Reference Desk Requests



	Impact: Maine
Regional Impact Overview Connecticut Maine Massachusetts New Hampshire New York Puerto Rico Rhode Island Vermont Virgin Islands	Impact Categories Introduction Stakeholder Feedback Website Usage Webinar Participants Reference Desk Requests Research Support Fast Response Projects Randomized Controlled Trial Sites Maine Newsletter Stories Policy Challenges Conferences Governing Board Reference Desk Requests To provide stakeholders with timely responses to their education questions, the REL-NEI Reference Desk is available to education decision-makers—state education staff, superintendents, principals, district-level specialists, association heads, legislators, teachers unions, and parent-association staff—seeking to set priorities with limited financial resources. Responses contain links to relevant websites, research reports, and journal articles, as well as targeted referrals to organizations or government-funded centers that provide more information and/or offer technical assistance. How does the Reference Desk work? REL-NEI researchers search journal articles and relevant research and prepare a list of resources especially for you. Visit the Reference Desk Sample Questions Accountability and Assessment Educational Equity and Special Populations Low-Performing Schools and School Improvement Highly Qualified Teachers Core Subject Areas What policies and procedures exist in states and/or jurisdictions across the region regarding the establishment of new certifications? How many schools/states require Personalized Learning Plans (PLPs) as part of graduation requirements? What research exists on academic tracking, for high schools, specifically concerning effectiveness? What are the policies dealing with dogs and other service animals that assist special education students in school? What research exists related to varying exit criteria for ELL student success? What does the research say about reorganization of smaller to larger regional districts? What infrastructure needs to be in place to support robust use of educational technologies such as video conferencing, virtual classrooms, etc.? What percentage of children who were reported to have had services prior to kindergarten is still receiving them in kindergarten? What were these children diagnosed with? Were these children still receiving services in first, third, and fifth grades? Are there children who stop services early (e.g., between preschool and kindergarten) that appear back in the system at a later time (e.g., third or fifth grade)? Who are these children? What research exists related to the use of cell phones in the classroom? What policies exist for use of cell phones in schools and classrooms? (Cell phone AUPs) What research exists about parent-social networks and student success or education indicators? What does the research say about high-performing schools? Specifically, what are the key factors/variables that have been identified in the literature? What is the recent and ongoing research related to school climate/culture? How is school climate/culture is defined? What does the research say about the relationship between salary and teacher retention? What other factors are shown to impact teacher retention? What is the role of the principal and school leadership in the newly formed district? What models or research exists about merging leadership from separate organizations? What does the research suggest about the advantages and disadvantages of a 6th–8th grade configuration and/or 7th–8th grade middle school configuration as it relates to teaching and learning? What is known about the effectiveness of world language instruction in relation to when the instruction begins for a student (primary grades vs. high school)? What research exists regarding cultural-competence training for preparation of teachers and student achievement and success? Is there research regarding physical activity, specifically tennis, and student achievement? Has there been any research on programs involving students reading to dogs as a way to overcome shyness and anxiety about reading while helping students learn to read or become more engaged with reading? How do male students benefit in their literacy skills from the use of technology in the curriculum? Is there research regarding: physical activity and student achievement? Physical activity and behavior? Nutrition and student achievement? Nutrition and behavior?

Impact: Maine

Sample Questions