Relevant bibliographies by topics / Education – Vermont

Academic literature on the topic 'Education – Vermont'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education – Vermont"

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Williams, Wes, Wayne Fox, Lu Christie, Jacque Thousand, Michael Conn-Powers, Larry Carmichael, R. Timm Vogelsberg, and Marc Hull. "Community Integration in Vermont." Journal of the Association for Persons with Severe Handicaps 11, no. 4 (December 1986): 294–99. http://dx.doi.org/10.1177/154079698601100410.

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The Center for Developmental Disabilities, a University Affiliated Facility Satellite, at the University of Vermont, has had a major role in facilitating community integration throughout the state. This article describes the development and implementation of a statewide interdisciplinary model for providing special education to learners with severe disabilities and the Center's role in facilitating systems change in early special education, recreation/leisure opportunities, vocational services, and family support.
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Levine, M. A., M. A. Reardon, and G. C. Silverstein. "The Vermont Generalist Curriculum." Academic Medicine 71, no. 5 (May 1996): 546. http://dx.doi.org/10.1097/00001888-199605000-00069.

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Kupersanin, Eve. "Vermont Launches Statewide Mental Illness Education Effort." Psychiatric News 36, no. 5 (March 2, 2001): 16–40. http://dx.doi.org/10.1176/pn.36.5.0016.

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Gimbel, Phyllis, and Kristine Kefor. "Perceptions of a Principal Mentoring Initiative." NASSP Bulletin 102, no. 1 (January 24, 2018): 22–37. http://dx.doi.org/10.1177/0192636518754405.

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The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring “program.” Vermont requires new principals to be mentored for 2 years. Study participants discuss their mentor-mentee relationship and how that affects their leadership practices.
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Schmidt, Stephen J., and Karen Scott. "Reforming Reforms: Changing Incentives in Education Finance in Vermont." Education Finance and Policy 1, no. 4 (October 2006): 441–64. http://dx.doi.org/10.1162/edfp.2006.1.4.441.

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In 1997, Vermont passed Act 60, which reformed its education finance system to achieve greater equality of spending. The reform encouraged wealthy towns to reduce spending; it was politically unpopular and was replaced, in 2004, by Act 68. We analyze the spending incentives created by the two acts and estimate the effects the changewill have on spending inequality. Act 68 reduces tax prices for education spending in all towns, but reduces them disproportionately for wealthy towns. It increases education spending in Vermont but also increases inequality of spending. Because spending is inelastic with respect to tax prices, the increase in inequality is small relative to existing inequality. Our findings demonstrate that understanding the way towns respond to financial incentives, economically and politically, is critical in designing successful reforms. They suggest that it is difficult to maintain finance systems that give wealthy towns strong incentives to spend less or subsidize poorer towns. Using state revenues to subsidize schools achieves nearly asmuch equality as more explicit attempts to force wealthy districts to share resources.
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Forehand, Cynthia J., Tania F. Bertsch, G. Scott Waterman, and William B. Jeffries. "University of Vermont College of Medicine." Academic Medicine 85 (September 2010): S573—S577. http://dx.doi.org/10.1097/acm.0b013e3181ea99c3.

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Saucier, Donald A., and Audrey J. Cawman. "Civil Unions in Vermont." Journal of Homosexuality 48, no. 1 (December 21, 2004): 1–18. http://dx.doi.org/10.1300/j082v48n01_01.

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Mills, Richard P. "Chapter IX: Statewide Portfolio Assessment: The Vermont Experience." Teachers College Record: The Voice of Scholarship in Education 97, no. 5 (April 1996): 192–214. http://dx.doi.org/10.1177/016146819609700509.

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Fontana, Jean. "Portfolio Assessment: Its Beginnings In Vermont and Kentucky." NASSP Bulletin 79, no. 573 (October 1995): 25–30. http://dx.doi.org/10.1177/019263659507957305.

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MAGRANE, DIANE. "The University of Vermont College of Medicine." Academic Medicine 75, Supplement (September 2000): S379—S380. http://dx.doi.org/10.1097/00001888-200009001-00112.

