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Journal articles on the topic 'Education – Vermont'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Dollase, Richard H. "The Vermont Experiment 'in State-Mandated Portfolio Program Approval." Journal of Teacher Education 47, no. 2 (March 1996): 85–98. http://dx.doi.org/10.1177/0022487196047002002.

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12

Colburn, Selene. "Beyond the bathroom wars: Increasing gender-free restroom access in libraries." College & Research Libraries News 81, no. 8 (September 3, 2020): 387. http://dx.doi.org/10.5860/crln.81.8.387.

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In May 2016, protesters affiliated with the student organization Justice for Queer and Trans Students occupied the University of Vermont’s (UVM) Dean of Libraries’ office to demand that the David W. Howe Memorial Library (then known as the Bailey/Howe Library) immediately convert select gender-segregated restrooms—meaning those labeled for use for only men or only women—to gender-free restrooms to accommodate the needs of trans and gender non-conforming students during spring finals week. The protest followed the delivery of a petition with more than 1,000 signatures seeking change, as well as ongoing conversations between the libraries and student activists. Student organizer Lindsey “Z.” McCarron told The Vermont Cynic, “This is an immediate and real need that is affecting people’s health and safety every day.”

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13

Doheny-Farina, Stephen, Peter W. Callas, Michael A. Ricci, Michael P. Caputo, Judith L. Amour, and Fred B. Rogers. "Technical Communication and Clinical Health Care: Improving Rural Emergency Trauma Care through Synchronous Videoconferencing." Journal of Technical Writing and Communication 33, no. 2 (April 2003): 111–23. http://dx.doi.org/10.2190/016c-jg1d-ve8c-ldpe.

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While debates continue over the effectiveness of innovative communication technologies to bring information and services to populations that have been underserved by such new technologies, a federally-funded program at the University of Vermont and Fletcher Allen Health Care (FAHC), Burlington, Vermont, has enabled trauma specialists to link with rural emergency room health care providers through a synchronous videoconferencing (telemedicine) network. Analysis of patient histories and surveys completed by the participating physicians after each use of the computer conferencing system as well as interviews and observations indicate that the FAHC consulting trauma specialists and the remotely located physicians felt the linkups do not interfere with standard ER procedures, that communication was at least adequate for all consultations, and that the consults improved the quality of care, for over half of the cases. Furthermore, interviews with rural ER physicians indicated that they saw the program operating as the first stage of FAHC's management of a patient to be transferred to that facility.

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14

Zehle, Christa, Kathryn Huggett, Jesse Moore, and Cate Nicholas. "The University of Vermont Larner College of Medicine." Academic Medicine 95, no. 9S (September 2020): S525—S529. http://dx.doi.org/10.1097/acm.0000000000003442.

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15

DiMarco, Daniela E., Amanda Kennedy, Bradley Tompkins, Jennifer Read, and Kristen Pierce. "1284. Pre-exposure Prophylaxis (PrEP) for HIV in Vermont: an Assessment of Prescribing in a Uniquely Rural State." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S462. http://dx.doi.org/10.1093/ofid/ofz360.1147.

