Dr. Ann Berry
Currently, Ann is conducting a research project called Support and Training for Educators in Rural Areas (SATERA) with funding through the Center for Rural Partnerships. This study aims to foster positive and supportive relationships within rural schools by strengthening special education teachers’ ability to collaboratively meet the needs of students with disabilities. She is focusing her research on factors that may impact rural special education teachers’ satisfaction: work-related support, a shared responsibility to educate students with disabilities, and desired professional development.
A graduate of Penn State University, Southern Illinois University, and Skidmore College, Ann is also coordinating Plymouth State University’s involvement in an international research project investigating the perceptions of undergraduate students on issues related to diversity and the supports and services students require to be successful in higher education.
Berry, A. (2014). Meeting standards and engaging all learners using an evidence-based practice in writing. New Hampshire Journal of Education, 17, 24 – 28.
Berry, A., & Gravelle, M., (2013). The benefits and challenges of special education positions in rural settings: Listening to the teachers.Rural Educator, 34(2), 25 – 37.
Berry, A. (2012). The relationship of perceived support to satisfaction and commitment for special education teachers in rural areas. Rural Special Education Quarterly, 31 (1) 3 – 14.
Berry, A. (2012). Factors related to the retention of special educators in rural areas: What administrators need to know. New Hampshire Journal of Education, 15, 25 – 27.
Berry, A., & Mason, L. (2012). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education, 33(2) 124-136.
Berry, A., Petrin, R., Gravelle, M., Farmer, T. (2011). Issues in special education teacher recruitment, retention, and professional development: Considerations in supporting rural teachers. Rural Special Education Quarterly, 30(4) 3-11.
Dr. Linda Upham-Bornstein
Linda Upham-Bornstein is a Research Assistant Professor in History and Philosophy. The North Country’s rich history, heritage, and culture were the impetus for Linda’s pursuit of a Ph.D. in United States history at the University of New Hampshire. Her dissertation, “The Taxpayer as Reformer: ‘Pocketbook Politics’ and the Law, 1860 – 1940,” examines taxpayers as political and legal actors, who saw paying taxes as a source of political legitimacy and empowerment, and the development and expansion of the taxpaying citizen’s right to hold public officials accountable. While Linda is primarily a legal and socio-political historian, her research and teaching also embrace race, labor, and immigration history in the United States. Linda’s additional position as the History, Heritage and Culture Coordinator for the Center for Rural Partnerships provides her with opportunities to continue working on northern New Hampshire history and heritage projects.
“‘Men of Families’: The Intersection of Labor Conflict and Race in the Norfolk Dry Dock Affair, 1829 – 1831,” Labor: Studies in Working-Class History of the Americas, 4, no. 1 (Spring 2007) 65 – 97.
“Citizens With a ‘Just Cause’: The New Hampshire Farmer-Labor Party in Depression-Era Berlin,” Historical New Hampshire, 62, no. 2 (Fall 2008) 117 – 137.
Review of Jeff Forret, Race Relations at the Margins: Slaves and Poor Whites in the Antebellum Southern Countryside (Baton Rouge: Louisiana State University Press, 2006) for American Nineteenth-Century History, 8, no. 2 (June, 2007) 236 – 237.
“Americanization Programs,” Encyclopedia of American Immigration.
“Immigration Act of 1907,” Encyclopedia of American Immigration.
“‘Mr. Taxpayer versus Mr. Taxspender’: Taxpayers’ Associations, Pocketbook Politics and the Law During the Great Depression,” Organization of American Historian, April 2010.
“The Taxpayer As Reformer: ‘Pocketbook Politics’ and the Law in New York City, 1900 – 1930,” American Society for Legal History, November 2009.
“Progressive Era Taxpayers’ Actions as a Means of Eliminating Corruption and Promoting Reform in Local Government,” Northeast Law and Society Meeting, Amherst College, May 22, 2007.
“‘Men of Families’: The Intersection of Labor Conflict and Race in the Norfolk Dry Dock Affair, 1829 – 1831,” British Association for American Studies, Cambridge University, April 2005.
Exhibit: Industrial Explorers: Research and Development at Brown Company, Berlin NH 1915-1968
Project Humanist. Protecting the Forest: The Weeks Act of 1911, 2009 – 2010.
Dr. Meg Petersen
Dr. Meg Petersen is a Professor of English and the Director of the National Writing Project in New Hampshire, New Hampshire’s site of the National Writing Project. Meg’s main areas of interest are the teaching of writing at all levels in all disciplines with special emphasis on multiculturalism, diversity and high needs populations. The National Writing Project in New Hampshire works to improve the teaching of writing in all classrooms in New Hampshire through professional development programs for teachers, writing programs for youth, community and families. Meg was excited to partner with the Center for Rural Partnerships to provide a Writing and Hiking Institute for students in the Bethlehem area which was portrayed on New Hampshire Public Radio. She hopes to develop further partnerships through the writing project in the future.
