Apr 20, 2024  
2002-2003 Graduate Catalog 
    
2002-2003 Graduate Catalog [ARCHIVED CATALOG]


Secondary Education



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About the College

The College of Education and Human Development’s graduate programs are designed to enrich and extend students’ theory, practice and leadership. The hallmark of the graduate programs is mentoring, working closely with a faculty advisor whose goal is to ensure that a student’s program meets his or her unique needs. Small classes, led by nationally recognized faculty, and a diversity of students encourage healthy debate, careful and systematic inquiry, and discussion based on real experiences and current issues.

The College has statewide responsibility for teacher preparation, educational research, child and family studies and service. Graduate study offers students the opportunity to be a force for change through their research and leadership. Students develop new assessment tools and curricula, publish books and articles, lead advocacy groups for children and parents, and present their research to regional, national and international audiences. As a member of the Holmes Group, a consortium of the country’s leading educational research institutions, the College is a national voice for stronger ties between schools and universities, focusing on research agenda developed collaboratively.

The College’s philosophy is that the best laboratory is the learning and teaching environment. Flexibility is built into individual programs to allow the greatest impact in specific areas of need.

This same commitment to individual growth and grass roots change is ingrained in the Graduate Outreach Program. Faculty members travel thousands of miles each year to teach graduate courses and consult with students who live too far from campus for a reasonable commute.

Accreditation

College of Education and Human Development programs are accredited by the National Council for Accreditation of Teacher Education which imposes rigorous academic standards of excellence in professional education. The teacher preparation programs have also received approval from the State Board of Education.

Financial Aid

A number of College of Education and Human Development graduate assistantships are available for qualified students at the master and doctoral levels. Information regarding assistantships is available from the Dean of the College. A definite decision on financial aid is made only after a completed admission has been received and approved. Other financial aid opportunities are described elsewhere in this catalog.

Overview of Degrees

The College of Education and Human Development offers a variety of graduate programs leading to the Master of Education, Master of Arts, Master of Arts in Teaching, Master of Science, the Certificate of Advanced Study, and Doctor of Education. The Master of Arts and Master of Science degrees require a thesis; the Master of Education and Master of Arts in Teaching are non-thesis programs. A number of specialty areas or concentrations are available for each degree program. Graduate students, in consultation with their advisors, plan their programs based on Graduate School and College requirements, certification guidelines, professional association recommendations, and individual goals.

The Master of Arts in Teaching

The Master of Arts in Teaching (M.A.T.) is a 39-42 credit hour program offered for individuals who have at least a bachelor’s degree and wish to pursue public school teaching as a career. The M.A.T. is a full-time 13 month program that begins in June of each year and continues through the following year. This program immerses students in local Professional Development Schools at the elementary, middle level and secondary levels for course work and guided field experiences. Individuals applying for the M.A.T. program should have their undergraduate transcripts evaluated by the Maine Department of Education to determine whether or not they have taken the courses necessary to obtain teacher certification in at least one endorsement area. Courses in academic specializations required for teacher certification are not included in the M.A.T. and should be taken prior to application.

Graduate Faculty

Robert A. Cobb, Ed.D. (Springfield, 1969), Professor of Education and Dean of the College of Education and Human Development. Aspirations of youth and adults, school policy development, educational leadership, and higher education.

Elizabeth J. Allan, Ph.D. (The Ohio State University, 1999), Assistant Professor. Educational Leadership, Higher Education. Equity policy, gender and education.

A. James Artesani, Ed.D. (West Virginia University, 1992), Associate Professor, Special Education, Transition Program.

Rosemary A. Bamford, Ed.D. (Georgia, 1977), Professor and Site Coordinator for Reading Recovery. Literature for children and young adults, language arts and writing processes.

Marc D. Baranowski, Ph.D. (Pennsylvania State, 1977), Associate Professor of Human Development. Adolescent and adult development, gerontology, family stress.

Mary Bird, M.Ed. (Harvard University, 1987), Instructor. Science Education and Environmental Education.

Linda M. Bowe, M.Ed. (University of Maine, 1997), Assistant Professor. Educational Leadership. Program planning and evaluation, public service.

Edward N. Brazee, Ed.D. (Northern Colorado, 1975), Professor. Middle level education, curriculum development.

Phyllis E. Brazee, Ed.D. (Northern Colorado, 1976), Associate Professor. Curriculum and foundations.

Dorothy Tysse Breen, Ph.D. (Wisconsin, 1987), Associate Professor. Counseling children and adolescents, developmental guidance.

David Brown, Ed.D. (Vanderbilt University, 1980), Associate Professor. Leadership planning, policy analysis in local district and state governance.

Stephen A. Butterfield, Ph.D. (Ohio State, 1984), Professor of Education and Physical Education.

Sandra Caron, Ph.D. (Syracuse, 1986), Professor of Family Relations. Human sexuality: AIDS and families, contraception, date rape, sexuality education and curriculum development.

James Chiavacci, Ph.D. (University of Colorado-Denver, 1987), Instructional Technologist. Instructional Technology.

