A giant map of Europe is currently taking up a portion of the gymnasium floor at Leonard Middle School in Old Town, where students are using it to study the geography and culture of the continent.
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Maine’s teacher shortages for the current year, reported by the U.S. Department of Education, include math, science, special education, world languages, English as a Second Language, gifted and talented, industrial arts, and school librarians. How can our schools meet the learning proficiency goals of our children if they cannot recruit fully qualified teachers?
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Research reports are now emerging that track the long-term effects of preschool learning. The early start that educationally disadvantaged children get in preschool appears to offset the long-standing patterns of educational inequality that have plagued our schools—a pattern where poorer children enter kindergarten one year behind their wealthier peers and often fall further behind as their schooling continues.
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With the new school year off and running, it’s a good time to take stock of trends in enrollment. Over the coming years, what decisions will districts face preparing for future cohorts of children entering—or leaving—their schools?
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Dr. Mary Ehrenworth, deputy director of Teachers College Reading and Writing Project, a literacy think tank at Columbia University, spoke to more than 200 Maine educators and school administrators about the difference they can make in kids’ lives, just by teaching them to read and write well.
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Professor Craig Mason, who specializes in applied quantitative methods, will be one of four roundtable experts speaking on, “Beyond the Blood Spot: Newborn Screening for Hearing Loss and Critical Congenital Heart Disease.”
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The Maine Public Broadcasting Network reported on Early Start Maine, a program developed by the state’s Child Development Services in partnership with the Maine Autism Institute for Education and Research (MAIER), a University of Maine-based center.
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The Guardian mentioned research from a 2008 University of Maine study in an article about a high school football coach and six players in Oregon who are facing criminal charges for “aggressive” hazing.
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Three University of Maine professors and one doctoral student have co-authored an article in the new issue of “Journal of Cases in Educational Leadership” that explores the impact of poverty, as well as institutional racism, education reform and other issues on educators and schools in rural areas.
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The Marshall Project, a nonprofit news organization about criminal justice, cited a 2008 University of Maine study in the article, “Does college hazing defy the laws it spawned?”
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