Providing High Quality Education, David L. Silvernail, Sarah R. Linet
Challenges Faced By Maine School Districts In Providing High Quality Education, David L. Silvernail, Sarah R. Linet
Maine Education Policy Research Institute
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 top three challenges identified by superintendents for both rural and non-rural school districts were: (1) The level of state funding …
Maine Educators Describe Innovative Technology Uses In K-12 Education, Abigail Garthwait, Janet Fairman
Maine Educators Describe Innovative Technology Uses In K-12 Education, Abigail Garthwait, Janet Fairman
Maine Education Policy Research Institute
No abstract provided.
Teaching And Learning 21st Century Skills In Maine, Jason Charland
Teaching And Learning 21st Century Skills In Maine, Jason Charland
Maine Education Policy Research Institute
No abstract provided.
Effective Strategies For Engaging Parents In Students Learning To Support Achievement, Katie M. Thompson, Theresa J. Gillis, Janet Fairman, Craig A. Mason
Effective Strategies For Engaging Parents In Students Learning To Support Achievement, Katie M. Thompson, Theresa J. Gillis, Janet Fairman, Craig A. Mason
Maine Education Policy Research Institute
No abstract provided.
Implementation Of A Proficiency-Based Diploma System In Maine: Phase Ii District Level Analysis, David L. Silvernail, Erika K. Stump, Anita Stewart Mccafferty, Kathryn M. Hawes
Implementation Of A Proficiency-Based Diploma System In Maine: Phase Ii District Level Analysis, David L. Silvernail, Erika K. Stump, Anita Stewart Mccafferty, Kathryn M. Hawes
Maine Education Policy Research Institute
No abstract provided.
Combating Autism Reauthorization Act Of 2014, Kassandra Mores
Combating Autism Reauthorization Act Of 2014, Kassandra Mores
Policy Analysis
On May 9, 2014, Representative Smith (R-NJ) and Representative Doyle (D-PA) introduced a bill to reauthorize the Combating Autism Act (H.R. 4631) for five years. Senator Menendez (D-NJ) and Senator Enzi (R-WY) are planning to introduce a Senate bill of the Combating Autism Reauthorization Act. The Combating Autism Act of 2011, due to sunset September 30, 2014, provides federal funding for autism research, public education, and early detection and intervention in Maine. We are hoping that you will consider voting in support of the Combating Autism Reauthorization Act.
Growing Ideas - Confidentiality: Respecting The Privacy Of All Families, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Confidentiality: Respecting The Privacy Of All Families, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Care and education professionals routinely receive confidential information about children and families as part of their work. Maintaining confidentiality is important both legally and ethically.
Growing Ideas - Caring For Young Children - Business Matters, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Caring For Young Children - Business Matters, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Caregivers or business owners? Family child care providers are both. Paying attention to the business aspects of running a family child care home is an important component to having the income and working environment needed for program success.
Growing Ideas - Building Belonging: Providing Guidance For Social Skill Development, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Building Belonging: Providing Guidance For Social Skill Development, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
As young children with and without disabilities grow, they are learning how to develop relationships with others and to be members of a community. All children need support to learn and achieve these important life skills. The process adults use to teach and support this learning is known as guidance. Effective guidance assumes the following conditions: Respect, understanding, and appreciation for every child’s unique qualities; Knowledge that children’s mistaken behaviors provide learning opportunities; An encouraging community where every child belongs and feels safe; and a developmentally appropriate, culturally responsive setting.
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Daily Transitions - Time For A Change, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Young children with and without disabilities experience many changes during their day. Daily transitions in early care and education programs take place during an activity, or when children move from one activity to another or one location to another. Transitions include the following: Arriving at or departing from a program; Exchanging toys; Entering or leaving a play area during free choice time; Cleaning up after morning activities and starting a group circle time; Getting dressed to go outside to play; and Shifting from playing with friends to working with a teacher/therapist on a particular skill. Thoughtful planning is needed so …
Growing Ideas - Whack! Slam! Bang! - Aggression, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Whack! Slam! Bang! - Aggression, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Aggressive behavior - hitting, pinching, biting, and other acts through which children may hurt themselves or others - is a way children communicate by using their bodies. Children behave aggressively for a variety of reasons.
