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Education-Administration |
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EAD 660 - The Adult Learner in PK-12 Education
Designed to expand students’ thinking, knowledge and interpersonal skills about various theories and practices about motivating adult learners in PK-12 school buildings and districts. Emphasis will be place on preparing educational leadership students to use apply andragogy theories and frameworks as they consider their problem of practice and their eventual dissertation.
Prerequisites & Notes
Enrollment by permission.
Credits: 3
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EAD 661 - Advanced Educational Supervision
Designed to expand students’ thinking, knowledge and interpersonal skills about how to create supervisory feedback systems in PK-12 school buildings and districts. Emphasis will be placed on preparing educational leadership students to use supervision framework to inform how they mobilize others to follow as part of other dissertation which addresses a problem of practice.
Prerequisites & Notes
Enrolled by permission.
Credits: 3
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EAD 667 - Dissertation III
This course is designed to serve EdD members in their dissertation writing phase. Cohort members can expect to put in significant additional time and energy in this course outside of class time. Focus will be primarily given to writing the discussion chapter, the conclusion and implications for practice chapter, and the reviewing, updating, and finalizing of the dissertation document as a whole. Cohort members can expect to begin to consider their creative application of their dissertation project as well as where they will submit to present their work by the end of this course.
Prerequisites & Notes
Completion of EAD 665 and enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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EAD 668 - Dissertation lV
This course is designed to serve EdD members in the final phase of their dissertation, specifically the important steps of creatively applying the knowledge gained for practitioner consumption, as well as verbally presenting findings at a state, regional, or national conference. Cohort members can expect to put in significant additional time and energy in this course outside of class time. Focus will be primarily given to verbally disseminated. Cohort members can expect to complete their EdD program is all aspects of the dissertation work are met by the end of this course.
Prerequisites & Notes
Completion of EAD 667 and enrollment in EdD in Educational Leadership program or by permission.
Credits: 2
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EAD 690 - Principal Internship
Provides students with a field-based opportunity to explore the role of the principal and assess themselves for work in such a role.
Prerequisites & Notes
Admission to EDL Program and permission of advisor.
Credits: 1-4
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EAD 691 - Internship in Educational Leadership
Provides students with a field-based opportunity to explore leadership roles (e.g. curriculum coordinator, teacher leader) and assess themselves for work in such a role.
Prerequisites & Notes
Admission to EDL Program and permission of advisor.
Credits: 1-4
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EAD 692 - Superintendent Internship I
First semester of an 11-month internship, usually taken to start the sequence of three two-credit courses: EAD 692, EAD 693 and EAD 696. Provides students with an opportunity to explore the role of the superintendent of schools and assess themselves for work in such a role. Jointly planned by student, advisor and internship supervisor.
Prerequisites & Notes
Masters degree with emphasis in administration and permission.
Credits: 1-3
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EAD 698 - Special Topics in Educational Leadership
Concentrated study of designated topics in educational leadership. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
CAS or doctoral level student or permission.
Credits: 1-3
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Education-Adult Education |
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EAD 567 - Stakeholder Engagement
Schools and communities exist in a symbiotic relationship. Developing positive relationships with stakeholders benefits students by ensuring equitable access to quality educational services that support success for all students, and benefits stakeholders by including them in school-centered decisions that support the community at large. Stakeholder engagement is an ongoing system that facilitates meaningful connection and communication between a school and various members of its community in support of positive educational outcomes for all students and healthy community development.
Prerequisites & Notes
Graduate standing or permission.
Credits: 3
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Education-Curriculum |
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EHD 533 - Dynamics of the Curriculum
Contextualizes and examines contemporary models of of curriculum development common to all areas of K-12 instruction. Trends and philosophical frameworks underpinning development, planning, implementation, and evaluation are compared and evaluated for students to acquire skills applicable to current curriculum development processes.
Credits: 3
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EHD 544 - Mentoring, Supervision, and Teacher Development
This course seeks to help practicing teachers develop the skills necessary to support the development of their colleagues. The course examines processes and trajectories of teacher development, explores framework for understanding teacher knowledge and teacher capacity, and investigates approaches for supporting teacher development though mentoring and supervision. This course will help practicing teachers develop the knowledge and skills they need to be effective cooperating teachers, new teacher mentors, department chairs, or instructional coaches.