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Abstract Background In the United States and Vermont, men who have sex with men (MSM) make up the majority of new human immunodeficiency virus (HIV) infections every year. Despite HIV prevention campaigns and approval of antiviral therapy for pharmacologic HIV pre-exposure prophylaxis (PrEP), HIV cases in Vermont—a predominantly rural state—are on the rise. The primary objective of this study was to assess prescribing practices and barriers surrounding PrEP for adult MSM in Vermont. Methods A web-based healthcare provider survey was deployed electronically over a 10 week period in 2019 to a convenience sample of licensed primary care, sexual health, and infectious disease providers in Vermont. Questions were designed to target factors thought to influence PrEP prescribing, with a focus on prescribing behaviors and perceived barriers. Results An estimated 500 providers received the survey. There were 137 survey respondents, 106 (77%) were physicians, primarily in internal medicine. Though only 47 (34%) providers had experience prescribing PrEP to MSM patients, over 89% identified as willing to prescribe PrEP to high-risk groups. Among PrEP prescribers, screening frequency for HIV and bacterial sexually transmitted infections (STIs) while on PrEP fell below the current guideline recommendations at 72% and 53%, respectively. Less than 70% of providers routinely obtain sexual history for male patients. Among providers willing to prescribe PrEP, concern regarding medication toxicity was the only statistically significant barrier (χ 2 = 5.5, P = 0.02). Concerns regarding risk compensation behavior and lack of knowledge or experience regarding prescribing PrEP also demonstrated an association with provider willingness to prescribe PrEP, however did not reach statistical significance. Conclusion The majority of Vermont providers sampled are willing to prescribe PrEP, suggesting there is great opportunity to increase prescribing and use, potentially having an impact on reducing HIV transmission among MSM in the state. Provider education targeted toward guidelines for STI and HIV screening on therapy, obtaining sexual histories, and minimal toxicity risk may serve to increase prescribing of PrEP among Vermont providers. Disclosures All authors: No reported disclosures.

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Giangreco, M. F., S. W. Edelman, and C. Nelson. "Impact of Planning for Support Services on Students who are Deaf-Blind." Journal of Visual Impairment & Blindness 92, no. 1 (January 1998): 18–29. http://dx.doi.org/10.1177/0145482x9809200105.

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This article presents a study of the use of the Vermont Interdependent Services Team Approach (VISTA) by seven individual student planning teams and its impact on the students with deaf-blindness they educated in general education classes with individually determined support services.

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Ehrmann, Stephen C. "Facing the Triple Challenge." CALICO Journal 13, no. 1 (January 14, 2013): 5–25. http://dx.doi.org/10.1558/cj.v13i1.5-25.

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18

Beatty, Barbara G., Maureen O'Connell, Takamuru Ashikaga, and Kumarasen Cooper. "Human Papillomavirus (HPV) Education in Middle and High Schools of Vermont." Journal of School Health 73, no. 7 (September 2003): 253–57. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06573.x.

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19

Klein, Stephen P., Daniel McCaffrey, Brian Stecher, and Daniel Koretz. "The Realiability of Mathematics Portfolio Scores: Lessons From the Vermont Experience." Applied Measurement in Education 8, no. 3 (July 1995): 243–60. http://dx.doi.org/10.1207/s15324818ame0803_4.

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20

Fowler, Amy. "Multiple perspectives accountability systems: A perspective from Vermont." education policy analysis archives 26 (January 29, 2018): 11. http://dx.doi.org/10.14507/epaa.26.3642.

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In response to Bae’s (2018) Redesigning systems of school accountability: A multiple measures approach to accountability and support, this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators, policymakers, and the public. Using examples from Vermont, the author highlights the need for: (1) states and districts to make accountability part of their core statement of values, with a focus on why certain measures are selected, not what measures are selected; and (2) reciprocal accountability through better collaborations between federal, state and local actors to identify and fund the best investments for education.

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21

Vallett, Carol, Glenn McRae, and Michelle McCutcheon-Schour. "Transportation Education Development Pilot Program at University of Vermont Transportation Research Center." Transportation Research Record: Journal of the Transportation Research Board 2414, no. 1 (January 2014): 63–68. http://dx.doi.org/10.3141/2414-08.

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22

Blaisdell, Amanda J., and Larry K. Olsen. "Barriers to Human Sexuality Education Survey Research Among Vermont Public School Administrators." Journal of School Health 89, no. 2 (January 2, 2019): 124–28. http://dx.doi.org/10.1111/josh.12721.

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23

Howard, Jessica. "Teachers and Teaching: On Teaching, Knowledge, and "Middle Ground"." Harvard Educational Review 59, no. 2 (July 1, 1989): 226–40. http://dx.doi.org/10.17763/haer.59.2.l341028l2v675t46.