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Partnering With An Early Childhood Mental Health Consultant, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and families, care and education professionals, and/or early care and education teachers. ECMHC strives to improve the ability of families, teachers, and care and education professionals to promote, sustain and restore healthy social and emotional development for all children. Early Childhood Mental Health Consultation approaches challenging situations with children from a problem solving perspective. ECMHC is not a therapeutic intervention: it occurs in the children's natural settings - child care, home, and school.
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Providers), University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Providers), University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Quality inclusive child care settings include children with disabilities and health, behavioral or mental health concerns. Admissions policies that clearly state eligibility criteria, practices, program and parent and/or guardian responsibilities, can help families evaluate if the program will be a good match for their child. Providers may want to obtain legal advice to be sure their policy and procedures align with relevant federal and state laws and regulations.
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Shocking Language! - Swearing, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
When children swear, it is important to understand the hidden meaning behind those troubling words. As with any behavior, it is important to learn as much as you can about a child and what may be causing this swearing behavior. Young children usually do not know what the swear words mean, so what is the swearing behavior communicating? Is a child saying..."I am angry!" "This word makes people pay attention!" "I want to be like my favorite TV character!" "I need a friend!" or " I feel sick or hurt."
Growing Ideas - Early Childhood Mental Health Consultation, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Early Childhood Mental Health Consultation, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Early Childhood Mental Health Consultation (ECMHC) is a collaborative relationship between a mental health consultant and family members, child care providers, early care and education teachers, and/ or child development professionals. ECMHC strives to improve the ability of families, teachers, and caregivers to promote, sustain and restore healthy social and emotional development for all children. It supports building and maintaining healthy working relationships between care and education professionals and families.
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Parents And Guardians), University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Admissions Policies And Practices That Build Inclusive Child Care Communities (For Parents And Guardians), University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
All children, including children with disabilities, benefit when quality inclusive child care settings provide an equal opportunity to participate. Admissions policies and practices that reflect this inclusive philosophy can help parents and guardians evaluate whether the program will be a good match for their child.
Growing Ideas - Laws That Support Early Childhood Education For All, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Laws That Support Early Childhood Education For All, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
State and federal laws protect the rights of children with disabilities. These laws support the inclusion of children with disabilities in care and education settings. Care and education professionals should be familiar with these laws.
Growing Ideas - Inclusive Early Childhood Education, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Inclusive Early Childhood Education, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Inclusive early childhood programs are built upon a foundation of developmentally appropriate practice (DAP) and consider individualized approaches that benefit all children. Inclusive programs welcome ALL children, including children with disabilities, and provide opportunities for each child in the group to participate, learn, and truly belong. Care and education professionals consider the needs of all children when planning, implementing, and evaluating the program.
Growing Ideas - Thoughtful Teaching: Developmentally Appropriate Practice, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Thoughtful Teaching: Developmentally Appropriate Practice, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Developmentally Appropriate Practice (DAP) describes an approach to education that guides early childhood professionals in their everyday practice. DAP comes from more than 75 years of research on child development and early learning. It gives early childhood professionals information from which to make decisions based on their knowledge of child development and what is known about how young children learn.
Growing Ideas - Ouch! That Hurts! - Biting, University Of Maine Center For Community Inclusion And Disability Studies
Growing Ideas - Ouch! That Hurts! - Biting, University Of Maine Center For Community Inclusion And Disability Studies
Early Childhood Resources
Children bite for a variety of reasons. Biting behavior provides clues to how children are feeling, their stage of development and what they need from their environment to be successful. Understanding what the young child needs is the first step in developing an effective response. For some children, biting may be related to their stage of development. Biting can be very common, for example, at the toddler stage. When young children lack skills and strategies to communicate their feelings and needs effectively, they may feel overwhelmed. Biting then becomes a child's way of expressing frustration.