»¨½·Ö±²¥

ED 723 RESEARCH IN EDUCATION

Develops essential skills to complete independent research in all courses and for the summary paper. Students examine quantitative and qualitative research methodologies, analyze research literature, target research problems, and design a research plan that will lead to the collection and analysis of data.

ED 727 LEGAL ISSUES IN EDUCATION

Examines the general structure, theory, and background of law as it applies to education in general and the classroom specifically. Attention is given to constitutional and civil rights issues; teacher, student, and parent rights; court decisions; and legal procedures.

ED 732 POLITICAL & ETHICAL STRUCTURES IN EDUCATION 

Draws on social and philosophical foundations of education for a critical study of the distribution of power in educational policymaking, understanding the ethical implications of these political structures, understanding the role of business and corporate philanthropies and other public and private interest groups, and understanding the textbook industry and the politics of knowledge. This course also looks at the implications of global education for American education, with comparisons to other national education systems. 

ED 737 LEADERSHIP & CHANGE IN EDUCATION 

Focuses on the leadership and change literature with an emphasis on applications to instruction, staff development, and assessment. Emphasis is placed on leadership and assessment processes that are consistent with constructivist theory.

ED 799 SUMMARY PORTFOLIO

The summary portfolio documents the candidate’s professional growth, leadership, scholarship, and level of knowledge throughout the Master of Arts program. This portfolio is developed with guidance by university faculty and is assessed and evaluated by a first and second reader. Candidates who fail to complete the portfolio before finishing MA course work will be required to register in ED 798: Summary Portfolio Research to complete this process.

Selected electives

Selected USM Grad Ed. electives include the following:

ED 682 English Language Learners Methods

This course provides methods and strategies specific to addressing the diverse learner needs of ELL students. Practical strategies and lesson planning will be the focus of this course as well as examining special learning needs for these students.

ED 720 Curriculum & Assessment

Examines the interrelationships of learning theory, curricula design, and assessment to develop coherent educational programs. Building on social and cultural foundations, students analyze learning principles and apply them to curriculum and plan alternative assessment of program outcomes. No transfers accepted.

ED 724 Cultural Diversity in Education

This course analyzes race, class, and gender issues relating to learning and organizational development. Candidates identify and analyze the social and cultural issues affecting policy and practice of education in a pluralistic society, and monitor instruction and learning in a culturally diverse system. Candidates explore the impact of policy on equal educational opportunity for domestic ethnic and gender groups. Decision-making framework for developing equity cultures in schools and other organizations are applied to program development and its components of staff training, instructional methods, interactional patterns, and assessment.

ED 729 Research Based Assessment Strategies

ED 736 Learning Technologies and Social Media

ED 733 Diagnostic and Differentiation Approaches in Varied Classroom Settings 

Focuses on the application of learning in the analysis of instructional strategies and professional development programs. Students assess learners’ needs and performance levels; design instructional strategies to develop critical thinking, problem-solving, and decision-making skills; and analyze interpersonal interaction and program components that facilitate learning. No transfers accepted.

ED 744 Methods for Teaching Diverse Learners

This course is designed to assist teacher candidates in meeting the needs of the diverse learners in today’s classroom. Examples of diversity in the classroom include students identified with special education needs, students who are English Language Learners, students from multicultural backgrounds, students who live in poverty, and students with other unique learning needs. Following the Multi-Tiered Systems of Supports (MTSS) model, teacher candidates will examine current research-based strategies with emphasis on data collection, professional collaboration and assessment techniques to determine appropriate interventions that best meet student instructional, social and behavior needs in the classroom setting.

ED 771 Multi-Age Educational Interventions

This course examines the causes of behavioral and performance difficulties of elementary and secondary students along with interventions for improvement. Learners will be able to identify, diagnose, and correct students having difficulties with social/emotional skills, reading, and mathematics. The course will focus on providing interventions within the framework of Multi-Tier System of Supports.

ED 772 Issues and Concepts for Interventions Reading Instruction and Assessment

This course examines the identification, analysis, and correction of reading problems in five areas: print knowledge, integration of print knowledge, oral reading fluency, vocabulary, and comprehension. This course includes an emphasis on understanding the science of reading, dyslexia and struggling readers. The IDA Knowledge and Practice Standards are studied and applied.

ED 773 Strategies and Interventions in Mathematics Instruction and Assessment

This course provides teachers in a K-12 classroom the tools to structure and implement a multi-tiered system of support focused on mathematics. Focus will be placed on research-based instructional strategies that target struggling math learners identified using District data sources and the curricular resources necessary to support the teaching staff leading intervention.

ED 780 Professional Learning Communities

This course outlines how to develop and utilize Professional Learning Communities effectively in schools and other professional settings as well as community contexts. Current research and best practices will be analyzed in relation to the candidate’s current work setting. Shared mission, vision, values and goals will be examined in context of the workplace. Using data to make decision will be emphasized. Candidates will assess and develop a plan of action for implementation of PLCs in their own professional setting.

MAED: Specialization in Interventions Sample Plan of Study

• Core Coursework
• ED 771 Multi-Age Educational Interventions
• ED 772 Issues and Concepts for Interventions Reading Instruction and Assessment
• ED 773 Strategies and Interventions in Mathematics Instruction and Assessment
• ED 733 Diagnostic and Differentiation Approaches in Varied Classroom Settings
• ED 744 Methods for Teaching Diverse Learners

MAED: Diversified Sample Plan of Study

• Core Coursework
• ED 682 English Language Learners Methods
• ED 724 Cultural Diversity in Education
• ED 780 Professional Learning Communities
• ED 736 Learning Technologies and Social Media
• ED 729 Research Based Assessment Strategies

To successfully complete USM’s Master of Arts in Education program, you must:

• Complete of all your course work and your final summary portfolio within five years of initial enrollment
• Participate in assessment activities
• Maintain a cumulative grade point average of 3.0 or higher
• Pay off all fees
• Portfolio

The Master of Arts in Education program consists of five required courses (15 credit hours) and five elective courses (15 credit hours). The program typically takes two years to complete, but you can finish faster by transferring up to six credits of applicable coursework.