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  • EDU 572: Collab. Act. Research 3

    1.00 Credits
    University of New England

    In this culminating course, students collect data, interpret the results, and develop an action plan designed to address the problem initially defined in CAR 1.. The course is completed by producing a detailed final report of the entire CAR process. Students cannot register for more than 2 CAR courses in one semester.
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  • EDU 573: Teaching Mathematics, K-8

    3.00 Credits
    University of New England

    This course covers mathematics teaching in kindergarten through eighth grade. The National Council of Teachers of Mathematics (NCTM) principles and standards as well as the Maine Learning Results will be used as a basis to build a strong mathematics curriculum, which emphasizes both process and content while focusing on student-centered instruction. Peer teaching is emphasized in this course, so you can gain experience in designing and executing lessons that are grounded in problem-based learning and in having your students attain a conceptual understanding of mathematics. In addition, reviewing and synthesizing mathematics education research providing interpretations of relevant applications for practice is an important aspect of this graduate course. Field study required. (Cross-listed with EDU 373)
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  • EDU 574: Design Curr Instru & Assess 2

    3.00 Credits
    University of New England

    Examines history, purposes, and methods of assessment and explores curriculum, instruction, and assessment implementation issues. Teachers analyze, evaluate, modify, and/or design assessments for specific content and purposes. Presents methods of record keeping, grading, and reporting; use of assessment data; and test preparation. Addresses implementation issues related to accountability, planning, and collaboration.
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  • EDU 575: Support the Struggling Read

    3.00 Credits
    University of New England

    This course is designed to give teachers a working knowledge of common reading difficulties, methods for diagnosing those difficulties, and guidelines for accessing appropriate resources to provide instructional support for students. Informal diagnostic tools will be introduced. Research-based intervention programs, including classroom interventions, will be discussed. Guidelines are offered for communicating with parents and other members of the school community regarding a child's reading difficulties.
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  • EDU 576: Plan & Manage Class Lit Prog

    3.00 Credits
    University of New England

    This course is designed to help teachers plan and manage their literacy classroom as they implement the concepts and strategies they have learned throughout the degree program. It presents organizational considerations and planning strategies to guide teachers in establishing and maintaining an effective literacy program. Guidelines for setting up the literacy classroom and managing various grouping structures to facilitate student learning will be offered. Methods for incorporating literacy throughout the day and integrating technology will be explored. Perspectives on other key planning issues such as working with parents and pacing instruction will be presented through teacher interviews.
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  • EDU 594: Guided Study

    1.00 - 3.00 Credits
    University of New England

    No course description available.
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  • EDU 595: Portfolio

    3.00 Credits
    University of New England

    This course develops reflective practices that assist students to explore both professional and personal growth that has occurred throughout the masters program. Students will learn organizational tools that will help formalize their working portfolios to a final presentation portfolio that reflects self-directed learning. Goal setting will be fostered to assist life-long learning. This course should be the final course taken for the master's degree.
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  • EDU 600: Teacher as Leader

    3.00 Credits
    University of New England

    This course enhances teachers' classroom-based experiences by linking these with professional research skills. Designed to foster best practices, the course structure supports acquiring knowledge, skills and cohort experiences that will continue to be threaded through several courses. Teachers learn how to locate and critically review a wide range of professional resources.
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  • EDU 605: Action Resrch & Case Study

    3.00 Credits
    University of New England

    Research is the foundation for the improvement of teaching and learning in the classroom. This course examines two valuable classroom research tools, action research and the case study. Teachers will research a classroom issue relevant to increasing student learning. Course requirements include conducting the research and preparing a presentation to report potentially their findings at a state, regional, or national conference on educational research.
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  • EDU 610: Differentiation Theory & Strat

    3.00 Credits
    University of New England

    Teachers taking this course explore the theories of differentiated instruction and the associated models. Teachers design units and lessons incorporating strategies. Teachers share lessons and reflect with colleagues in their schools and in the course. Requirements include lessons incorporating differentiation strategies, collegial reflection regarding lessons, and the creation of a final project that establishes teacher commitment to differentiation in his/her classroom.
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