Strategies for Supporting Teachers\u27 Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States

This study focused on identifying and describing practices or strategies that emerged in Maine and elsewhere in the US during the pandemic to support teachers’ delivery of instruction through remote, online or hybrid modalities. Other types of support, such as mental health supports for educators were also investigated

Strategies for Supporting Teachers’ Instructional and Mental Health Needs during the COVID Pandemic in Maine and Other States

The Maine Educational Policy Research Institute (MEPRI) report based on a study of the strategies and challenges involved in supporting preK–12 students and teachers during the COVID-19 pandemic

New Voices: What Works

Reviews grantees' accomplishments in building community news sites, keys to sustainability, and lessons learned about engagement, staffing, business models, social media, technology, partnerships, and limitations of university, youth, and radio projects

Leveraging Change: Increasing Access to Arts Education in Rural Areas

In 2015, Massachusetts College of Liberal Arts (MCLA) received funding in the first round of collective impact grants from the National Endowment for the Arts to launch the pilot initiative, Leveraging Change: Improving Access to Arts Education in Rural Areas. The authors conducted research which included a literature review and interviews with arts education leaders in rural areas. Using the research compiled through this process, a pilot convening was held in western Massachusetts' Berkshire County to activate ideas, stimulate the exchange of information, and generate cross-sector collaboration focused on strengthening support for arts education in the region. This working paper is a summary of the research results and insights gleaned from this pilot initiative

Kresge Foundation 2010-2011 Annual Report

Contains an introduction to Kresge's strategy; board chair's letter; president's letter; foundation timeline; program information; grant summary, including geographic distribution; grants lists; financial summary; and lists of board members and staff

Curriculum Reform in Rural China: An Exploratory Case Study

This case study consisted of an examination of the perspectives of students, teachers, and administrators at the Shuangling Primary School, a rural Chinese school in Shaanxi Province, as they relate to themes of China’s most recent curricular reform efforts. The intent was to understand these perspectives and determine how to best assist teachers in rural primary schools in Shaanxi Province, and perhaps more broadly in other rural Chinese primary schools, in implementing the themes outlined in the reform document (Ministry of Education of the Peoples’ Republic of China, 2010). Researcher narrative describes this exploration, and data include student, teacher, and administrator reflections, notes and statements. Results indicate that participants reacted positively toward lessons embodying the active, child-centered pedagogy that school reform efforts call for. These include constructivism, diversity of activity, innovation, communication, cooperation, collaboration, exploration, creativity, analysis, problem-solving, and independent thinking

Approaches to Grow Your Own and Dual General and Special Education Certification

The shortage of special education teachers is a persistent problem in Maine. In addition to the shortage of individuals prepared to work as special education teachers, there is also a need to support special education students in the general education classroom. The majority of students who are identified with disabilities spend most of their time in classrooms with general education teachers. Yet, general education teachers\u27 preparation to work with the special education students in their classrooms is limited. In order to address the need for teachers who are prepared and qualified to work with students with disabilities, the Joint Standing Committee on Education and Cultural Affairs commissioned this study by the Maine Education Policy Research Institute as part of its 2018-2019 work plan. The purpose of this study is to examine dual general and special education and Grow Your Own approaches to teacher certification. To that end, this report begins by providing a review of relevant published research, followed by an overview of the components of teacher credentialing, requirements for general and special education teacher certification in Maine, and information about the current teacher certification pathways and programs in Maine. This is followed by descriptions of new approaches to teacher preparation that Maine might consider in order to address the need for certified special educators and general educators who are better prepared to work with students with disabilities. This background information is followed by profiles of dual certification and Grow Your Own teacher preparation models and education policies and programs in other states that are designed to address the shortage of qualified teachers who are prepared to meet the needs of students with disabilities. In conclusion, possible education policy implications for Maine are identified

Approaches to Grow your Own and Dual General and Special Education Certification

The purpose of this study is to examine dual general and special education and “Grow Your Own” approaches to teacher certification

Understanding and Advancing the Preservation Trades (Appendix)

Showing a collective interest in the preservation and restoration trades workforce, four statewide preservation nonprofits (representing NY, VT, NH, and ME) joined forces in 2021 to create the Northeast Regional Initiative for the Preservation Trades. The initiative’s aim is to better understand this issue and develop courses of action to foster a more robust and sustainable preservation trades workforce. In 2022, specialists from UNH Cooperative Extension’s Community and Economic Development team partnered with this initiative to lead a multi-methods research project consisting of a survey, interviews, and focus groups with trades professionals, preservation specialists, workforce development professionals, educators, and other stakeholders

Wallace Foundation - 2001 Annual Report

Contains board chair's message, president's message, project summaries, program information, grants list, financial statements, and list of directors and staff