Prerequisites & Notes
None
Credits: 3
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EHD 595 - Leadership in Curriculum Design for Administrators/Supervisors
Role function and practices for the curriculum leader.
Prerequisites & Notes
EHD 533 or permission.
Credits: 3
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Education-Early Literacy |
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EEL 543 - Literacy Teaching and Learning Part I
This course is the first of two consecutive courses designed to support classroom teachers in Maine Partnerships in Comprehensive Literacy schools who teach students in Grades PreK-12. Within this course participants will explore a Framework for Comprehensive Literacy that includes concepts of reading and writing theory, a cognitive apprenticeship approach to teaching and learning, components of a balanced literacy program, observation of student performance, assessment tools, classroom management, instructional materials, and a workshop model. Students who take this course should be employed in an MPCL school.
Prerequisites & Notes
Employment in a MPCL school.
Credits: 2
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EEL 544 - Literacy Teaching and Learning Part II
This course is the second of two consecutive courses designed to support classroom teachers in Maine Partnerships in Comprehensive Literacy schools who teach students in grads PreK-12. Within this course participants will explore a framework for Comprehensive Literacy that includes concepts of reading and writing theory, a cognitive apprenticeship approach to teaching and learning, components of a balanced literacy program, observation of student performance, assessment tools, classroom management, instructional materials, and a workshop model.
Prerequisites & Notes
EEL 543 and employment in a MPCL school
Credits: 1
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EEL 552 - An Exploration of the Writer’s Workshop in PreK-12 Classrooms
This one semester course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During the composing and comprehending of texts the writing process will be explored with links to the reciprocal processes of reading, speaking, listening and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Writer’s Workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
EEL 543 and EEL 544 or EEL 535 and EEL 536 or EEL 537 and EEL 538 or EEL 539 and EEL 540 and Employment in a MPCL school
Credits: 3
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EEL 554 - An Exploration of the Reader’s Workshop in PreK-12 Classrooms
This one semester course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During the comprehending of texts the reading process will be explored with links to the reciprocal processes of writing, speaking, listening and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Reader’s workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
EEL 543 and EEL 544 or EEL 535 and EEL 536 or EEL 537 and EEL 538 or EEL 539 and EEL 540 and Employment in a MPCL school
Credits: 3
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EEL 556 - An Exploration of the Language Workshop in PreK-12 Classrooms
This course is designed for educators who teach students in elementary, middle and high school contexts within Maine Partnerships in Comprehensive Literacy (MPCL) schools. During Language Workshop, interactive read alouds and rich discussion will be used to explore the listening and speaking standards and the reciprocal processes of reading, writing, listening, speaking and viewing. Within a cognitive apprenticeship approach, participants will become familiar with the Language Workshop framework that includes explicit instruction, observation of student learning, formative assessment of student competencies, workshop structures, classroom management, and instructional resources.
Prerequisites & Notes
EEL 543 and EEL 544 or EEL 535 and EEL 536 or EEL 537 and EEL 538 or EEL 539 and EEL 540 and Employment in a MPCL school
Credits: 3
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EEL 561 - Literacy Processing: Exploring How Students Learn to Read and Write Part l
This year long course is designed for educators who want to extend their knowledge of early reading and writing development, and deepen their expertise in supporting students with literacy learning difficulties. Areas of investigation will include understanding the needs of individual learners, assessment of early literacy competencies and procedures for analyzing and interpreting running records of oral reading behaviors, and procedures for promoting comprehension and strategic processing during reading and writing. Particular attention will be paid to current theory and research around topics such as literacy processing theory, brain research, oral language development, and the development of phonological awareness. Exploration of these topics is designed to help educators understand how individual students approach literacy acquisition and how to observe and teach to each student’s individual strengths and needs.
Prerequisites & Notes
Department consent required.
Credits: 3
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EEL 562 - Literacy Processing: Exploring How Students Learn to Read and Write Part ll
A continuation of EEL 561.