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Teachers often feel poised between dynamic forces in the classroom as they struggle to meet the needs of both individual students and the group, to promote children's self-knowledge as well as their knowledge of the curriculum. Here Jessica Howard, a teacher at the Prospect School,a private elementary school in rural Vermont, re-examines this dialectic. She describes how she,as a teacher, creates the "middle ground," a time and place that pulls together the disparate elements of classroom life, where children can make new and richer sense of themselves and the world.

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Stosich, Elizabeth Leisy, and Soung Bae. "Engaging diverse stakeholders to strengthen policy." Phi Delta Kappan 99, no. 8 (April 30, 2018): 8–12. http://dx.doi.org/10.1177/0031721718775670.

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The Every Student Succeeds Act gives states greater flexibility in designing educational policy, but questions remain about whether and how states will use this opportunity to design truly innovative new policies to support higher levels of student learning. The authors describe how educational leaders in four states — California, Iowa, New Hampshire, and Vermont — worked collaboratively with diverse stakeholders to design ambitious and forward-looking educational policies prior to the passage of ESSA. Policy makers in all four states described engaging in an extensive process of stakeholder engagement, which influenced policy design and fostered support for implementation.

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25

Pregot, Michael V. "Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?" International Journal of Educational Reform 30, no. 1 (October 29, 2020): 3–20. http://dx.doi.org/10.1177/1056787920967114.

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In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states—Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP’s) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions.

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Kolbe, Tammy, Bruce D. Baker, Drew Atchison, Jesse Levin, and Phoebe Harris. "The Additional Cost of Operating Rural Schools: Evidence From Vermont." AERA Open 7 (January 2021): 233285842098886. http://dx.doi.org/10.1177/2332858420988868.

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State policymakers wrestle with long-standing questions and concerns about how to best provide additional fiscal support to rural school districts to ensure their students have access to adequate educational opportunities. In this study, we describe how one state developed empirically based estimates for the additional cost of operating rural schools, typified by small enrollment and location in sparsely populated areas. The study’s findings clarify that school size and location are relevant, but distinct, cost factors that should be accounted for state school finance policies. Additionally, the study provides a model for how other states might leverage administrative data and apply education cost modeling to estimate cost differences for rural schools that can be used to inform state school finance policy.

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Fogarty, John, Lewis R. First, Mark Levine, Mildred Reardon, and Diane Magrane. "The Interdisciplinary Generalist Curriculum Project at the University of Vermont College of Medicine." Academic Medicine 76, Supplement (April 2001): S127—S130. http://dx.doi.org/10.1097/00001888-200104001-00025.

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Pennell, James R., and William A. Firestone. "Changing Classroom Practices through Teacher Networks: Matching Program Features with Teacher Characteristics and Circumstances." Teachers College Record: The Voice of Scholarship in Education 98, no. 1 (September 1996): 46–76. http://dx.doi.org/10.1177/016146819609800105.

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Teacher networks are a recent innovation in professional development that are being used in California and Vermont to support state policy initiatives. Our analysis relies on interviews, observations, and document analysis to identify how teachers’ program experiences are affected by the fit between their backgrounds and program goals and methods. Drawing on insights from symbolic interactionist and social movements theory, we treat the teacher networks in these states as professional-area movement organizations sharing the common goal of changing instruction in a constructivist direction. First, we describe the common goals of the programs in both states. Then we describe key features of the network programs and their different policy environments. Finally, we identify how teachers’ beliefs, background experiences, social influences, and contextual circumstances can color their program experiences and willingness to make changes in classroom instruction.

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Evans, Katherine M., Jenna Bodmer, Bryce Edwards, James Levins, Amanda O’Meara, Merima Ruhotina, Richard Smith, et al. "An Exploratory Analysis of Public Awareness and Perception of Ionizing Radiation and Guide to Public Health Practice in Vermont." Journal of Environmental and Public Health 2015 (2015): 1–6. http://dx.doi.org/10.1155/2015/476495.

