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Articles 1 - 13 of 13
Full-Text Articles in Early Childhood Education
Iii International Colloquium Proceedings, International Colloquium
Iii International Colloquium Proceedings, International Colloquium
Proceedings of the International Colloquium on Languages, Cultures, Identity in School and Society
No abstract provided.
11.001 Lesley College Schools For Children, 1909-2002, Alyssa Pacy
11.001 Lesley College Schools For Children, 1909-2002, Alyssa Pacy
Finding Aids
The Lesley College Schools for Children collection contains catalogs produced annually and other records from the schools (the Carroll-Hall School, the Lesley-Dearborn School, and the Lesley-Ellis School) that the former Lesley College acquired. Each catalog contains a history of the school, information about faculty, admission, buildings, course descriptions, academic calendars, school policy, and tuition and expenses. The collection also contains a book of published poems from students in Lesley-Ellis Schools' creative writing class from 1958 - 1964.
Allocation Of Federal Title Ia Funds Under Essa: Issues And Recommendations, Amy F. Johnson, Janet C. Fairman
Allocation Of Federal Title Ia Funds Under Essa: Issues And Recommendations, Amy F. Johnson, Janet C. Fairman
Maine Education Policy Research Institute
No abstract provided.
Working Toward Implementation Of Performance Evaluation And Professional Growth (Pe/Pg) Systems In Maine School Districts, Janet C. Fairman, Ian M. Mette
Working Toward Implementation Of Performance Evaluation And Professional Growth (Pe/Pg) Systems In Maine School Districts, Janet C. Fairman, Ian M. Mette
Maine Education Policy Research Institute
No abstract provided.
Proficiency-Based High School Diploma Systems In Maine: Implementing A Standards-Based System And Proficiency-Based Graduation Policies In A Public High School (A Case Study), Erika K. Stump, Erin Connor, Cathie Fallona, Bernadette Doykos
Proficiency-Based High School Diploma Systems In Maine: Implementing A Standards-Based System And Proficiency-Based Graduation Policies In A Public High School (A Case Study), Erika K. Stump, Erin Connor, Cathie Fallona, Bernadette Doykos
Maine Education Policy Research Institute
No abstract provided.
How Big Is That? Reporting The Effect Size And Cost Of Assistments In The Maine Homework Efficacy Study, Jeremy Rochelle, Robert Murphy, Mingyu Feng, Marianne Bakia
How Big Is That? Reporting The Effect Size And Cost Of Assistments In The Maine Homework Efficacy Study, Jeremy Rochelle, Robert Murphy, Mingyu Feng, Marianne Bakia
Maine Education Policy Research Institute
No abstract provided.
Proficiency-Based High School Diploma Systems In Maine: Implications For Special Education And Career And Technical Education Programming And Student Populations, Erika Stump, Amy F. Johnson, Cathy Jacobs
Proficiency-Based High School Diploma Systems In Maine: Implications For Special Education And Career And Technical Education Programming And Student Populations, Erika Stump, Amy F. Johnson, Cathy Jacobs
Maine Education Policy Research Institute
No abstract provided.
Proficiency-Based High School Diploma Systems In Maine: Implications For Special Education And Career Technical Education Programming And Student Populations, Erika K. Stump, Amy F. Johnson, Cathy Jacobs
Proficiency-Based High School Diploma Systems In Maine: Implications For Special Education And Career Technical Education Programming And Student Populations, Erika K. Stump, Amy F. Johnson, Cathy Jacobs
Maine Education Policy Research Institute
Document review and interviews were conducted with college admissions' personnel to gather data regarding alignment of proficiency-based diploma systems and college eligibility and entry requirements. In addition, leaders and representative personnel from and Maine businesses and the U.S. military were interviewed to identify postsecondary career entry requirements and attributes of high quality workers. Another area of inquiry in this phase of the study included analysis of data from interviews with leaders and educators in Special Education to examine the perceived challenges, benefits and impacts of this diploma policy on students with identified disabilities and special education programming provided by Maine's …
Strategies, Supports, And Supervision Of Teacher Leaders And Development Of Future School Leaders, Ian M. Mette, Janet C. Fairman, Seyma Dagistan Terzi
Strategies, Supports, And Supervision Of Teacher Leaders And Development Of Future School Leaders, Ian M. Mette, Janet C. Fairman, Seyma Dagistan Terzi
Maine Education Policy Research Institute
No abstract provided.
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
Turning Teachers Into Action Researchers In Their Classrooms, Dusty Columbia Embury, Laura S. Clarke
EKU Faculty and Staff Scholarship
Action research is often called the teacher’s research and often feels like a common sense approach to solving problems, but not all pre-service teachers begin careers knowing how to use this methodology to improve their own practice. This article offers a rationale for teaching pre-service teachers the skills and action research methodology as a tool for professional improvement based on the experiences of the authors engaging in a reflective process for teaching. While not generalizable, it is hoped that lessons learned may be applied by other faculty in teacher education programs.
An Examination Of Features Of Evidence-Based Teacher Credentialing Systems, Catherine Fallona, Amy F. Johnson
An Examination Of Features Of Evidence-Based Teacher Credentialing Systems, Catherine Fallona, Amy F. Johnson
Maine Education Policy Research Institute
As 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 research and evidence-based policies related to teacher credentialing systems. The goal is to inform revisions to Maine's current system for teacher credentialing. MEPRI is a nonpartisan research institute funded jointly by the Maine State Legislature and the University of Maine System. This work takes place in a context of new federal reporting requirements under Title II of the Higher Education Opportunity Act and new standards for national accreditation for …
The Every Student Succeeds Act: A Summary Of Federal Policy And Implications For Maine, Janet C. Fairman, Amy F. Johnson, Francis Eberle
The Every Student Succeeds Act: A Summary Of Federal Policy And Implications For Maine, Janet C. Fairman, Amy F. Johnson, Francis Eberle
Maine Education Policy Research Institute
Part I summarizes key topics of federal education policy articulating accountability requirements for state education agencies (SEAs) and local education agencies (LEAs, or school districts). In that section we describe major goals of the legislation and which components are the same or changed in the federal law. The findings are grouped into nine topic areas, so that readers may more easily find information on areas of particular interest. We also provide short excerpts from key sections of the law for reference at the end of each topic section. Part II describes specific goals and changes in both the structure of …
Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access, Erika K. Stump, Janet C. Fairman, Bernadette Doykos, Paul Fink
Proficiency-Based High School Diploma Systems In Maine: Implications For College And Career Access, Erika K. Stump, Janet C. Fairman, Bernadette Doykos, Paul Fink
Maine Education Policy Research Institute
In the 127th Legislative Session, "An Act to Implement Certain Recommendations of the Maine Proficiency Education Council" (S.P. 660 - L.D. 1627) was passed into law as Chapter 489 amending the chaptered law "An Act to Prepare Maine People for the Future Economy" (S.P.439 - L.D.1422) passed in 2012 requiring Maine school districts to implement proficiency-based diploma requirements and standards-based education systems. The Maine Legislature's Joint Standing Committee on Education and Cultural Affairs has requested for the past five years that the Maine Education Policy Research Institute's (MEPRI) annual work plan include studies designed to compile data, examine progress and …