Prerequisites & Notes
EEl 561
Credits: 3
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EEL 581 - Theoretical Perspectives within MPCL Coaching Part II
This is one of four courses in a program of study designed to prepare school based literacy coaches who work within defined grade spans across a Pre-K to grade 12 continuum. In this course, participants will actively engage in extending knowledge to enhance current understanding about effective literacy learning and teaching. Participants will expand upon an exploration of theory and research that underpin perspectives on literacy education and coaching in the context of literacy learning. Throughout the program of study, participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of continuous reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
EEL 580 previous semester. Co-requisite EEL 583
Credits: 3
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EEL 582 - Clinical Practices in MPCL Coaching Part I
This is one of four courses in a program of study designed to prepare school based literacy coaches who work within defined grade spans across a Pre-K to grade 12 continuum. Coaches support classroom teachers in implementing optimal literacy learning practices. Participants will actively engage in teaching children within a workshop approach to teaching and learning. Throughout the program of study, participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
Co-requisite of EEL 580.
Credits: 2
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EEL 583 - Clinical Practices in MPCL Coaching Part II
This is one of four courses in a program of study designed to prepare Maine Partnerships in Comprehensive Literacy (MPCL) school based literacy coaches who work within defined grade spans across Pre-K to grade 12 continuum. Coaches support classroom teachers in implementing optimal literacy learning practices. Participants will engage in the coaching of teachers within a variety of workshop settings. Throughout the program of study participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
EEL 582 in the previous semester. Co-requisite of EEL 581
Credits: 1
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EEL 596 - Literacy Lessons Teacher Training l
This year-long course prepares educators and interventionists who work in school-based settings and teach students with literacy difficulties. The course is particularly appropriate for educators who work with diverse populations of students including special education, ELL, and classrooms implementing RTI. Throughout the course participants will explore the links between theory and practice, developing theoretical understandings of literacy processing at the acquisition stage, as well as skills in observing, recording, analyzing, and insightfully responding to students’ literacy needs to promote accelerated progress. Participants are required to tutor two students daily.
Prerequisites & Notes
Department consent required.
Credits: 3
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EEL 597 - Literacy Lessons Teacher Training ll
Participants build on understandings and skills learned in EEL 547 as they continue to explore instructional implications for teaching students with literacy difficulties. Emphases include teaching for independent learning, fostering strategic activity, and acceleration of learning. Participants are required to tutor two students daily.
Credits: 3
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EEL 652 - Intervention Designs for Struggling Learners Part l
This year-long course provides K-6 educators with the opportunity to gain in-depth knowledge and skill in designing and implementing small group interventions for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction within a range of settings, including classroom and supplemental contexts in accord with a Response to Intervention (RtI) framework. In order to help all educators respond to the unique needs of a diverse range of struggling learners, the course will include techniques for using intervention team meetings to select appropriate services, collaborating with teachers across intervention programs and using assessments to monitor student progress.
Prerequisites & Notes
Department Consent Required.
Credits: 3
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EEL 653 - Intervention Designs for Struggling Learners Part ll
A continuation of EEL 652.
Prerequisites & Notes
EEL 652
Credits: 3
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ERL 570 - Designing Online Learning Experiences
This course will study online learning theory and design elements for application to an online, hybrid, or blended environment.
Prerequisites & Notes
Permission.
Credits: 3
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ERL 576 - Literacy in the Home, School, and Community
By using socio-cultural and ecological perspectives, participants will examine the role that families and communities play in their children’s development as well as home-school connections that promote literacy. Through readings, discussion and guest lectures, this course is designed to challenge conventional views of parent involvement and home-school relationships.
Prerequisites & Notes
None.
Credits: 3
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Education-General (EDG) |
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EAD 653 - Statistics for Scholarly Practitioners
This course is designed to extend and refine students’ thinking, experience, and knowledge about the planning for and executing of data collection for an education leadership research study. Emphasis will be placed on pursuing the collections of data for a dissertation study using quantitative methods. Students are expected to be able to critique the writing of others, as well as their own, and develop a greater understanding of how statistics are used to drive decision making and evaluate program effectiveness.