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Dissertations / Theses on the topic "Education – Vermont"

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Onderwyzer, Susan. "Vermont Incarcerated Womens’ Initiative Drug Education." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/173.

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The Vermont Agency of Human Services Incarcerated Women’s Initiative (IWI), constituted in April of 2005, was instrumental in supporting the development and implementation of a pilot project, which encompassed three communities in Vermont. The Pilot programs aimed to reduce and prevent incarceration of women whose criminogenic problems were related to their substance use and abuse. These innovative projects are the subject of this mixed methods evaluative study – to determine the extent to which involvement in this project changed the behaviors leading to incarceration and in effect, succeeded in reducing incarceration and further involvement with the criminal justice system. Qualitative data was gathered through semi-structured interviews with former program participants and staff of the projects. Descriptive data was collected through quarterly reports from the project managers to the Vermont Department of Health, Division of Alcohol and Drug Abuse Programs, the funding agency, and the Vermont Department of Corrections. Each of the sites were compared and contrasted to tell the stories of the women who participated, and to gather the wisdom of the people who worked with them. The outcomes of the study supported the continued utilization of the key strategies of the Drug Education, Treatment, Enforcement and Rehabilitation (DETER) projects in facilitating greater engagement and retention in treatment, and reducing further incarceration in the study subjects. Recommendations for policy change include greater access statewide to Dedicated Case Management, Collaborative Inter-disciplinary Team Planning, and Wrap-Around Services for women offenders.
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Welch, Catherine E. "Factors Affecting Postsecondary Enrollment among Vermont High School Graduates| A Logistic Regression Analysis." Thesis, New England College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13859163.

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The State of Vermont has long had one of the highest high school graduation rates in New England, hovering around 87.8% with a lagging college enrollment rate of 52.3% at any 2- or 4-year postsecondary institution in the country (New England Secondary School Consortium, 2015). This research explored the factors that have the greatest effect on the college enrollment patterns of Vermont high school graduates. Specifically, this study explored the relationship between the following factors and 2- and 4-year college enrollment: (a) academic preparation, (b) access to college information, (c) early career exploration and education planning, (d) gender, (e) grade point average, (f) parent educational attainment, (g) parental expectations, (h) student location, and (i) student perception of affordability.

This descriptive, correlational quantitative study used binomial logistic regression to determine which of the factors listed in the preceding section had the greatest impact on the college enrollment patterns of Vermont high school graduates. The dataset for this research was the Class of 2014 Senior Survey from the Vermont Student Assistance Corporation, administered to all students graduating from Vermont high schools in 2014. This research looks to inform work currently being done at the state level to raise the number of adults living in Vermont with a postsecondary credential to 70% by the year 2025

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Woods, Barbara A. "The perceived efficacy of an empowerment model of youth development among Vermont educational leaders." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141236451.

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McNamara, Tristan James. "Services For Youth With Autism Spectrum Disorders: A Study Of Educational Practices In Vermont." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/465.

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Autism Spectrum Disorder (ASD) continues to receive increasing degrees of national attention in parallel with increasing rates of occurrence (Baio, 2012; Centers for Disease Control and Prevention, 2014; Rice, 2009). The disorder's growing prevalence has been accompanied by controversies regarding the source of the disorder (Baker & Stokes, 2007), how it is diagnosed (Mandell et al., 2009; Wing, Gould, & Gillberg, 2011), and what treatments are applicable and effective (National Autism Center, 2009). This qualitative research study utilizes survey data provided by Special Education Directors to explore the question of what types of treatments are implemented and supported by school districts for students with an ASD in Vermont. This exploration is provided in order to help develop an understanding of the degree to which research-based interventions are being supported by special education administrators throughout the state. Data analysis consisted of a process of content analysis utilizing coding and cross-case analysis to identify themes such as: the gap between education, experience, literature, and practice; the role of data in intervention and treatment design; and the role that professional development, staffing, and available resources play in ASD treatment. By exploring available research regarding the clinical effectiveness of various treatments and by analyzing survey data, this study identifies areas of strength and challenge conveyed in participants' responses, and makes suggestions regarding potential areas of future growth.
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Toland, Catherine K. "Implementing Proficiency-Based Learning: Perspectives Of Three Vermont High School Social Studies Teachers." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/673.