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Exposure to ionizing radiation has potential for acute and chronic health effects. Within the general public of the United States, there may be a discrepancy between perceived and actual health risks. In conjunction with the Vermont Department of Health, a survey designed to assess public perception and knowledge of ionizing radiation was administered at 6 Vermont locationsn=169. Descriptive and inferential statistical analyses were conducted. Eighty percent of respondents underestimated the contribution of medical imaging tests to total ionizing radiation exposure. Although only thirty-nine percent of participants were confident in their healthcare professional’s knowledge of ionizing radiation, most would prefer to receive information from their healthcare professional. Only one-third of individuals who received a medical imaging test in the past year were educated by their healthcare professional about the risks of these tests. Those who tested their home for radon were twice as likely to choose radon as the greatest ionizing radiation risk to self. Although respondents had an above-average education level, there were many misperceptions of actual risks of exposure to ionizing radiation, particularly of medical imaging tests. Educating healthcare professionals would therefore have a profound and positive impact on public understanding of ionizing radiation.

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Natkin, Lisa Watts. "Education for Sustainability: Exploring Teaching Practices and Perceptions of Learning Associated with a General Education Requirement." Journal of General Education 65, no. 3-4 (July 1, 2016): 216–40. http://dx.doi.org/10.5325/jgeneeduc.65.3-4.216.

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Abstract Higher education institutions are increasingly interested in infusing sustainability content into their curricula. This can be accomplished through general education programs, which the University of Vermont recently established. The implementation of this new requirement created a unique opportunity to investigate sustainability-related teaching and learning. The purpose of this study was to explore how instructors structured and taught sustainability learning outcomes and students' perceptions of learning within an assortment of general education courses. The variety of data collection methods (online survey, interviews, focus groups, observation, and document review) enabled the identification and triangulation of strong themes. Findings describe three course design approaches instructors used to incorporate sustainability. Instructors taught sustainability through class discussions, papers, readings, projects, guest speakers, and case studies. Students reported the following teaching practices as particularly helpful: experiencing real-world applications, discussing sustainability issues in class, exploring different perspectives, experiencing agency, and learning from peers and guest speakers. The following are recommended areas for skill development: (1) training instructors to align learning outcomes with assessment strategies to ensure that appropriate evidence is gathered, (2) encouraging instructors to reflect upon which teaching practices effectively supported student learning and consider improvements, and (3) using a variety of teaching practices and assessment strategies.

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Horbar, Jeffrey D. "The Vermont Oxford Network: Evidence-Based Quality Improvement for Neonatology." Pediatrics 103, Supplement_E1 (January 1, 1999): 350–59. http://dx.doi.org/10.1542/peds.103.se1.350.

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The Vermont Oxford Network is a voluntary collaborative group of health professionals committed to improving the effectiveness and efficiency of medical care for newborn infants and their families through a coordinated program of research, education, and quality-improvement projects. In support of these activities, the Network maintains a clinical database of information about very low birth weight infants that now has more than 300 participating neonatal intensive care units (NICUs). We anticipate that these NICUs will submit data for 25 000 infants with birth weights of 401 to 1500 g born in 1998. The research program of the Network includes outcomes research and randomized clinical trials. The goal of Network outcomes research is to identify and explain the variations in clinical practice and patient outcomes that are apparent among NICUs. Network trials are designed to answer practical questions of importance to practitioners and families using pragmatic designs that can be integrated into the daily practice of neonatology. Quality improvement is a major focus of the Network. Members receive confidential quarterly and annual reports based on the Network database that document their performance and compare practices and outcomes at their unit with those at other units within the Network. These reports are intended to assist the members in identifying opportunities for improvement and to help them monitor the success of their improvement efforts. Although information is necessary for improvement to occur, it is not sufficient to foster lasting improvement by itself. Information must be translated into action. The Network is sponsoring an ongoing program of quality initiatives designed to provide members with the knowledge, skills, tools, and resources needed to foster action for improvement. The Network's first formal quality-improvement project, the NIC/Q Project, brought together 10 NICUs to apply the methods of collaborative improvement and benchmarking to neonatal intensive care. Building on the lessons learned in that initial project, the Network now is conducting the Vermont Oxford Network Evidence-Based Quality Improvement Collaborative for Neonatology, known as NIC/Q 2000. This 2-year collaborative will assist multidisciplinary teams from the 34 participating NICUs to develop four key habits for improvement: the habit for change, the habit for practice as a process, the habit for collaborative learning, and the habit for evidence-based practice. During the collaborative, participants will contribute to a knowledge bank of clinical, organizational, and operational change ideas for improving neonatal care. The coordinated program of research, education, and quality improvement described in this article is only possible because of the voluntary efforts of the members. The Network will continue to support these efforts by developing and providing improved tools and resources for the practice of evidence-based neonatology. neonatology, very low birth weight, database, network, quality improvement, evidence-based medicine, randomization, trials, outcomes, mortality, length of stay.