Prerequisites & Notes
EHD 690 Foundations of Inquiry or by permission
Credits: 3
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EAD 655 - Qualitative Analysis for Scholarly Practitioners
This course is designed to extend and refine students’ thinking, experience, and knowledge about qualitative research and how this can be applied in practice to PK-12 settings. Emphasis will be placed on preparing educational leadership students to conduct a qualitative project an/or dissertation. Students are expected to be able to apply various theories of qualitative research to study and better understand educational settings.
Prerequisites & Notes
EHD 690 Foundations of Inquiry or by permission.
Credits: 3
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EHD 575 - Educational Research
Evaluates selected research in education in relation to the appropriateness of the design to the stated purpose of the study. Students select and present research problem with special attention to design and studies related to it.
Prerequisites & Notes
Graduate student or permission
Credits: 3
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EHD 657 - Educational Practicum (Activity)
Supervised practice in applying professional skills to administration, supervision, science education, social studies, special education and language instruction. Activity will be selected by the student and advisor.
Prerequisites & Notes
permission obtained well in advanced.
Credits: 1-6
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EHD 691 - Graduate Apprenticeship
Apprenticeship training in supervision, administration, social studies, special education, physical education, science education or another area of interest. Available only to full-time graduate students with permission well in advance of class meeting.
Prerequisites & Notes
permission of graduate advisor.
Credits: 2-6
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EHD 693 - Educational Internship
Provides on-the-job experience through special arrangements with cooperating University departments, community agencies, or public schools.
Prerequisites & Notes
permission of instructor and advisor, obtained well in advanced.
Credits: 2-6
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Education-General (EDU) |
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EHD 504 - Teaching and Assessing for Student Learning in the Secondary School
This course examines instructional planning, grouping of students, classroom space, and appropriate teaching materials, the theory and ethical practice of educational assessment. Emphasis will be given to how to incorporate data into backward planning for unit and lesson design.
Credits: 3
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EHD 511 - Classroom-based Prevention & Intervention: Supporting Positive Behavior and Academic Achievement
This course examines the application of prevention and intervention theory and practice withing classroom settings. Theoretical perspectives on risk and resilience as they pertain to the development of competent social behaviors, including those found to facilitate social relationships, serve as academic enablers, and promote self-determination will be addressed. Applied behavioral analysis, social learning theory, and the eco-behavioral framework will serve as the primary intellectual roots for this course. Particular emphasis will be given to creating a comprehensive classroom plan based on evidence-based practices and implemented withing a cohesive system of behavioral and academic support and intervention. Contextual factors such as home, community, race, culture and SES, within the broader domain of social justice will provide the ecological backdrop of our study
Prerequisites & Notes
Admission to the MAT program or instructor permission
Credits: 3
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EHD 580 - Educational Institute (Activity)
An activity with special interest to educators that takes place outside the time frames of a standard course and often in a shorter period of time. Institutes give students opportunities to take activity based courses that are connected to research and practices. Can be repeated.
Credits: 1-6
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EHD 590 - Topics in Education
Concentrated study of designated topics in education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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EHD 690 - Topics in Education
Concentrated study of designated topics in education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.
Prerequisites & Notes
Certificate of Advanced Study or doctoral student in Education and permission.
Credits: 1-3
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EHD 698 - Independent Study in Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in such fields as administration, language arts, social studies, science education, special education, counselor education and other special topics.
Prerequisites & Notes
permission.
Credits: 1-6
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Education-Higher Education |
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EAD 600 - Educational Research for School Leaders
This course is designed to help graduate students in educational leadership and related Fields understand, interpret, and evaluate educational research. Drawing from a variety of research approaches, you will learn to identify both good and bad research, recognize the benefits and limitations of various research methodologies, and understand what conclusions can and cannot be drawn from various studies.
Prerequisites & Notes
Graduate standing or permission.
Credits: 3
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EAD 647 - Organizational Learning and Development
This course is designed to support doctoral students in the art of reading and understanding organizational life. It is based on the premise that theories of organization and management are based on implicit images or metaphors that lead us to understand and manage organizations in distinctive and, sometimes, complementary ways. A central goal of the course is to enable students to think critically about organizations by learning to use various theoretical models and lenses. The challenge of the course is to become skilled in the are of finding fresh ways of seeing the situations that we want to organize, manage and, hopefully, lead. Class readings and activities will provide the basis for the analysis of specific organizational issues within educational settings. Different theories of organizations will be applied using a case study approach in schools and districts with an emphasis on the ramifications for school leadership and ultimately student learning.
