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Course Criteria
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3.00 Credits
Self-examination and reflection of professional ethics and philosophy of education, autobiographical documentation of formal and informal experiences in education, selection of best works, initial planning of M.Ed program and field research project, and critical reflection of M.Ed. goals
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3.00 Credits
(1-4 cr [max 12 cr]; SP-MEd candidate or #; no grad credit; A-F only) Exploration of educational innovations using technology applicable to Pre-K-12 classrooms, including accessing UMD/class Web resources, services and assignments/ discussion groups, email including listservs and local aliases, electronic portfolios, PowerPoint presentations, spreadsheets, databases, and SPSS for research statistics.
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3.00 Credits
Evaluation of human diversity and exceptionality theories, strategies, and beliefs including: communication systems, cultural belief structures, traditions and history, special education issues and needs, laws, adaptive technologies and other educational strategies, social/ support systems available to students, parents, teachers, and the community.
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3.00 Credits
Explore diverse family systems, understand complexities of bilingual, single parent, lower/upper SES, transient, families with disabled/terminally ill members. Social services/special programs available to at-promise students, staff and families in crisis/need. Demonstrate parent involvement/mentoring/referral strategies.
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3.00 Credits
(1-4 cr [max 6 cr]; SP-MEd candidate or #, no grad credit; A-F only) Examination of practice, theory and process of qualitative and quantitative educational research and inquiry. Culminates in approved MEd research project proposal, human subject research form completion and submission, and significant progress in literature review, creation of research tools, and methodology.
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3.00 Credits
Evaluation of teaching and learning theories, strategies, and beliefs, including Transformational Learning, Motivation Strategies, Leadership Strategies, Cooperative and Collaborative techniques, multiple intelligences, discussion techniques, electronic portfolios, assessment rubric creation/implementation, service-based and experiential learning theories/applications, and others
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3.00 Credits
Exploration of professional ethics and philosophy of education/districts to develop a theoretical and philosophical knowledge base. Identification and elucidation of common ethical issues and dilemmas in education. Identification and assessment of master teachers' professional competencies, national standards and international benchmarks.
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2.00 Credits
Exploration of professional focus and practice including grant writing, formal budget requests, conference presentations, conflict resolution, resource systems identification and management, special needs, and school reform.
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3.00 Credits
Explore workshop, computer lab, classroom, learning environment design; curriculum design; leadership models in various settings including educational, community, cultural and global; participatory leadership theories; analysis of educational models; design, implement, and evaluate program/curriculum.
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3.00 Credits
(1-4 cr [max 12 cr]; SP-MEd candidate or #, no grad credit; A-F only) Develop effective assessment designs based on research, field observations in innovative schools, experiencing new curriculum delivery, and pilot studies. Explore educational change and reform through dialogue, readings, the Internet. Examine and apply system issues/ theories to practice.
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