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Achenbach, Thomas M., Vicky Phares, Catherine T. Howell, Virginia A. Rauh, and Barry Nurcombe. "Seven-Year Outcome of the Vermont Intervention Program for Low-Birthweight Infants." Child Development 61, no. 6 (December 1990): 1672. http://dx.doi.org/10.2307/1130830.

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Knutson, Allison, Nesha D. Park, Denise Smith, Kelly Tracy, Danielle J. W. Reed, and Steven L. Olsen. "Just-in-Time Training: A Novel Approach to Quality Improvement Education." Neonatal Network 34, no. 1 (2015): 6–9. http://dx.doi.org/10.1891/0730-0832.34.1.6.

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ABSTRACTJust-in-time training (JITT) is accepted in medical education as a training method for newer concepts or seldom-performed procedures. Providing JITT to a large nursing staff may be an effective method to teach quality improvement (QI) initiatives. We sought to determine if JITT could increase knowledge of a specific nutrition QI initiative.Members of the nutrition QI team interviewed staff using the Frontline Contextual Inquiry to assess knowledge regarding the specific QI project. The inquiry was completed pre- and post-JITT. A JITT educational cart was created, which allowed trainers to bring the educational information to the bedside for a short, small group educational session.The results demonstrated a marked improvement in the knowledge of the frontline staff regarding our Vermont Oxford Network involvement and the specifics of the nutrition QI project.Just-in-time training can be a valuable and effective method to disseminate QI principles to a large audience of staff members.

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Tare, Meghna. "Education for Sustainable Development." Technology & Innovation 21, no. 4 (December 1, 2020): 1–3. http://dx.doi.org/10.21300/21.4.2020.2.

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In 2003, in response to the United Nations (UN) Decade of Education for Sustainable Development, the United Nations University (UNU) Institute for the Advanced Study of Sustainability launched a global multi-stakeholder network of Regional Centers of Expertise (RCEs) on education for sustainable development (ESD). RCEs facilitate multi-sector collaboration and utilize formal, non-formal, and informal education to address sustainable development challenges in local and regional communities. In essence, RCEs are a tool for transformation to a more sustainable society, combining education and action for sustainable development. As we enter the new "ESD for 2030" decade, RCEs will continue to construct platforms for cross-sectoral dialogue between regional stakeholders and actors to promote and strengthen ESD at the local level. RCEs have committed to helping advance the five priority areas of action established in the Global Action Program on ESD and the new UN decade "ESD for 2030": advancing policy by mainstreaming ESD, transforming learning and training environments using whole-institution approaches, building capacities of educators and trainers, empowering and mobilizing youth, and accelerating sustainable solutions at the local level. RCEs are uniquely positioned to serve as shepherds in the realization of the new "ESD for 2030" decade. As of January 2019, 174 RCEs have officially been acknowledged by UNU worldwide, with eight RCEs in the United States: Georgetown, South Carolina; Grand Rapids, Michigan; Greater Atlanta, Georgia; Greater Burlington, Vermont; Greater Portland, Oregon; North Texas, Texas; Salisbury, Maryland; and Shenandoah Valley, Virginia. RCEs serve an essential role in the achievement of "ESD for 2030" goals by translating global objectives into the local contexts of our communities.

