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 of Maine College of Education and Human Development and the Lifespan Literacy Community are excited to announce details of the 2020 Maine Literacy Connections Conference, which will be held April 2 at Thomas College in Waterville.
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When he came to Maine in 2015, Ming-Tso Chien was a Fulbright foreign language teaching assistant in the University of Maine Department of Modern Languages and Classics, where he taught classes in Mandarin Chinese.
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The University of Maine College of Education and Human Development recognized 308 students with Dean’s List honors for the fall 2019 semester. Of the students who made the list, 209 are from Maine, 91 are from other states, and eight are from countries other than the U.S.
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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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Sarah Howorth and Deborah Rooks-Ellis, assistant professors of special education, attended the Council for Exceptional Children Division on Autism & Developmental Disabilities (DADD) 2020 conference.
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The public is invited to the PEERS® Friendship Boot Camps, led by Sarah Howorth and Deborah Rooks-Ellis, special education faculty members with the University of Maine College of Education and Human Development.
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The University of Maine’s online graduate program in education is one of the best in the country, according to U.S. News & World Report.
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Sherry Pineau Brown has received awards from the Linda N. Lancaster Professional Development Fund three times as a doctoral student in the PreK-12 Education program’s prevention and intervention studies concentration.
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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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