Maria Frankland

Biddle, C. & Frankland, M. (2024). “Leading ‘Survival Learning’: Rural superintendent leadership during COVID-19.” In White, S., Downey, J., & Fuqua, M. (Eds.) Sharing Leadership Stories in Rural Education. Springer. https://link.springer.com/chapter/10.1007/978-981-97-8293-2_8

Frankland, M. & Biddle, C. (2023). “They didn’t ask us!” School counselor perception of involvement in superintendent decision-making during crisis schooling. Theory & Practice in Rural Education, 13(2), 1-28. https://tpre.ecu.edu/index.php/tpre/article/view/851

Frankland, M. (2021). Meeting students where they are: Trauma-informed approaches in rural schools. The Rural Educator, 42(2), 51-71. https://doi.org/10.35608/ruraled.v42i2.1243

Fairman, J. C., & Frankland, M. C. (2020). Assessing and supporting students’ social and emotional needs in Maine schools. Retrieved from Orono, ME: http://mepri.maine.edu/posts/

Frankland, M., Mercado, A., & Biddle, C. (2019). Negotiating culturally responsive leadership in remote rural settings. In E. R. Crawford & L. M. Dorner (Eds.), Educational leadership of immigrants: Case studies in times of change. Philadelphia, PA: Routledge.

Frankland, M., & Pelletier-Ayer, S. (2019). Becoming trauma-informed: Risks and responsibilities. Maine Schools in Focus. https://umaine.edu/edhd/2019/10/24/maine-schools-in-focus-becoming-trauma-informed-risks-and-responsibilities/

Mette, I. M., Fairman, J. C., Lech, P., & Frankland, M. C. (2019). Principal and teacher perceptions of performance evaluation and professional growth (PE/PG) system implementation. Retrieved from Orono, ME: http://mepri.maine.edu/posts/