Prerequisites & Notes
Enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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EAD 665 - Dissertation ll
This course is designed to serve EdD members in their data analysis for their dissertation. Cohort members can expect to put in significant additional time and energy over this 8 week course outside of class time, particularly out of class time throughout July and August. Focus will be given to analyzing data based on methodological approach(es), updating the literature review, updating the methodology section, and developing a robust findings section. Cohort members can expect to begin primary discussion and impact on practice by the end of this course.
Prerequisites & Notes
Completion of EAD 664 and Enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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EHD 545 - Educational Theory
This course provides students an opportunity to engage with theories of education as the intersect with society, economy, and politics. The course will focus on a critical, socio-cultural, multicultural, progressive, democratic, social justice worldview and view of education. Students will have the opportunity to explore theory and how it informs, and enhance, their practice.
Prerequisites & Notes
Graduate standing or permission.
Credits: 3
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EHD 546 - Teacher Leadership in Schools and Communities
This course provides teachers an opportunity for individual and group activities and experiences in the area of teacher leadership as viewed from a complex lens of research, practice, and technology. It draws upon literature from the field of teacher leadership as well as literatures on teacher preparation, implementation of digital technologies, equity and justice, policy studies, and socio-historical-political contexts of education. It is aimed at teachers who wish to remain in classrooms while enhancing their leadership knowledge and skills to influence education broadly, in schools and beyond.
Prerequisites & Notes
None
Credits: 3
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EHD 576 - Interviewing Methods in Qualitative Research
This advanced graduate course on qualitative research methods builds on coursework in EHD 571 and EHD 572 to examine interviewing methods in more depth, including individual interviews and focus group interviews. Students will explore different approaches to interviewing that vary by research paradigm., methodology, theoretical perspective and research goals. Students will have opportunities to develop interview protocols and conduct interviews in the field on a topic of the choice. Readings will focus on methods for interviewing and published qualitative research studies based on interviewing as a primary method of data collection. Some specific topics also covered will include: clinical interviews, discourse analysis, considering identity and the relationship of the interviewer and participants, participatory approaches in interviewing, and criteria for quality in interview studies. The course will promote development of students interviewing skills and reflection and growth as qualitative researchers.
Prerequisites & Notes
EHD 571 pr by permission of the instructor.
Credits: 3
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EHD 577 - Discourse Analysis
This course is designed to provide an overview of some of the various theories of and approaches to the analysis of spoken and written discourse, e.g., speech act theory, conversation analysis, sociolinguistics, critical discourse analysis. These and other approaches are intended to serve as analytic tools and frameworks for students to examine different aspects of discourse through analytical projects using data provided by he instructor AND collected/provided by the student. These projects may focus on any aspect of language use, such as language and grammar, language and interaction, language and culture, language socialization. We will read classic and contemporary works in discourse studies from a range of perspectives and applied to a range of phenomena (some explicitly educational, some not).
Prerequisites & Notes
EHD 571 or instructor permission.
Credits: 3
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HED 523 - The American Community College
Focuses on the history, organization, governance, constituencies, and educational programs of community and technical colleges in the united States.
Credits: 3
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HED 561 - Developmental Theory in Higher Education
Developmental theory as a foundation for student affairs emphasizing the interdependence of theory and practice.
Prerequisites & Notes
permission.
Credits: 3
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HED 562 - Assessing Impact of College on Students
Students will learn to read, interpret, and critique research and to design appropriate assessments in student affairs and higher education related to college impact. They will learn different approaches to individual and organizational assessment, including choice of appropriate research designs and methods.
Prerequisites & Notes
HED 561 or equivalent.
Credits: 3
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HED 580 - History of Higher Education in the United States
History of American higher education, colonial period to the present.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 598 - Special Topics in Higher Education
Concentrated study of designated topics in higher education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
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HED 610 - Capstone Seminar in Student Affairs
Focus on contemporary problems and issues in the field of Student Affairs.