Theodore Coladarci, Ph.D. (Stanford, 1980), Professor. Educational psychology and research methodology.

Nellie Cyr, Ph.D. (University of Pittsburgh, 1997), Assistant Professor. Exercise physiology and exercise epidemiology.

William E. Davis, Ph.D. (Connecticut, 1968), Professor. Issues in special education, at-risk children and families; and school reform. Director, Institute for the Study of At-Risk Students.

Gordon A. Donaldson, Jr., Ed.D. (Harvard, 1976), Professor. Educational leadership, rural school administration, the principalship.

Suzanne Estler, Ph.D. (Stanford, 1978), Associate Professor of Higher Education. Decision making, change and policy processes in educational organizations.

Pamela S. Flood, M.Ed. (University of Maine, 1996), Assistant Research Professor. National Center for Student Aspirations.

Abigail Garthwait, Ed.D. (University of Maine, 2000), Assistant Professor. Instructional Technology. Appropriate integration of technology in K–12 classrooms.

Walter J. Harris, Ph.D. (Syracuse, 1973), Professor. Behavior disorders in children and adolescents, issues in special education.

Dianne L. Hoff, Ed.D. (University of Louisville, 1998), Assistant Professor. Educational Leadership. School legal issues, special school pop-ulations, the superintendency and the principalship.

Edward Jadallah, Ph.D. (Ohio State University, 1984) Associate Professor. Teacher education, social studies education.

Janice V. Kristo, Ph.D. (Connecticut, 1979), Professor. Integration of the language arts, literature, reading development, and classroom-based research.

Robert A. Lehnhard, Ph.D., (Ohio State, 1984), Associate Professor of Physical Education. Exercise physiology.

Owen J. Logue, Ed.D. (Vanderbilt University, 1992), Assistant Dean for Academic Services. Special Education.

John Maddaus, Ph.D. (Syracuse, 1987), Associate Professor. Social and historical foundations of education, educational policy, school choice, parent-teacher communications.

Mary Madden, Ph.D. (University of Maine, 2000), Assistant Research Professor. Girls’ development and education, program evaluation, and qualitative research.

George F. Marnik, Ed.D. (University of Maine, 1997), Assistant Professor. Educational Leadership. Change process in high schools.

Mary Ann McGarry, Ed.D. (University of Maine, 1994), Associate Professor. Science and Environmental Education.

Robert M. Milardo, Ph.D. (Pennsylvania State, 1982), Professor of Child Development and Family Relations. Family violence, social networks, divorce.

Sidney Mitchell, Ph.D. (McGill University, 2002), Assistant Professor. Educational Psychology.

Paula Moore, Ed.D (University of Maine, 1991), Director of Reading Recovery, Cooperating Assistant Professor Early literacy.

Eric A. Pandiscio, Ph.D. (University of Texas at Austin, 1994), Associate Professor. Math education.

Constance M. Perry, Ed.D. (Maine, 1976), Professor. Graduate and undergraduate teacher education.

Anne E. Pooler, Ed.D. (Maine, 1975), Associate Professor and Associate Dean for Instruction. Curriculum development with emphasis on social studies and economic education.

Brenda M. Power, Ph.D. (University of N.H., 1988), Professor. Literacy education and teacher as researcher.

Russell J. Quaglia, Ed.D. (Columbia, 1987), Associate Professor. Organizational theory, change aspirations and policy processes in educational organizations.

Glenn Reif, Ed.D. (Virginia Tech., 1990), Associate Professor. Physical education pedagogy.

James A. Rog, Ed.D. (Massachusetts, 1979) Associate Professor. Teacher education, staff development.

Gary L. Schilmoeller, Ph.D. (Kansas, 1977), Associate Professor of Child Development and Family Relations.

Peggy K. Schomaker, Ph.D. (Michigan State, 1961), Associate Professor of Consumer Economics and Management. Consumer economics, housing.

Janet E. Spector, Ph.D. (Stanford, 1983), Assistant Professor. Special education, assessment, and early literacy.

Sydney Carroll Thomas, Ph.D. (University of Rochester, 1993), Associate Professor. Human development in educational contexts, counseling philosophy and theory, politics of social class in schools.

Ruth Townsend, C.A.S. (University of Maine, 1999), Educational Program Specialist. Foundations and assessment.

Herman G. Weller, Ed.D. (Virginia Polytechnic Institute and State University, 1990), Associate Professor. Science education.

Jane Wellman-Little, C.A.S. (University of Maine, 1997), Instructor. Literacy education.

Jeff Wilhelm, Ph.D. (University of Wisconsin, 1994), Associate Professor. Developmental reading, the arts and literacy, technology and education, middle/secondary school issues, teaching of literature and literary response.

Nancy Yoder, Ph.D. (Emory University, 1979), Associate Professor. Educational Leadership. School/university partnerships, schooling/culture connections.

Lucille Zeph, Ed.D. (Vanderbilt, 1983), Associate Professor. Special education. Director, University Center for Excellence in Developmental Disabilities. Severe disabilities, public school integration, and educational leadership.

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