Education & Human Development

Graduate Programs

The College of Education and Human Development offers NCATE-accredited graduate study at the master's (MAT and M.Ed.), CAS and doctoral level providing the resources and collaboration essential to the development of influential educational leaders. It also offers the M.S. in Human Development, advanced study in the growth and development of individuals throughout the life span and of the family in its various forms, preparing students for a variety of careers serving children and families.

Hallmarks of the graduate program include innovative technology, faculty mentoring, national and statewide research centers, and strong partnerships with public schools and communities. Flexibility allows comprehensive inquiry and concentration on specific interests.

The Master of Arts and Master of Science degrees require a thesis; the Master of Education is a non-thesis program. 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. Individually designed program options are also available.

The application for admission to the Graduate School is available on-line at: http://www2.umaine.edu/graduate/article.php?id=63

Degree and Program areas:

• Counselor Education ~ M.Ed., C.A.S., Ed.D.
• Master of Education in Instructional Technology ~ M.Ed.
• Educational Leadership (Prek-12) ~ Ed.D, C.A.S., M.Ed.
• Elementary Education & Secondary Education ~ M.A.T., M.Ed., C.A.S.
• Graduate Outreach Program
• Human Development ~ M.S.
• Higher Education ~ M.Ed., Ed.D.
• Individually Designed Ed.D.
• Kinesiology and Physical Education ~ M.S., M.Ed.
• Literacy ~ M.Ed., C.A.S., Ed.D.
• Master of Arts in Teaching
• Middle Level Education ~ M.Ed.
• Science Education ~ M.S., M.Ed., C.A.S.
• Social Studies Education ~ M.A., M.S., M.Ed., C.A.S.
• Special Education ~ M.Ed., C.A.S.
• TOP: Training Options for Early Intervention Personnel

For more information:
Contact Rebecca Libby at 581-2444.

For information about Graduate Student Travel Support:
The Linda N. Lancaster Professional Development Fund

Examples of Graduate Student Research Areas:
• "The Relationship among Resilience, Forgiveness and Anger Expression in Adolescents"

• "A Policy Discourse Analysis of U.S. Land-Grant University Diversity Action Plans"

• "How Teacher Leaders Perceive the Ways in which They Use Their Relational Influence to Impact Teaching and Learning Practices in Their Schools"

• "A Case Study Examining Reading Recovery Teachers: What Instructional Characteristics Differentiate More and Less Effective Reading Recovery Teachers?"

• "Literary Theory in the Secondary English Classroom"

• "A Successful Principal's Conversations: Perceived Effects on Relationships and School Climate."

• "Exploring the Links Between Professional Development, Teacher Performance, and Student Achievement: A Case Study"

• "Principal and Teacher Relationships and Teacher Job Satisfaction"

• "New Job, New School, Now What? An Examination of Socialization Experiences of Curriculum Directors"

• "High School Achievement, Operating Costs, and Student Socioeconomic Status in Maine: A Comparison by School Size"

• "A Study of Principal Communication Behaviors and School Climate in Three Maine Elementary Schools"

• "Improving the Competency of Experienced Principals: The Self-Reported Outcomes of Administrator Re-Certification in Maine"

• "Significant Adults as Protective Factors for At-Risk Youth: Retrospective Views from Youth"

• "Exploring the Links Between Professional Development, Teacher Performance, and Student Achievement: A Case Study"

• "Girls in the Woods: An Exploration of the Impacts of a Wilderness Program on Adolescent Girls' Constructions of Femininity"

• "An Examination of the Scope and Variety of Adventure Therapy Services within the State of Maine"

• "Spirited Youth/Thriving Youth: Adolescents' Perspectives on Nurturing Thriving Outcomes through Faith Development"

• "University Students' Perceptions of Plagiarism"

• "An Empirical Study of State Accountability Systems for Adult Education Professional Development"

• "A Case Study investigation of Comprehension Strategy Instruction in Action"

• "Factors Affecting Implementation Probability of State-Mandated Reform Initiatives by Middle School Teachers"

• "Secondary Traumatic Stress"

• "A Case Study of an Early Career Teacher Designing, Implementing and Assessing Literacy Instruction in a First Grade Classroom"

• "Through Their Eyes: Maine Principals Explore Their Learning about Leadership"

• "The Relationship between Student Cognitive Development and Learning Style Preferences"

• "Experiences and Factors Influencing a Sample of Teachers in New York State Public Elementary and Middle Schools to Focus on Environmental Education in Their Science Teaching"

• "The Balance and Alteration of the Negotiating Power of Women in Divorce Mediation"

• "What Underachieving Middle School Students Believe Motivates Them to Learn"

• "An Aesthetic Inquiry: Portraits of Adolescents Finding Their Own Voices Through Media Arts Composition"

• "How Are Children with Severe ED and MR Served in a Relational, Holistic Emerging Literacy Environment within a Self-Contained Classroom?"

• "The Use of Group Work Practices in the Integrative Curriculum Model: A Case Study"

• "Description and Analysis of Assistance in Science Teaching Reform: The Reports of Maine's Beacon Center Science Facilitators and the Teachers They Help"

• "The Relationship between Self-Efficacy and Coping Strategies Among Nursing Students"

• "The Role of Political Theories and Religious Beliefs in a Maine Community's Conflict Over Educational Issues"

• "Professional Teachers' Level of Care"