Ezekiel “Zeke” Kimball, who has been associate dean for undergraduate and teacher education, has been named interim dean, and Associate Professor of Mathematics Education and Instructional Technology Justin Dimmel has been appointed associate dean for academics and student engagement.
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Courtney Angelosante, coordinator of the Maine Positive Behavioral Supports and Interventions initiative at the University of Maine College of Education and Human Development, was interviewed by the Bangor Daily News for an article about how K-12 schools are addressing chronic absenteeism.
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Nathaniel (Nate) Poole of South Berwick, Maine is the 2024 Outstanding Master of Arts in Teaching Student in the University of Maine College of Education and Human Development. Read a Q&A with Poole below.
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Here’s a look at some of the presentations, panels and other events featuring University Maine researchers at the 2024 American Educational Research Association (AERA) annual meeting, happening April 11–14 in Philadelphia.
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As schools nationwide struggle with staffing shortages, two University of Maine faculty members are exploring ways to empower and elevate teachers as leaders in their schools and communities.
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The Harpswell Anchor interviewed Penny Bishop, dean of the College of Education and Human Development, about teacher shortages in Maine.
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The researchers’ findings suggest that students’ engagement with civic concepts became more complex and purposeful as they practiced argumentative writing.
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The University of Maine College of Education and Human Development will host a pair of conferences this month that highlight the many ways its Literacy, Language and Culture programs support schools and communities throughout the state.
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The 2023 American Educational Research Association (AERA) annual meeting will take place April 13–16 in Chicago. The conference is the world’s largest gathering of education researchers and practitioners, and a showcase for groundbreaking, innovative studies in a variety of areas.
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researchers at the University of Maine College of Education and Human Development published an article featuring case studies of six academically high-achieving working moms enrolled in distance education courses during the COVID-19 pandemic. Their findings suggest that effective course design, making use of prior knowledge, scaffolding instruction and encouraging social presence can mitigate distractions and reduce the cognitive load of working mothers who are college students.
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