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Florsheim, Orli K., Jemma Alarcón, Erika A. Montanaro, and Lynn E. Fiellin. "Access to sexual health education and healthcare for adolescent women in rural Vermont: a qualitative study." Sexually Transmitted Infections 94, no. 4 (May 18, 2018): 253. http://dx.doi.org/10.1136/sextrans-2017-053471.

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Becot, Florence, David Conner, and Jane Kolodinsky. "Where Do Agri-Food Entrepreneurs Learn Their Job and are There Skills They Wished They Had Learned?" International Journal of Entrepreneurship and Innovation 16, no. 3 (August 2015): 207–15. http://dx.doi.org/10.5367/ijei.2015.0192.

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The agri-food system plays a vital role in the socioeconomic well-being of the USA. In rural Vermont, the setting for this study, the contributions are even larger. Agri-food businesses contribute an estimated 12% of the state's gross domestic product and comprise 13% of private sector establishments. The community economic development potential of fostering successful food entrepreneurs suggests a role for higher education in educating the next generation of entrepreneurs. This study explores gaps in entrepreneurial knowledge and skills. Using a survey of agri-food entrepreneurs designed to obtain an understanding of the tools needed for success, the authors found that entrepreneurs valued a wide range of skills, making it difficult to tailor training. The importance of informal learning was also confirmed. The authors conclude that the role of higher education in entrepreneurial education is to educate students to think critically, recognize opportunities, develop networks and identify resources. In addition, it is critical to provide students with exposure to entrepreneurs in the field.

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Anderson, Eric J., and Matthew E. Brock. "Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year." Inclusion 8, no. 3 (September 1, 2020): 210–21. http://dx.doi.org/10.1352/2326-6988-8.3.210.

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Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

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Todosijevic, Jelica, Esther D. Rothblum, and Sondra E. Solomon. "Relationship Satisfaction, Affectivity, and Gay-Specific Stressors in Same-Sex Couples Joined in Civil Unions." Psychology of Women Quarterly 29, no. 2 (June 2005): 158–66. http://dx.doi.org/10.1111/j.1471-6402.2005.00178.x.

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Relationship satisfaction, affect, and stress were examined in 313 same-sex couples who had had civil unions in Vermont during the first year of this legislation. Similarity between partners on age and on positive/negative affectivity was related to relationship satisfaction whereas there was no association with similarity in income, education, and outness. Lesbian couples ( n = 199), compared to gay male couples, reported experiencing more stress related to family reaction to their sexuality, whereas gay male couples ( n = 114) reported more stress surrounding the issues of HIV/AIDS and violence/harassment than did lesbian couples. This study is the first to examine within-couple factors among same-sex couples with legalized relationships.

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Clapp, Erik Matthew, Paul Robert Bierman, Amy Beth Church, Patrick Luther Larsen, Russell Arthur Schuck, and John Peter Hanzas. "Teaching Geohydrology Through Analysis of Ground-Water Resources and Glacial Geology in Northwestern Vermont." Journal of Geoscience Education 44, no. 1 (January 1996): 45–52. http://dx.doi.org/10.5408/1089-9995-44.1.45.

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Debray, Elizabeth, Gail Parson, and Katrina Woodworth. "Chapter IX: Patterns of Response in Four High Schools under State Accountability Policies in Vermont and New York¹." Teachers College Record: The Voice of Scholarship in Education 103, no. 8 (November 2001): 170–92. http://dx.doi.org/10.1177/016146810110300809.

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Ibrahim, A. B., and J. R. Goodwin. "Perceived Causes of Success in Small Business." American Journal of Small Business 11, no. 2 (October 1986): 41–50. http://dx.doi.org/10.1177/104225878601100204.