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ABSTRACT The passage of Act 77 in June 2013 and the Educational Quality Standards passed in April 2014 are significantly changing the way education is being conceptualized in Vermont. These two policy mandates called for all Vermont high schools to shift to proficiency-based learning (PBL), also known as standards-based, competency-based or mastery-based learning, by 2020. Yet scant research exists on how to implement PBL. This qualitative study addresses this need by examining the perspectives of three exemplary high school social studies teachers who were early adopters of proficiency- based instruction and learning in their classrooms. The research centered on questions about the teachers' perspectives on the curricular, instructional, and assessment shifts accompanying and supporting the implementation of PBL. The theoretical framework that informed this study was constructivist theory and the notion that knowledge is socially constructed through the learner's interaction with the world (Brooks & Brooks, 1999). The study focused on teachers' perspectives on and understandings of these shifts in order to capture innovative tools, strategies, and instructional approaches they developed as they implemented PBL. The findings may inform the thinking of social studies educators, administrators, policy makers, students, and other stakeholders interested in implementing PBL. The major findings that emerged in this study included several key components the teachers identified as vital to PBL implementation in a classroom including the need to: 1) identify key skills and concepts required to meet proficiencies, 2) use targeted and ongoing feedback with learners, 3) enact a curricular design that situates proficiencies in authentic experiences that provide multiple opportunities for practice, 4) support the emergence of new structures in high schools such as larger chunks of time with students, high school teaming, and flexible grouping of students, and 5) teach students explicitly about the learning process. The study also identified several broader policy considerations related to the implementation of PBL including a need for: 1) targeted professional development, 2) restructured school schedules to accommodate collaborative learning conversations among educators, administrators, and students, 3) collaboratively designed (including student voice) learning proficiencies that create a coherent experience from grades 9 to 12 (Fullan, 2016), and 4) redesigned preservice teacher training so that newly credentialed teachers are prepared to teach in proficiency-based centered learning environments.
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French, Daniel McNeil. "Voices of Leadership: A Narrative Study of Four Vermont Superintendents and Their Experience with Policy Governance." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/296.

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In 2006, the Vermont School Board's Association launched a pilot implementation of Policy Governance® in four Vermont school districts. Policy Governance is a coherent governance model that requires boards to establish policy in four policy quadrants (Carver, 2006). Key features of Policy Governance include the clear delineation of roles and responsibilities between a board and its CEO and the articulation of Ends policies which describe the desired outcomes for the organization from a future-oriented perspective (Carver, 2006). These characteristics of Policy Governance are in many ways antithetical to traditional Vermont public school governance practices which are grounded in a long-standing tradition of local control (Cate, 2006). This study focused on the experiences of the four superintendents involved in the 2006 pilot implementation of Policy Governance in Vermont as they attempted to reconcile the coherence of Policy Governance with local school board practices. The purpose of the study was to understand the beliefs and perceptions of these superintendents about Policy Governance, and to understand to what extent Policy Governance implementation created ethical dilemmas for their leadership. A series of in-depth interviews was conducted with the superintendents, and data from the interviews were analyzed using a narrative inquiry approach. The findings of this study suggest superintendent beliefs and perceptions about Policy Governance can be categorized into three themes: responsibility, trust, and vision. Using a theoretical ethical framework based on the work of Starratt (2003, 2004), a further analysis of the findings suggested a series of ethical dilemmas were confronted by the superintendents when implementing Policy Governance. These dilemmas included: developing an organizational vision through ends policies which transfer control over vision from the superintendent to the school board, assisting school boards with engaging their communities in the development of ends policies while at the same time ensuring those ends meet the moral purposes of schooling in serving the needs of all students and the larger public good, enforcing a clear delineation of roles and responsibilities while also serving a school board in its work, and assuming responsibility for transforming school systems to meet the future needs of students while at the same time supporting the success of students and educators in the current organizational structures. This study concluded that Policy Governance can provide an intellectual and practical framework for educational leaders to engage in the necessary ethical action to ensure the success of public schooling in postmodern society.
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Jones, Andrew. "Implementing Proficiency-Based Learning In Vermont High Schools: How Administrators Support Teacher Sensemaking Of Education Reform." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1030.