Prerequisites & Notes
permission.
Credits: 3
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HED 620 - Seminar in Higher Education in the United States
Examines the American system of higher education with emphasis on current issues.
Prerequisites & Notes
permission.
Credits: 3
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HED 630 - Higher Education and the Law
A seminar focusing on the impact of the law and legal processes on institutions of higher education, including such areas as employment, (including equal opportunity/affirmative action, dismissal, contracts and tenure), academic freedom, civil rights, due process, student rights and other issues of concern to higher education leaders.
Prerequisites & Notes
Higher education graduate students or permission.
Credits: 3
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HED 640 - Issues in College Teaching
This course is a graduate seminar for advanced graduate students preparing to teach in postsecondary institutions. The course introduces the formal scholarship in college teaching. Topics include: active learning, evaluation methods, classroom climate, instructional approaches, student behavior, and resources for teaching and learning.
Credits: 3
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HED 650 - Social Context of Higher Education
Seminar providing in-depth exploration of the role of race, ethnicity, social class, gender, sexuality and other identity differences in shaping the contemporary social context of postsecondary education in the United States.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 654 - Higher Education Policy and Politics
A seminar focusing on understanding and engaging with political contexts and policy processes affecting colleges and universities. Examines alternative perspectives of policy processes, including the role of policy analysis, in order to provide a basis to formulate effective strategies for impacting them.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 676 - Doctoral Seminar in Higher Education
Examines major theoretical perspectives and related research in the organization and functioning of colleges and universities. Considers the leadership implications for higher educational organizations and programs.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 677 - Doctoral Seminar in Higher Education Research
Examines major epistemological approaches to inquiry with respect to the field of Higher Educational Leadership. Seminar participants will examine theories of knowledge formation and distribution while considering the implications for postsecondary institutions and their own approaches to scholarly inquiry.
Prerequisites & Notes
Higher Education Leadership doctoral student or permission.
Credits: 3
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HED 690 - Higher Education Internship
Integrating theory and practice in a wide variety of higher education settings.
Prerequisites & Notes
Advance application and permission.
Credits: 1-6
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HED 697 - Independent Study in Higher Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in higher education.
Prerequisites & Notes
Permission.
Credits: 1-6
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Education-History and Philosophy (EDH) |
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EHD 500 - Social Context of Education
Considers competing interpretations of the relationships between schools and society, the impact of race, class, and gender on education, and issues of continuity and change in policy and practice.
Credits: 3
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EHD 501 - Social Context of Education
Provides a theoretical framework for analyzing the influences of schools, families, communities, government policies, society and culture on student learning and classroom interactions, along with exploration of specific illustrative examples of importance to beginning teachers.
Prerequisites & Notes
Admission to the Master of Arts in Teaching Program.
Credits: 3
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EHD 519 - Formative Assessments: Research, Practice and Policy
Provides students an opportunity to develop insights on different forms of formative assessments; to practice development and implementation of formative assessment probes in educational settings and to analyze related research and policy documents on formative assessments.
Credits: 3
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EHD 541 - Prevention and Intervention in School Settings: Social Emotional Learning
Examines the conceptualization and application of prevention and intervention within school settings. Assumes that students have a theoretical understanding and classroom experience with core educational approaches related to pro-active classroom management, effective instruction, curriculum development, and classroom assessment. From this foundation, students enrolled in EHD 541 examine theoretical perspectives on risk and resilience as they pertain to the development of competent social behaviors and self regulation skills, including those found to facilitate social relationships, serve as academic enablers, and promote self-determination. Social learning theory and the developmental-ecological framework will serve as the primary theoretical and conceptual roots for this course. Emphasis is given to behavioral and academic prevention and intervention implemented within coherent classroom and schoolwide systems of support. Contextual factors (e.g., home, community, SES and the broader domain of social justice) provide the ecological backdrop of our study.
Credits: 3
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EHD 660 - Historical Roots of U.S. Educational Practice, Policy and Thought
Examination of influences shaping the development of educational practice and policy in the United States, with particular attention to Maine.
Prerequisites & Notes
EDL Master’s degree or permission of instructor.