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This empirical research is a pilot study which endeavours to identify a set of variables associated with successful small businesses. Seventy-four (74) small firms operating in Montreal responded to a lengthy questionnaire and an intensive interview. From this data three variables were initially identified. A replication study of seventy small firms located in Burlington, Vermont and Plattsburgh, New York, was carried out in order to observe whether the identified variables were duplicated beyond a certain geographical location. Using factor analysis on the data, the authors were able to delineate entrepreneurial behavior and managerial skills as key success factors in small business management. This finding underscores the role of entrepreneurship education in developing both the behavioral and the managerial skills in the owner/manager.

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Wang, Qingbin, Kenneth Bauer, and Kathleen Liang. "Toward a multidisciplinary entrepreneurship education: a case study of the community entrepreneurship program at the University of Vermont." International Journal of Innovation and Regional Development 2, no. 1/2 (2010): 84. http://dx.doi.org/10.1504/ijird.2010.029856.

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Conant, Joanna L., Pamela C. Gibson, Janice Bunn, and Abiy B. Ambaye. "Transition to Subspecialty Sign-Out at an Academic Institution and Its Advantages." Academic Pathology 4 (January 1, 2017): 237428951771476. http://dx.doi.org/10.1177/2374289517714767.

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Many pathology departments are introducing subspecialty sign-out in surgical pathology. In 2014, the University of Vermont Medical Center transitioned from general sign-out to partial subspecialty sign-out to include gastrointestinal and breast/cervix subspecialty benches; other specimens remained on general benches. Our experiences with the transition are described, including attending pathologist, trainee, support staff, and clinician satisfaction. A survey was e-mailed to all University of Vermont Medical Center anatomic pathology attendings, pathology trainees, pathologist assistants and grossing technicians, and clinicians who send surgical pathology specimens, immediately before and 1 year after transitioning to partial subspecialty sign-out. Quality assurance metrics were obtained for the 18 months prior to and following the transition. Gastrointestinal and breast/cervix attendings were more satisfied with partial subspecialty sign-out compared to those on the general benches. Overall, trainees were more satisfied with general sign-out because of the rotation schedule but preferred partial subspecialty sign-out due to improved teaching and more focused learning while on subspecialty benches. Clinicians remained very satisfied with our department and our reports; no differences were observed. Turnaround time was unchanged. After switching to partial subspecialty sign-out, there were significantly fewer discrepancies following multidisciplinary conference review for gastrointestinal and breast/cervix cases but remained the same for general cases. Fewer formal internal consults were performed after transitioning to partial subspecialty sign-out across all areas, but more notable for gastrointestinal and breast/cervix cases. Our data show improved quality assurance metrics and trainee education in a subspecialty sign-out setting compared to general sign-out setting.

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Cooper, Ayanna. "Justice for All: Realities and Possibilities of Black English Learners in K–12 Schools." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201311.

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Background The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K–12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences. Ultimately, schools that serve them are to provide equitable access to education. Included in that population are ELs who either become Black upon their arrival in the U.S. or have an additional identity that includes being Black in the U.S. In 2013, the United States Department of Education Office of English Language Acquisition (OELA) and the White House Initiative on Educational Excellence for African Americans (WHIEEAA) listed the top languages spoken by Black ELs as Spanish, French Creole, and French. Additionally, states with the highest concentration of Black ELs include Maine, Vermont, and Mississippi. Purpose This article explores the experiences of Black ELs, whether foreign born or native to the U.S., as they strive to achieve academic language necessary for becoming proficient in English. Recommendations for educators who serve Black ELs will be included since creating and sustaining a shared sense of responsibility for this traditionally marginalized student population is imperative. Conclusions/Recommendations Implications and recommendations for educators of Black English learners include a focus on critical pedagogy, an increase in educator awareness and intentional advocacy.

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Duffin, Michael, and Elizabeth Perry. "Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative." Education Sciences 9, no. 1 (December 29, 2018): 6. http://dx.doi.org/10.3390/educsci9010006.

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Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen’s d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.

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Giangreco, Michael F., Susan W. Edelman, Tracy E. Luiselli, and Stephanie Z. C. MacFarland. "Support Service Decision Making for Students with Multiple Service Needs: Evaluative Data." Journal of the Association for Persons with Severe Handicaps 21, no. 3 (September 1996): 135–44. http://dx.doi.org/10.1177/154079699602100304.

