Hadley White of Goffstown, New Hampshire, spent her summer in Presque Isle working as a resident director and French instructor for Upward Bound, a program that helps first-generation and low-income college-bound high school students succeed in higher education.
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The Ellsworth American published a University of Maine news release announcing a special education collaboration between UMaine and the University of Maine at Machias.
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Lori Taylor, a Reading Recovery trainer with the College of Education and Human Development’s University Training Center for Reading Recovery and Comprehensive Literacy, has been elected to a seat on the Reading Recovery Council of North America (RRCNA) Board of Directors.
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Asli Sezen-Barrie, assistant professor of science and engineering education, is profiled in the latest UMaine Research newsletter. In the article, Sezen-Barrie, who received a 2019 Summer Faculty Research Award, discusses her work to build stronger pre-service programs that include the engineering education for future educators in Maine by focusing on teachers.
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Starting this fall, undergraduate students majoring in education at the University of Maine and University of Maine at Machias will be able count certain 400-level courses toward a master’s degree in special education.
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Miranda Snyder of Brimfield, Massachusetts spent part of her summer immersed in activism and volunteering with youth.
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The University of Maine is partnering with the Education Development Center (EDC) in Waltham, Massachusetts, Mount Washington Observatory (MWO) in North Conway, New Hampshire, and additional partners to help eighth-grade students in rural Maine and New Hampshire learn scientific data analysis and modeling skills. The new WeatherX project is funded by a three-year, $1.19 million grant from the National Science Foundation.
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The Penobscot Times posted a University of Maine media release about university researchers Catharine Biddle and Elizabeth Hufnagel exploring the role of tone policing and the calls for civility in student voice.
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Karen Robbie, a doctoral student in prevention and intervention studies, was one of 12 Ph.D. students nationwide to receive funding to attend the Council for Exceptional Children’s 2019 Special Education Legislative Summit.
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Reading Recovery works because it addresses a student’s individual needs. The program acknowledges that every student learns differently and that sometimes in order to progress as literacy learners, students need additional, focused instruction to support classroom instruction.
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