More Efficient Public Schools In Maine: Learning Communities Building the Foundation of Intellectual Work

This report describes the methodology used to identify Maine schools that were outperforming expectations and reports the results from conducting case studies of a representative sample of these and other Maine schools. Through these case studies, we were able to uncover what the schools were doing that set them apart from other schools and what other schools may wish to emulate as they work to build the foundation for improvement within their own schools

More Efficient High Schools in Maine: Emerging Student‐Centered Learning Communities

The Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine conducted a study in 2010-2011 of a sample of Maine high schools. Funded in part by the Nellie Mae Education Foundation, the study examined the degree to which these More Efficient high schools were also student-centered. This report describes the methodology used to identify Maine schools that were outperforming expectations and reports the results from conducting case studies of a representative sample of these and other Maine schools. Through these case studies, we were able to uncover what the schools were doing that set them apart from other schools and what other schools may wish to emulate as they work to build the foundation for improvement within their own schools

A Middle School One-to-One Laptop Program: The Maine Experience

Over eight years ago, Maine embarked on a bold new initiative. Entitled the Maine Learning Technology Initiative (MLTI), this program funded by the State of Maine, provided all 7th and 8th grade students and their teachers with laptop computers, and provided schools and teachers with a wireless internet infrastructure, technical assistance, and professional development for integrating laptop technology into their curriculum and instruction. The first full implementation of MLTI began in the Fall of the 2002-03 academic year. At the same time the Maine commissioner of education contracted with the Maine Education Policy Research Institute (MEPRI) to conduct the ongoing evaluation of MLTI. MEPRI is a non-partisan research institute funded jointly by the Maine State Legislature and the University of Maine System. Over the past eight years the MEPRI research and evaluation team has used a mixed method approach in the evaluation of the MLTI program; an approach that uses both quantitative and qualitative techniques in collecting and analyzing research and evaluation evidence. The evidence presented in this report indicates the MLTI program has had a significant impact on curriculum, instruction, and learning in Maine’s middle schools. In the areas of curriculum and instruction, the evidence indicates many teachers have reached the tipping point in the adoption and integration of the laptop into their teaching. However, the adoption is uneven for some teachers, and in some content areas. Relatively speaking, mathematics teachers use the laptops less frequently than their colleagues in other core disciplines. Most teachers are not using the laptops as frequently in assessment as one might anticipate, and too few teachers report using the laptop in teaching 21st Century Skills

Global synthesis of conservation studies reveals the importance of small habitat patches for biodiversity

Island biogeography theory posits that species richness increases with island size and decreases with isolation. This logic underpins much conservation policy and regulation, with preference given to conserving large, highly connected areas, and relative ambivalence shown toward protecting small, isolated habitat patches. We undertook a global synthesis of the relationship between the conservation value of habitat patches and their size and isolation, based on 31 systematic conservation planning studies across four continents. We found that small, isolated patches are inordinately important for biodiversity conservation. Our results provide a powerful argument for redressing the neglect of small, isolated habitat patches, for urgently prioritizing their restoration, and for avoiding simplistic application of island biogeography theory in conservation decisions.Peer reviewe

Ten-year assessment of the 100 priority questions for global biodiversity conservation

In 2008, a group of conservation scientists compiled a list of 100 priority questions for the conservation of the world's biodiversity ?Sutherland et al. (2009) Conservation Biology, 23, 557?567?. However, now almost a decade later, no one has yet published a study gauging how much progress has been made in addressing these 100 high?priority questions in the peer?reviewed literature. Here we take a first step toward re?examining the 100 questions and identify key knowledge gaps that still remain. Through a combination of a questionnaire and a literature review, we evaluated each of the 100 questions on the basis of two criteria: relevance and effort. We defined highly?relevant questions as those which ? if answered ? would have the greatest impact on global biodiversity conservation, while effort was quantified based on the number of review publications addressing a particular question, which we used as a proxy for research effort. Using this approach we identified a set of questions that, despite being perceived as highly relevant, have been the focus of relatively few review publications over the past ten years. These questions covered a broad range of topics but predominantly tackled three major themes: the conservation and management of freshwater ecosystems, the role of societal structures in shaping interactions between people and the environment, and the impacts of conservation interventions. We see these questions as important knowledge gaps that have so far received insufficient attention and may need to be prioritised in future research