Credits: 3
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Education-Literacy |
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EEL 578 - Scaffolding Student Learning Through Differentiation and Contingent Teaching I
This course is the first of a two-part training that provides participants with the opportunity to gain in depth knowledge and skill in designing and implementing instruction for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction in the classroom setting. In order to help classroom teachers respond to the unique needs of a diverse range of struggling learners, the course will include techniques for identifying struggling literacy learners, using assessments to identify students’ needs and monitor their progress, forming and working with small groups effectively and using a range of teaching strategies to best meet the needs of these learners.
Prerequisites & Notes
Successful completion of EEL 561/562 Literacy Processing (or equivalent).
Credits: 3
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EEL 579 - Scaffolding Student Learning Through Differentiation and Contingent Teaching II
This course is the second of a two-part training that provides participants with the opportunity to gain in-depth knowledge and skill in designing and implementing instruction for students experiencing difficulty in literacy learning. The course will focus on differentiating reading and writing instruction in the classroom setting. In order to help classroom teachers respond to the unique needs of a diverse range of struggling learners, the course will include techniques for identifying struggling literacy learners, using assessments to identify students’ needs and monitor their progress, forming and working with small groups effectively, and using a range of teaching strategies to best meet the needs of these learners.
Prerequisites & Notes
EEL 578, Scaffolding Student Learning Through Differentiation and Contingent Teaching I.
Credits: 3
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EEL 585 - Reflective Practice within MPCL Coaching
This one semester hybrid course is designed to prepare school based coaches who work within defined grade spans across a Pre-K to grade 12 continuum within Maine Partnerships in Comprehensive Literacy (MPCL) schools. In this seminar and field based course, participants will actively engage in investigating reflective practice to enhance current understandings about effective literacy learning and teaching at the school and classroom level. Participants will use MPCL theoretical perspectives and clinical practice to expand their understanding of reflective practice, action research and coaching in the context of the literacy learning. Throughout the course participants will have the opportunity to engage in shared inquiry around a range of topics. Participants will also explore the power of reflection in extending their own learning and enhancing the learning of colleagues.
Prerequisites & Notes
EEL 580 & 581 Theoretical Perspectives within MPCL Coachin- Part l & ll and EEL 582 & 583 Clinical Practices in MPCL Coaching- Part l & ll or permission.
Credits: 3
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EEL 647 - Dyslexia Studies within a Literacy Processing Framework II
This course is the second in a two-part training designed for educators and support personnel who are familiar with a theory of literacy processing and who want to extend their knowledge of the development of effective reading and writing processes, deepening their expertise in supporting students with literacy learning difficulties in various instructional settings. The course offers a combination of seminar and clinical experience, to facilitate application of theory to practice.
Prerequisites & Notes
EEL 646 Dyslexia Studies within a Literacy Processing Framework I.
Credits: 3
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ELL 577 - Curriculum & Assessment in ESL/EFL Contexts
This course develops an understanding of the purposes of assessments that inform curriculum development and increase ELL academic language while also developing high-level, content specific knowledge and skills. Designed for practicing teachers with ELL students in their classes, those seeking Maine’s ESL endorsement, or individuals planning to teach EFL overseas. Also suitable for those preparing to teach a second language other than English.
Prerequisites & Notes
INT 410.
Credits: 3
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ERL 516 - Visual Literacy-Exploring Meaning in the Art of Picturebooks
This course is designed to provide PreK-12 educators with an understanding of, and an appreciation for, the synergy created between picturebook text and image.
Prerequisites & Notes
Graduate standing or permission.
Credits: 3
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ERL 517 - Literature for Children
A continuation of ERL 317 including a study of the historical development of children’s literature; principles, techniques and curriculum planning for the guidance of children’s reading; book selection for elementary schools and public libraries. Extensive reading and evaluation of children’s books.
Prerequisites & Notes
ERL 317 or its equivalent.
Credits: 3
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ERL 518 - Literature for Young Adults
Study of the development of literature for adolescents and young adults as it is used in the junior high, secondary school, and public library. Emphasis on recently published books of this nature and the important contributions of the past.
