Although the idea of engaging with families in the midst of divorce or separation is terrifying to many teachers, the unique position of educators makes them particularly well situated to make a difference in the child’s life.
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The coronavirus pandemic has highlighted an already urgent need for educators to develop their technological and pedagogical content knowledge—what some in education refer to as TPACK—in order to be effective practitioners in technology-enhanced learning environments.
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The Maine Education Policy Research Institute (MEPRI), through the University of Maine, has conducted several studies in the past five years examining school districts’ readiness to start or expand public preschool, parents’ preferences for preschool, and the ways districts are structuring and delivering these programs in Maine.
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The Rural Vitality Lab is a collaborative research partnership between the University of Maine College of Education and Human Development and Colby College that works to promote rural vitality in Maine and beyond, by better understanding the factors that contribute to creating and sustaining healthy developmental ecologies for youth.
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The University Training Center for Reading Recovery and Comprehensive Literacy supports schools in systemic implementation of effective literacy instruction and intervention for children in Maine schools through high quality professional development for teachers.
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Over 80 percent of teachers in the U.S. are white, despite an increasingly diverse PK-12 student population. This demographic imperative has prompted teacher education to respond in two diverging ways.
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While understanding that trauma has significant consequences, it is equally important to remember that recovery is possible and that students can achieve successful and productive lives. School climate plays a significant role in helping all students to develop adaptively, including those who have faced trauma.
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The Maine Education Policy Research Institute (MEPRI) was created through statute in 1995 and has provided on-going and broad-ranging service to the state for 25 years.
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Technology is here to stay, with new tools and innovations in communication, commerce, and production shared daily. Within the field of education, our charge has moved away from disseminating information to embracing a new paradigm in teaching and learning to prepare students for a dynamic and ever-changing future environment.
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Starting in 2016, the Bangor School Department and the University of Maine Educational Leadership program began the Bangor Educational Leadership Academy (BELA), which is in its third year and focuses on creating learning laboratories for aspiring educational leaders to “try on” leadership, working closely with mentoring administrators, help lead professional development, and examine and update policies and practices through action research projects.
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