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The Vermont Educational Quality Standards, passed in 2014, require students to graduate high school based on proficiency not merely by the accrual of course credits. The deadline to implement this policy is 2020, and thus, high schools across Vermont are feverishly revamping their systems and structures to support this change. Like many reforms, teachers are at the forefront of putting this policy into practice. The purpose of this study is to understand how teachers experience the shift to implement proficiency-based learning practices in their classrooms and how administrators support teachers in making this transition. Two Vermont high schools were selected for this study. Both were well underway with formal implementation efforts. An online questionnaire was provided to all teachers at both schools. The district curriculum coordinators and all school administrators, in addition to any instructional coaches, were interviewed on a one-on-one basis. Four teachers from each site, representing a variety of subject areas (math, science, ELA, and social studies) were also interviewed on an individual basis. Furthermore, a variety of documents were analyzed from each site, including grading policies, teacher handbooks, and other artifacts related to the implementation of proficiency-based learning. Findings suggest that teachers were actively engaged in implementation efforts within their classrooms but found the process challenging. Certain aspects of proficiency-based learning prove to be more difficult than other elements to put into practice. Engaging in a “pedagogical triage”, teachers were selective with regard to which aspects of proficiency-based learning they attempted to implement. Given a lack of time and resources and the complex nature of the reform, teachers generally implemented those elements that were easier to put into practice. Furthermore, school and district administrators provided a variety of supports and resources to assist teachers’ sensemaking of proficiency-based learning practices. Intentional educational infrastructure that included instructional coaches, assessment cycles, professional learning communities, and curriculum materials, were evident at both the high schools in this study. Overall, the changes teachers discussed were more evolutionary than revolutionary. This study illuminates the specific challenges with implementing proficiency-based learning in a high school setting and how teachers experience putting proficiency-based learning into practice in the classroom. Additionally, the role of instructional coaches emerged as a key element of a coherent educational infrastructure in supporting teacher sensemaking of policy messages. Proficiency-based learning holds promise as an education reform but will only work with a coordinated educational infrastructure and a timeline that allows teachers to full comprehend all aspects of the policy.
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Stainton, Jennifer. "High School Principal Leadership For The Implementation Of A Personalized Proficiency Education Paradigm In The State Of Vermont." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/818.

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As of 2014, the State of Vermont adopted a policy package directing schools to implement a new way of educating and graduating students. Vermont’s Act 77 and Education Quality Standards require schools to identify specific skills and knowledge students must be proficient in to graduate and ensure each student has a personalized experience. Vermont’s tradition of local control means high school principals are leading change in their schools. How high school principals are understanding, valuing, and acting to lead the implementation of Vermont’s policies for personalized, proficiency-based education therefore varies by location. The purpose of this multiple case study was to explore high school principal leadership at a critical juncture of implementing Vermont’s personalized proficiency education paradigm. Principals’ understanding was analyzed using an accountability vs. flexibility framework influenced by Sturgis (2016) and Labaree (1997). Principals’ action steps were considered through the lens of Frontier and Rickabaugh’s (2014) five levers for school change. Principals’ leadership style was analyzed using transformational leadership practices (Leithwood & Sun, 2012). The findings from five high school principals suggest that Vermont’s policies were valued for their potential to improve student outcomes, student engagement, and future career opportunities. Principals’ understanding of the policies varied, suggesting a lack of cohesive understanding of policy goals across the state. They leveraged school structures and education standards to enact policy implementation, suggesting a focus on proficiency over personalization at the time of this study. Principals in this study were leading school change by building teacher capacity and enabling teacher collaboration, suggesting they were accessing key transformational leadership practices to enable school change. The principals also identified sticking points to implementation, including: a lack of appropriate computer software for proficiency-based grading, a limited timeframe for implementation, limited leadership resources and supports from the state, and worries about a lack of equity of opportunity for all students. This study has implications for education policy developers, state-level education agencies, and other high school principals. The findings suggest school-based implementation of state-level education policy, even in local control states, can be facilitated by supports for growing leader understanding of policy intentions and facilitating policy implementation with suggested timelines and key steps. The findings also suggest high school principals access transformational leadership practices when engaging their schools in a change process. By increasing the breadth of these practices, they can facilitate the whole-school change in a personalized proficiency paradigm.
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Skiff, Robert Austin. "Challenges To Building An Open Learning Organization In Higher Education: A Scholarly Personal Narrative." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/585.

