544 research outputs found
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Big Muscles, Little Muscles: A Qualitative Study on Children’s Outdoor Play in a Public Preschool Playground
No full textThis qualitative, exploratory study focused on describing preschool children’s use of classroom materials on a public school playground. Naturalistic observations, a teacher research journal, and photographs produced a variety of examples of children using fixed playground equipment and loose materials. Eighteen children were observed during their daily outdoor playtime over the course of eight weeks. Midway through the study, children were able to self-select typical indoor classroom materials such as paint and musical instruments, while playing on the playground. Observations of children revealed the value of including a variety of materials on the preschool playground in support of whole-child development
The Relationship Between Current ELL Programs and the High School Completion Rate
No full textThe purpose of this research was to locate an existing high school ELL program that increased the likelihood of ELL students completing high school. This study focused on the non-completion rates that occurred over the past six years at Atlantic City High School in New Jersey. The data collected supports the idea that their program increases completion rates among ELL students. Portions of the program could be implemented at Lewiston High School
Recall elections for state legislators, funded by outside interests, are likely to become more common.
No full textJim Melcher looks at the increasing popularity of recall elections for ideological reasons, rather than for corruption or incompetence. He argues that such recalls, at least at the state legislature level, are here to stay, and that outside money and interests are also likely to play a more and more important role
Differences in Achievement when Dynamic Geometry Software is compared to Traditional Instruction in an 8th Grade Math Classroom
No full textThe purpose of this study is to examine the use of dynamic geometry software as a platform for learning spatial relationships. Data were gathered from 8th grade math classrooms over the winter of 2012-13. Data from the control and experimental groups showed a difference in the initial achievement scores, students in the control groups scoring higher. Data also showed that there was no difference in student retention once scores were adjusted for initial differences. The results of the study cannot be generalized due to limiting factors. There is a need for further research with adjustments in methods and sampling
The Effect of Presenting Social Stories™ on an iPad™ to Encourage Purposeful Communication in Children with Autism
No full textTwo case studies examined the effect of creating simple stories to encourage purposeful communication in children with autism. The responses of each student to the greeting “good morning” by the teacher, and by the Ed tech were recorded. Student A showed no effect from the Social Story™. Student B was not influenced to respond appropriately to his Ed tech, but almost immediately began initiating some morning greetings to his teacher, sustaining this behavior for several weeks
Vodník
No full textWhen Tomas was six, someone something tried to drown him. And burn him to a crisp. Tomas survived, but whatever was trying to kill him freaked out his parents enough to convince them to move from Slovakia to the United States. Now sixteen-year-old Tomas and his family are back in Slovakia, and that something still lurks somewhere. Nearby. Ready to drown him again and imprison his soul in a teacup. Then there s the fire víla, the water ghost, the pitchfork-happy city folk, and Death herself who are all after him. All this sounds a bit comical, unless the one haunted by water ghosts and fire vílas or doing time in a cramped, internet-deprived teacup is you. If Tomas wants to survive, he\u27ll have to embrace the meaning behind the Slovak proverb, So smr ou e te nik zmluvu neurobil. With Death, nobody makes a pact.https://scholarworks.umf.maine.edu/publications/1018/thumbnail.jp
Tea party talk : the governors
No full textThe Tea Party isn’t just influential in Washington, DC. Tea Party political passions, first seen in demonstrations and town meetings, echo through the United States. In many states, 2009 and 2010 voters re-elected or elected new Republican governors with Tea Party backing. Tea Party activists were blunt in expressing their views and many Tea Party governors, like Chris Christie, echoed that style. Others, like Rick Snyder, had a mellower tone. This book of quotations by two Maine political scientists collects Tea Party governors’ words from mild to wild, from bombastic to cautious, and from harsh to gentle. American politics fans will be entertained by these quotations, but they\u27ll also better understand these 14 governors – Jan Brewer, Sam Brownback, Chris Christie, Tom Corbett, Nikki Haley, John Kasich, Paul LePage, Susana Martinez, “Butch” Otter, Sean Parnell, Rick Perry, Rick Scott, Rick Snyder, and Scott Walker.https://scholarworks.umf.maine.edu/publications/1043/thumbnail.jp
Early Math Matters: Comparison of Kindergarten Screening Performance to Math Achievement Through Fourth Grade
No full textThe connection between early measures of mathematical knowledge and later achievement in elementary school was investigated. Results suggested that some measures of math competency are captured in early assessment but not thoroughly enough to predict later proficiency with any degree of certainty. The results suggest that students’ ability to count has limited predictability. More comprehensive methods of assessing kindergarten students are recommended
Content Validity and Standardization of The Maine Certified Early Childhood Teacher Assistant Certification Portfolio Assessment Tool
No full textMaine early childhood CTE instructors have worked with the Department of Education and the Maine Roads to Quality organization to develop a certification process that aligns with these standards. The required certification portfolio assignments are currently evaluated by individual instructors who use grading systems which they have created and differ from classroom to classroom. I asked early childhood instructors and professionals to evaluate portfolio assignments using three rubrics. Results indicate there is little to no discrepancy between scores. Results suggest a universal rubric could be used to fairly assess student work