“The Disruptive, Transformative Potential of the Common Core” (with Megan Birch) The National Writing Project . Published April 3, 2013 http://www.nwp.org/cs/public/print/resource/4088
“Thinking Critically and Creatively about the Common Core” (with Megan Birch) NH Journal of Education Volume 16, Spring 2013, 52-60.
“Christine Harper and Her Family” in Farmer, Forbes, (ed.) Case Studies and Exercises for Generalist Social Work Practice. Fitchburg, MA: Minuteman Press, 2013.
“Teacher Leadership through the National Writing Project” NH Journal of Education Volume 15, Spring 2012, 52-60.
“Some Other Race: Racial Categories and the Dominican Diaspora” Phati’tude Literary Magazine: WHAT’S IN A NOMBRE? Writing Latin@ Identity in America Volume 3 Winter 2012
“Assessing Literacy: Broadening Our Lens” NH Journal of Education Volume 14, Spring 2011, 52-60.
“Faculty Forum: Patria” Plymouth Magazine Volume 25 No. 11 Summer 2010 6-7
“The Literary Map of Santo Domingo” National Writing Project (Web Publication)
Book Review: “Making it Messy: A Review of Rethinking Rubrics” The WAC Journal 2009
“Shadow People and Shared History” Sargasso: Quisqueya: The República Extended 2008-09 II
Deep Inquiry, Important Questions: Reading, Writing, Thinking and Inquiry in the Common Core (with Megan Birch) Urban Sites Conference of the National Writing Project, Birmingham, AL April, 2013.
Learning from our SEED 3 Work in High Needs Schools (with Pat Fox) Urban Sites Conference of the National Writing Project, Birmingham, AL April, 2013.
The Fulbright Panel Association of Writers and Writing Programs, Annual Conference, Boston, MA March 2013
Teaching RE-search: Using Multiple Perspectives to Assist Students to Relook, Reconsider, and Revise Thinking As Inquiry (with Megan Birch) National Council of Teachers of English Annual Conference, Las Vegas, NV November 16, 2012
Common Sense and the Common Core (with Megan Birch) New England Association of Teachers of English Annual Conference Mansfield MA November 2, 2012
Integrated Inquiry, Research, Social Studies and Literacy in the Common Core (with Megan Birch) Annual Conference New Hampshire Council of Teachers of Social Studies, Manchester NH October 25th, 2012
Taller de Escritura Creativa XV Feria del Libro de Santo Domingo April 27, 2012
La Escritura Como Herramienta del Pensamiento Mi Colegio, Santo Domingo, November 28, 2011
Porque la Escritura Importa: El Proyecto Nacional de la Escritura Feria del Libro Ministerio de Cultura , Republica Dominicana, 20 mayo 2011
Mapping our City with Stories and Histories, Urban Sites Conference of the National Writing Project , Boston, MA April 30, 2011
Dr. Linda Carrier
Linda is currently working with schools in Coos County on the development of data teams in schools. The program has been created to facilitate teams of teachers in becoming data leadership teams in their schools. Through the training process they will develop the skills and practices to engage deeply with their school’s data in order to identify strengths and weaknesses of practice and program. As a result of the training the teams will assist their schools in
-creating a school wide process for engaging all staff in using data for continuous improvement in practice, programming, and student achievement;
-using data from multiple sources to reflect on, improve practice, and guide school improvement planning;
-building a professional learning community that focuses on collective responsibility for student achievement and professional growth.
In addition to her work with the center Linda is conducting research on the instructional leadership practices of principals and coordinates the University’s CAGS in Educational Leadership for Superintendent and Curriculum Administrator programs as well as the certificate in Middle Level Leadership program. In her free time she and her dog Zappa enjoy helping area elementary school students develop reading skills.
Carrier, L. (2014). If We Want to Really Improve Our Schools We Need To Make Leadership a Priority for Instructional Leaders. The New Hampshire Journal of Education, 17, 58-63.
Carrier, L. (2013). Identity Crisis: Will the real instructional leaders please stand up?, Midlines, 3(2), New England League of Middle Schools
Putting the Leadership Back Into Instructional Leadership, National Association of Elementary School Principals Annual Conference, Nashville, TN, July 2014 (Accepted, February 3, 2014)
Data Practices for Improving Student Achievement: Developing School-wide Data Teams, NELMS 32nd Annual Conference, Providence, RI, April, 2013.