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Higher education is undergoing rapid changes brought about by the ongoing financial crisis, globalization, and the rapid advancement of information technology. This scholarly personal narrative will apply assemblage theory and system dynamics to analyze the financial, cultural, and political constraints hampering change processes at traditional institutions of higher learning. Using this analysis as a starting point, the author will describe an open learning organization that addresses these issues, and how these principles have been applied to create Oplerno, LLC.–a new kind of higher educational institution.
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Reidel, Jon. "An Examination of the College Decision-Making Process of High School Students in Rural Vermont: A Cross-Case Analysis." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/908.

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Earning a college degree has been shown to have a number of positive socioeconomic impacts on individuals and society as a whole. Although researchers acknowledge that the decision to attend college is a complex process involving multiple factors, studies have focused primarily on individual reasons as part of a linear college choice paradigm. Individual obstacles to college attendance that consistently emerge in this strand of research include academic preparation, socioeconomic status, cost, family background, parental influence, motivation, and guidance counselor support (Harris & Halpin, 2002). College attendance rates are particularly low among students living in rural areas. Nationwide, only 59 percent of students from rural America choose to attend college, compared to 62 percent of their urban counterparts and 67 percent of students from suburban areas. (National Student Clearinghouse, 2015). The purpose of this study was to examine the college decision-making process of high school students in rural Vermont to better understand why fewer than 61 percent choose to attend college, despite more than 90 percent aspiring to do so at some point during their K-12 academic career (VSAC, 2016). A qualitative ethnographic case study approach was used to provide a unique student-focused perspective on the complexities of the college-decision making process as they go through it during their senior year of high school. A series of in-depth interviews were conducted with 10 students at two rural high schools throughout their senior year as they wrestled with an influx of information from multiple sources creating a series of pushes and pulls from guidance counselors, family members and friends with varying motives. Individual case study analyses were conducted on the following three groups of students based on their level of commitment to attend college at the start of their senior year: College Confident, College Considering and College Conflicted. A cross-case analysis of those three groups was also conducted. The result is a detailed account of how students in each group internalized and acted upon new information about their post-secondary plans, which depended heavily on when they received it, who they received it from and its quality. In most cases, the experience proved to be a frustrating, convoluted process that waxed and waned with each new piece of information. Ultimately, students made final college-going decisions based heavily on a combination of information that was not always accurate, sometimes misleading, and on the advice of at least one parent they perceived as having their best interest in mind.
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Books on the topic "Education – Vermont"

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McClaughry, John. Educational choice in Vermont. Concord, Vt: Institute for Liberty and Community, 1987.

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Keene, James A. Music and education in Vermont, 1700-1900. Macomb, Ill: Glenbridge Pub., 1987.

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United States Commission on Civil Rights. Vermont Advisory Committee. Racial harassment in Vermont public schools. [Washington, D.C.?]: The Commission, 1999.

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Committee, United States Commission on Civil Rights Vermont Advisory. Racial harassment in Vermont public schools. [Washington, D.C.?]: The Commission, 1999.

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United States Commission on Civil Rights. Vermont Advisory Committee. Racial harassment in Vermont public schools. [Washington, D.C.?]: The Commission, 1999.

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Card, Sam. The Grassroots Project in Vermont: A rugged environmental education experience. Bellingham, Wash: Huxley College of Environmental Studies, 1987.

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Committee, United States Commission on Civil Rights Vermont Advisory. Racial harassment in Vermont public schools: A progress report. Washington, DC: U.S. Commission on Civil Rights, Eastern Regional Office, 2003.

