Lines Written in my Closet : Volume One of Judith Sargent Murray\u27s Poetry Manuscripts

Once holding an esteemed literary reputation as author of The Gleaner (1798), an eclectic collection of prose and poetry serialized and sold by advance subscription, Judith Sargent Murray (1751-1820) was virtually forgotten for nearly two centuries. The 1986 discovery of manuscripts believed to have been lost prompted critics to evaluate anew Sargent Murray’s literary accomplishments. Previously unpublished poems and letters mark the prolific author as an important figure in early America’s self-conscious attempt to establish a national literature. This dissertation makes available Volume One of Sargent Murray’s poetry manuscript journals: two hundred and twenty previously unpublished poems and two that were published in The Massachusetts Magazine. The poems in Volume One serve as a representative sampling of the poet’s oeuvre, and the critical introduction and annotations of the first volume provide evidence of her stature as an important figure in early American political activism. She stands out as an early feminist, as a keen observer of social and historical issues (most notably the contest with Great Britain), and as a staunch proponent of the Universalist Church in America

Modeling Reading Teacher Expertise : Using the Model of Domain Learning to Examine Reading Recovery Teacher Expertise

The purpose of this qualitative study was to describe and explain the manifestation of expertise among Reading Recovery teachers using the Model of Domain Learning. The focus of the inquiry was to description the components of the Model of Domain Learning, interest, knowledge, and strategic processing, as each existed among this group of Reading Recovery teachers. Highlighted is the interaction among the three components as well as how that interaction manifested as multiple stages of expertise, acclimation, early competence, mid- competence, late competence, and proficiency. The following research questions guided my inquiry: 1. When examined qualitatively and multidimensionally, how is expertise manifested among 8 RR teachers who are located in rural, Northeast, coastal elementary schools, sharing the same teacher leader and attending the same Continuing Contact sessions? 2. What is the capacity of the MDL to illuminate previously undiscovered aspects of the manifestation RR teacher expertise? 3. What constructs of the MDL may be in need of further conceptualization for the model to more thoroughly describe expertise in complex, ill-structured domains? I collected and analyzed questionnaire responses, conducted semi-structured interviews, and made observations and recorded field notes of Continuing Contact sessions and Behind-the-Glass presentations. These data were analyzed by qualitative methods. I reported my findings through an instrumental case study. My analysis of the data indicated that expertise in Reading Recovery teachers manifested as an interaction among interest, knowledge, and strategic processing. Contrary to previous studies using the Model of Domain learning in which authors suggested that learners would exhibit a lower level of interest at the start of their learning, I discovered that these teachers each possessed heightened interest in Reading Recovery at the beginning of their Reading Recovery career and that this heightened interest was sustained throughout their careers as Reading Recovery teachers. My data analysis also indicated that expertise among these teachers was dependent on their fluid, flexible, accessible Reading Recovery knowledge. Additionally, I found that Reading Recovery was represented by the teachers’ ability to scaffold instruction for each student. Further, analysis evidenced that the component of interest may need to be examined more broadly, with a closer look at the role of emotions on Reading Recovery teacher expertise development

Challenges with Teacher Retention and Staffing and Shortages in Maine School Districts

The purpose of this study is to learn more about the challenges rural school districts in Maine face in hiring and retaining teachers, and the consequences or impacts of staffing shortages or under-qualified staff in certain areas

Challenges with Teacher Retention and Staffing and Shortages in Maine School Districts

The purpose of this study is to learn more about the challenges rural school districts in Maine face in hiring and retaining teachers, and the consequences or impacts of staffing shortages or under-qualified staff in certain areas

Maine Principals\u27 Perceptions of Beginning Teacher Preparation

The information presented in this report will help policymakers assess how well teacher preparation programs are doing in the training of new teachers hired in Maine, and to recommend changes to address any gaps in teacher preparation

Diversity and Difference Committee Reading List

Reading list of resources compiled by members of the College of Education and Human Development Diversity and Difference Committee to promote reflection and deep thinking...to help us all reflect on what we can do to dismantle white supremacy, in and outside the academy

Diversity and Difference Committee Reading List

Reading list of resources compiled by members of the College of Education and Human Development Diversity and Difference Committee to promote reflection and deep thinking...to help us all reflect on what we can do to dismantle white supremacy, in and outside the academy.https://digitalcommons.library.umaine.edu/racial_justice/1130/thumbnail.jp