Credits: 3
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ERL 534 - Literacy and Language Development
Examines how oral and written language are acquired; sociocultural linguistic variations, connections between language acquisition and print awareness and classroom practices that promote language development. (ERL 534 and SED 524 are identical courses.)
Credits: 3
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ERL 537 - Literacy Across the Curriculum
Examines reading, writing, studying and thinking as elements of content discipline instruction.
Credits: 3
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ERL 538 - Current Practices in Vocabulary Teaching and Learning, PreK-12
This course will focus on current vocabulary research and practice with an emphasis upon content area learning, learning through literature and oral language, and building a vocabulary-rich PreK-12 classroom.
Prerequisites & Notes
ERL 534.
Credits: 3
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ERL 542 - Writing and the Young Child: Birth to 8
An investigation of the foundations of young children’s acquisition of writing skills, including discussion of links to oral language development, grapho-phonemic connections, the developmental continuum of writing, and research-based pedagogy to support the development.
Credits: 3
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ERL 544 - Digital Writing in the Classroom
Compose hypertext, blogs, wikis, and multimedia, and explore classroom applications.
Prerequisites & Notes
Graduate Student or Permission.
Credits: 3
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ERL 545 - Introduction to the National Writing Project
Explores the role of writing in teachers’ personal and professional lives. Examines effective practices for teaching writing.
Prerequisites & Notes
Permission.
Credits: 3
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ERL 547 - National Writing Project Seminar in Mentoring
Examines effective practices for assisting colleagues in writing and teaching writing. Students mentor those enrolled in ERL 545.
Prerequisites & Notes
ERL 545 and ERL 546. Instructor permission required.
Credits: 3
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ERL 548 - National Writing Project Advanced Institute in Teacher Leadership
Examines teachers’ role as change agents. Includes mentoring students in ERL 546.
Prerequisites & Notes
ERL 545 and ERL 546. Instructor permission required.
Credits: 3
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ERL 552 - Seminar in Teacher Research
History of the teacher as researcher movement. Presents basic research strategies for classroom teachers. Students will test research techniques in classrooms and design a research study.
Prerequisites & Notes
ERL 534, ERL 535, ERL 536 or a minimum of 15 hours completed in literacy graduate program.
Credits: 3
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ERL 553 - Literacy Assessment
Discussion of both literacy process and product assessment measures and factors affecting these areas. Exploration of past, present and current issues in literacy assessment.
Prerequisites & Notes
ERL 535 and ERL 540 or equivalents or permission.
Credits: 3
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ERL 569 - Clinical Practices-Teaching Children
Internship on clinical practices, in small groups and tutoring contexts, for children (K-8) experiencing difficulties in literacy. Emphasis on assessment, interventions and cast study reports.
Prerequisites & Notes
ERL 553 or permission.
Credits: 6
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ERL 590 - Special Topics in English Language Arts and Related Fields
Offered as need, interest, and research require. Specific topics might include: word processor and writing instruction, comprehension and cohesion, reading and writing in the content areas, vocabulary development, reading and cognition, ethnographic research in the language arts, and teacher as researcher. May be repeated for credit.
Prerequisites & Notes
permission.
Credits: 1-3
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ERL 601 - Seminar in Reading
Students will read, discuss and present research on historical and current issues in reading and reading instruction.
Prerequisites & Notes
ERL 535 and a minimum of 15 credit hours completed in Literacy.
Credits: 3
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ERL 603 - Proseminar in Literacy I
An introduction to doctoral study in literacy, this course grounds students in the historical context of literacy and instruction that informs current trends and issues in literacy instruction and research.
Credits: 3
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ERL 697 - Independent Study in Literacy
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in literacy education.
Prerequisites & Notes
Permission.
Credits: 1-6
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ERL 698 - Special Topics in Literacy
Concentrated study of designated topics in literacy education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
CAS or doctoral level student or permission.
Credits: 1-3
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Education-Mathematics |
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EMA 551 - Newer Practices in Mathematics Education
Covers objectives, materials and procedures for improvement of teaching fundamentals of arithmetic and a mathematics readiness program, a sensible drill load, and development of meaningful problem units.
Prerequisites & Notes
EMA 314 or equivalent.
Credits: 3
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