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Articles 1 - 15 of 15
Full-Text Articles in Education Policy
Learning Science: Physical And Life Sciences In Curricula Across U.S. Schools Of Nursing, Valerie C. Sauda
Learning Science: Physical And Life Sciences In Curricula Across U.S. Schools Of Nursing, Valerie C. Sauda
Electronic Theses and Dissertations
Nursing educators are being challenged to provide curriculum that meets the changing healthcare environment and demand for creative, innovative nurses to assist in transforming healthcare into the future (Benner, Sutphen, Leonard, & Day, 2010; Institute Of Medicine, 2011). The liberal education provided within a baccalaureate of science in nursing (BSN) degree program provides a diversity of courses within the curriculum, including courses in the natural, physical, mathematical, and social sciences (American Association of Colleges of Nursing [AACN], 2008). Although nursing programs have included science courses in curriculum since the early 1900s (Nutting & Dock, 1907), there is lack of nursing …
Restraint And Seclusion In Schools: Understanding The Keeping All Students Safe Act (Kassa), 2018-2019 Cohort Of New Hampshire-Maine Leadership Education In Neurodevelopmental And Related Disabilities (Nh-Me Lend) Program Trainees
Restraint And Seclusion In Schools: Understanding The Keeping All Students Safe Act (Kassa), 2018-2019 Cohort Of New Hampshire-Maine Leadership Education In Neurodevelopmental And Related Disabilities (Nh-Me Lend) Program Trainees
Policy Analysis
The use of restraint and seclusion for managing children’s behaviors in schools has led to physical and psychological harm, and, in the most extreme cases, even death. For more than a decade, the level of research and concern regarding restraint and seclusion in schools has grown. The experience of being restrained and secluded in school can be traumatizing and life-altering, particularly for children with developmental, mental health, or intellectual disabilities. While adults and children in mental health and correctional facilities are protected by law from the unnecessary use of restraints and seclusion, no federal law protects our children in schools. …
Partnerships Promoting A Culture Of Inclusion In Maine's Early Childhood Workforce, Linda Labas
Partnerships Promoting A Culture Of Inclusion In Maine's Early Childhood Workforce, Linda Labas
Poster Presentations
This poster session highlighted the Maine UCEDD’s role as a statewide resource and collaborative partner in advancing inclusive practice in Maine’s early care and education system. It covered the delivery of a continuum of supports for inclusion; examined collaborations that create systemic impact; and reviewed the services needed to increase knowledge, skills and application of practices to improve the quality of early care and education settings in Maine.
"It's Not Just The Money" Figures 1-3, Philip A. Trostel
"It's Not Just The Money" Figures 1-3, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
"It's Not Just The Money" Figure 4, Philip A. Trostel
"It's Not Just The Money" Figure 4, Philip A. Trostel
'It's Not Just the Money' Data Sets
No abstract provided.
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.
Impact Of New Science And Engineering Graduates On Intrastate Labor Markets, Philip A. Trostel
Impact Of New Science And Engineering Graduates On Intrastate Labor Markets, Philip A. Trostel
University of Maine Office of Research Administration: Grant Reports
A major policy issue confronting states is the level of state support to higher education. A crucial question in this policy debate is whether a state's production of college graduates has a proportionate effect on the level of college attainment in the state. Although it is widely accepted that rising college attainment leads to rising prosperity, there is widespread concern that many new college graduates will take their state-supported degrees to labor markets in other states. The belief that state support to higher education subsidizes the workforce development of other states undermines states' incentives to promote wider access to higher …
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 …
Potential Efficiency Gains From Consolidation Of Maine’S Educational Resources, Philip A. Trostel
Potential Efficiency Gains From Consolidation Of Maine’S Educational Resources, Philip A. Trostel
Maine Policy Review
Economist Philip Trostel analyzes the size of Maine’s schools and school districts and the costs and quality of education. He argues that some schools and districts may be too small to be cost-efficient; that on average education in Maine costs more per student than in the rest of the country; and that education quality may not be as high in smaller schools as in larger ones, at least based on some measures. While there may be some less-measurable benefits to small schools, Trostel suggests that declining school-age populations and increasing costs should lead policymakers to seriously consider consolidating schools and …
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 …
Higher Education In Maine: A Conversation With Sally Vamvakias, Sally Vamvakias
Higher Education In Maine: A Conversation With Sally Vamvakias, Sally Vamvakias
Maine Policy Review
This conversation between Sally Vamvakias, former chair of the University of Maine System Board of Trustees took place on October 5, 1999. At the time, Vamvakias had just completed her ten-year tenure as a trustee, the last four as chair. In this forward-looking conversation, Vamvakias talks about the change that electronic forms of knowledge transmission are bringing to higher education, and lays out the challenges to the University of Maine System as we begin the new millennium. This interview was conducted for Maine Policy Review by Luisa S. Deprez of the University of Southern Maine.
Educational Reform: An Interview With Commissioner J. Duke Albanese, J. Duke Albanese
Educational Reform: An Interview With Commissioner J. Duke Albanese, J. Duke Albanese
Maine Policy Review
Few issues touch the hearts, minds, and lives of Mainers more than education. Learning Results, budgetary concerns, violence in schools, and school choice are among the issues that occupy much of the public policy focus of educators, administrators, taxpayers, and lawmakers alike. In this interview, Commissioner J. Duke Albanese addresses some of these education issues, most notably Learning Results and their potential impact on education in Maine.
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."
A Business Perspective On Education: Launching A Revolution Of Participation, James F. Orr Iii
A Business Perspective On Education: Launching A Revolution Of Participation, James F. Orr Iii
Maine Policy Review
Business has been increasingly concerned about the reform of education in the U.S. in recent years, according to James F. Orr III, chief executive officer of UNUM. Although financial resources have been contributed to the reform efforts, Orr admits, business has not taken the larger step of actually participating in the process of education reform. Participation, he argues, is central to changing schools to respond to the realities of the 21st century. Business must retake ownership of American schools, along with other stakeholders and citizens in general. In this article, based on an address made earlier this year at a …