Chelsae Arnold
Affiliation:
Mt. Blue Regional School District (RSU 9)
Title: The Influence of a Flipped Classroom on Student Achievement, Homework Completion, and Student Perceptions in a High School Algebra 2 Class
Abstract: The current study investigated the use of technology, specifically flipped classroom practices, in a high school math classroom.  This study took place in a rural Maine high school to discover what effects the flipped classroom would have on student achievement, student self-efficacy, and homework completion in an Algebra 2 course.  The participants were 43 students, from 8th to 12th grader,  in 5 Algebra 2 courses. The researcher compared performance on classroom assessments in both conditions and found no statistical significance on performance.  The majority of participants reported no change in self efficacy following the flipped classroom, and the researcher observed a slight increase in homework completion during the flipped classroom.
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Nicole Ball
Affiliation:
Mt. Blue Regional School District (RSU 9)
Title:  How Flexible Groupings in Kindergarten May Affect Behavior
Abstract: The purpose of this mixed methods study was to determine the perspectives of flexible groupings from parents and staff members and how it affects behaviors in kindergarten. The study took place at Mallett School, Farmington, Maine.  The participants in this study were 20 parents and 10 staff members.  A survey was completed by parents and staff members were involved in interviews.  The researcher also collected behavioral data from the school guidance counselor for the years 2013-2014 and 2014-2015.  The conclusions of this study showed that disruptive behavior has decreased in kindergarten classrooms since flexible groupings were employed.

Tara Blue
Affiliation:
RSU 54/MSAD 54
Title: Alignment of the Eight Instructional Design Principles: Effective Mathematics Instruction and District Adopted Math Programs
Abstract: In Maine, recent statewide testing showed a 3% increase in students who are partially or substantially below proficient in mathematics. Maine teachers are essential contributors to students’ paths to higher achievement. The purpose of this study was to investigate how Maine teachers’ beliefs of effective instruction and adopted math programs align with the Eight Research-Based Instructional Design Principles. An electronic survey was sent to 1,091 potential participants who are grade one, two, and three teachers in Maine. Fifty participants responded and, the researcher evaluated teacher habits of using effective instruction and the structure of math programs to provide opportunities to use these effective instructional practices. Findings reveal many inconsistencies between teacher use of effective mathematical instructional practices and structures of math programs to support the practices.

Laurie Catenese and Lee Harper
Affiliations:
RSU/MSAD 17 and RSU/MSAD 59
Title: Why Beginning Teachers Persist in the Profession and the Impact of Induction and Mentoring
Abstract: With 46% of new teachers leaving the profession within the first five years, many states have mandated induction programs. This study sought to understand what beginning teachers in rural Maine perceive as the greatest factors impacting their persistence in education, and the perceived impact of induction and mentoring on their persistence. A mixed-methods approach yielded findings that indicated the greatest perceived factors are: working with students, collaborating with peers, and administrative support. Induction and mentoring perceptions were both positive and negative. Recommendations are directed at school leaders who must support teachers by providing time for collaboration and networking, and implementing purposeful induction and mentoring activities.(1 As cited in Andrews, Gilbert & Martin, 2012)
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Marian Harrison
Affiliation: Mt. Blue Regional School District (RSU 9)
Title: Day Treatment’s Impacts on Office Disciplinary Referrals and Attendance
Abstract: This mixed methods study explored the effects of implementing a day treatment program on attendance and office disciplinary referrals in a rural school district in Western Maine.  Parental perceptions of the program were assessed through a qualitative survey.  Parents reported day treatment has affected student behavior positively. Attendance and office disciplinary referral patterns were examined using two-tailed t-tests. These analyses showed no significant difference in attendance for both general student populations and subpopulation of day treatment students. Significant differences were found in regards to office disciplinary referrals for general student populations and for day treatment students after implementation. Further research is needed to assess the fidelity of the program.
Key terms: Day treatment, attendance, office disciplinary referrals
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Jeanette Jacobs
Title: 
Engaging the Alternative Learner: An Examination of Active Learning Practices within World History
Abstract: This mixed methods study sought to examine the effects of active learning practices in a World History class on both the general population and alternative education students. 14 freshman and sophomore high school students participated. Although there is some evidence to suggest that students can learn more information from active teaching practices than traditional methods, the findings of this study remain inconclusive in determining one dominant or preferred method of teaching. In fact, this study found that students clearly identified the need for both instructional practices.

Jennifer Ladd
Affiliation: Mt. Blue Regional School District (RSU 9)
Title: Systematic Phonics Instruction Within Word Study at the Primary Grades
Abstract: The purpose of this mixed-methods study was to compare nonsense word reading, phoneme segmentation fluency and overall reading achievement of four low performing first and second graders before and after replacing teacher constructed word activities with systematic synthetic phonics instruction (SSPI). In addition to quantitative data, qualitative interview data was collected from four district interventionists who provided insight into instructional experiences. Nonsense word reading fluency of this sample produced mixed responses to instruction. All four students made gains in phoneme segmentation fluency after SSPI. The researcher suggests continuing the current implementation of Guided Reading Plus by highly trained teachers.
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