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This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed.

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Egan, A. F. "Farm woodlots in northern New England, USA: Characteristics, management, and contributions to the whole farm system." Renewable Agriculture and Food Systems 22, no. 1 (March 2007): 67–73. http://dx.doi.org/10.1017/s1742170507001627.

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AbstractFarms and forests dominate the rural landscape of the northern New England states of Maine, New Hampshire and Vermont, among the most heavily forested states in the US. However, we know little about the stewardship of farm woodlots and their contributions to the whole farm system, despite region-wide increases in farm forest acreage. Using a mail survey, this study found that almost half of respondents had a written management plan for their forestland, most of which had been written by a forester, and approximately three-quarters took an active role in the management of their woodlots. Farm woodlot harvesting and management contributed over 7% of total farm income. Variables such as respondent's state of residence, age, education and type of farm were investigated in order to better understand farmers’ forest stewardship behavior. Implications for effective outreach to farm forest owners are offered.

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McGough, David J., Claudine Bedell, and Barri Tinkler. "Building a dangerous outpost in the Green Mountain State: A case study of educator preparation policymaking." education policy analysis archives 26 (March 12, 2018): 37. http://dx.doi.org/10.14507/epaa.26.2848.

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Poised at a bifurcation, the educator preparation community in Vermont faced either the adoption of a generic product for the assessment of initial educator licensure candidates or the comprehensive revision of a longstanding state-based assessment portfolio. Using a case study approach and narrative methods, specifically the Narrative Policy Framework (McBeth, Jones, & Shanahan, 2014), the authors analyze a project in which teacher educators intervened to shape the direction of educator preparation policymaking by designing an innovative assessment portfolio and a collaborative calibration system. The analysis reveals insights about the policymaking arena and demonstrates the value of education-related policymaking that includes teacher educators as active agents in collaboration with state personnel and policymakers. The case contributes to the notion of policymaking as a narrative process. In this case, a narrative of hope emerged as a guiding storyline.

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Warren, Mary Ellen. "Giangreco, M.F. (1996).Vermont interdependent services team approach (VISTA): A guide to coordinating educational support services. Baltimore, MD: Paul H. Brooks. 176 pp., $27.95." Psychology in the Schools 39, no. 3 (April 15, 2002): 347–48. http://dx.doi.org/10.1002/pits.10014.

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Rambur, Betty, Mary Val Palumbo, and Mirsada Nurkanovic. "Prevalence of Telehealth in Nursing: Implications for Regulation and Education in the Era of Value-Based Care." Policy, Politics, & Nursing Practice 20, no. 2 (March 28, 2019): 64–73. http://dx.doi.org/10.1177/1527154419836752.

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Value-based care theoretically catalyzes the business case for telehealth. Hence, the purpose of this study was to define the proportion of a statewide nursing workforce who self-reported telehealth or telephonic nursing as their primary work setting in a U.S. state undergoing rapid transitions to value-based care. We conducted a secondary analysis of a 2017 statewide nurse relicensure survey ( n = 10,851), overall response rate 99%. The focus of the analysis was registered nurses who reported that they were currently working in Vermont or serving residents of the state ( n = 8,457). Analysis was limited to descriptive statistics. We found that 18.4% of respondents ( n = 1,556) reported their employment status as “telehealth/ working as a telephonic nurse.” Responding to a different question, 17.2% ( n = 1,458) defined “telehealth/telephonic” as their primary work setting. Thus, nearly one fifth of nurses practicing in the state were employed in telehealth, a role for which there is scant preparation in nursing education. The multistate practice of roughly one third of these nurses highlights the importance of the Enhanced Nurse Licensure Compact and raises questions about global telenurse practice. Taken as a whole, these findings have profound implications for health care policy development and implementation, ongoing workforce development and analyses, nursing regulation, education, and continuing education. New and renewed skills are needed to provide safe, effective, culturally relevant telehealth, and virtual care.

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