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Project, Harvard Family Research. Innovative states: Emerging family support and education programs : Arkansas, Iowa, Oregon, Vermont, Washington. 2nd ed. Cambridge, Mass. (Longfellow Hall, Appian Way, Cambridge 02138): Harvard Family Research Project, Harvard Graduate School of Education, 1992.

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Black males in the Green Mountains: Colorblindness and cultural competence in Vermont public schools. New York: P. Lang, 2012.

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Gregory, Sharrow, ed. Many cultures, one people: A multicultural handbook about Vermont for teachers. Middlebury, Vt: Vermont Folklife Center, 1992.

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Book chapters on the topic "Education – Vermont"

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MacKinnon, Colleen T. "Growing Organically: Building on Strengths for Vermont Doctoral Education." In Redesigning Professional Education Doctorates, 103–19. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137358295_7.

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Hudspeth, Thomas R. "Hopeful, Local, Visionary, Solutions-Oriented, Transformative, Place-Based Sustainability Stories and Service-Learning as Tools for University-Level Education for Sustainable Development: Experiences from University of Vermont." In World Sustainability Series, 191–203. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32928-4_13.

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Mayo, Cris. "Vermin, the Proximate and Often Unpleasant Stranger." In The Educational Significance of Human and Non-Human Animal Interactions, 191–202. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137505255_12.

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Rosenfeld, Stuart. "Centralization versus Decentralization: A Case Study of Rural Education in Vermont." In Education in Rural America, 205–68. Routledge, 2019. http://dx.doi.org/10.4324/9780429047411-7.

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Patton-Imani, Sandra, and Sandra Patton-Imani. "Navigating Illegitimacy." In Queering Family Trees, 137–64. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479865567.003.0006.

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I explore the first few years of the twenty-first century through the stories of mothers negotiating a sense of belonging and legitimacy in a sociopolitical context of shifting laws and policies about same-sex marriage and adoption. I explore the ways that mothers navigate the treacherous terrain of socializing their children in a society that denigrates their families—for example, in hospital care, education, and transracial adoption. I explore legal changes in Vermont in 2000 and Massachusetts in 2003 legalizing same-sex unions, and the ways these decisions lay legal groundwork for the widespread use of the civil rights movement as an analogy for the “marriage equality” movement. The legal strategy of arguing for the rights of same-sex couples to marry based on the harms that illegitimacy will impose on their children emerged as an important legal precedent that shaped the way same-sex marriage was legalized federally in 2015.
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Joyce, Simon. "On or About 1820." In LGBT Victorians, 31–70. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192858399.003.0002.

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Abstract This chapter focuses on three recovered stories of same-sex desire among women that were developing independently of each other around the year 1820: the secret diaries of the wealthy Yorkshire lesbian Anne Lister; the Edinburgh libel case brought by two teachers, Jane Pirie and Marianne Woods, accusing concerned parents of ruining their reputation and livelihood; and the marriage in all but name of two Vermont women, Charity Bryant and Sylvia Drake. Reading across these stories helps us recognize different lesbian identities in formation decades before sexology posited the modern homosexual, but it is also to see the fissures and faultlines in that identity. If collectively these stories suggest something other than a singular narrative of sexual identity, their conjunction around 1820 helps to identify a diversity of models for conceptualizing same-sex desire in the early-nineteenth century and a set of questions that underpin LGBT Victorians as a whole. How might emergent sexual identities have grounded themselves in older forms of gender transitivity, and how might they not? How were sexual practices thought to have been scripted on the body, or to reshape the bodies involved? How does a gendered binary of masculine/feminine reconfigure or obscure other relational inequities that had their basis in factors like age, class, or education?
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Conference papers on the topic "Education – Vermont"

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Perdrial, Nico Perdrial, Sandra Walser, Christine Massey, and Paul Bierman. "Lead in Water and Soil: Education and Assessment Involving Vermont Middle and High School Students." In Goldschmidt2020. Geochemical Society, 2020. http://dx.doi.org/10.46427/gold2020.2061.

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