Middle Level Education

Through a partnership with the New England League of Middle Schools (NELMS), you can participate in teacher training courses that explore differentiated instruction strategies, effective teaching methods, formative assessment techniques, and educational team building.

Teaching adolescents the way they need to be taught requires that teachers implement specialized educational practices that cater to students’ personal, physical, social, and academic needs. Plymouth State’s Middle Level Education program prepares practicing middle school and junior high school teachers with the resources and tools necessary to engage young adolescents in the learning process.

Graduate courses in this program combine core coursework with independent study, attendance at NELMS-sponsored conferences, and a capstone project to earn your Master of Education degree. Additionally, the specialization courses can be pursued as a graduate certificate program.

Master’s Core Component – 9 credits
3

ED 5000 Social Behavior in a Diverse Society

Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
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3

ED 5005 Social Psychology and Mythology across Cultures

This course will provide an in-depth study of the social/cultural basis of behavior and examine the role of mythology as a vehicle for intrapersonal and interpersonal understanding. The major theoretical, empirical, and applied lines of work in the following topics in contemporary social psychology will be explored, including social cognition, interpersonal perception, attitudes, stereotyping and prejudice, the self, and interpersonal and group relations. Mythology will be employed as a mechanism for cross-cultural comparison and as a unifying construct to enhance multicultural understanding.
3

ED 5010 Philosophy, Ethics, and Education

A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
3

ED 5030 Research Design

Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.

Specialization Component Courses – 21 credits
3

ED 5310 Young Adolescent Learning

Participants will develop a clear vision of what comprises effective teaching at the middle level and learn strategies that address many challenges classroom educators face every day. This information is the foundation for making solid decisions throughout an educational career. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5320 Active Learning Classrooms

Participants will explore all aspects of developing an instructional plan from accessing and building prior knowledge to making connections across the curriculum. The focus will be design strategies that engage each student in the processes of learning. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5330 Personalized Learning

A meaningful relationship among faculty and students enhances academic achievement. Creating personalization of student learning, developing student ownership and responsibility in a school through an advisory, supports students? affective and academic needs. Personal connections are necessary for successful middle level learning. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5340 Differentiating Middle Level Instruction

This course will guide participants from planning to practice of differentiated instruction at the middle level. Participants should bring a teacher's edition and any ancillary materials so that they can plan lessons or a unit of work. Teams will have the opportunity to develop an integrated unit of work. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5350 Formative Assessment

This course is designed to examine current classroom assessment strategies used to check students' prior knowledge before beginning instruction and to check what they are really learning. Bring unit and/or lesson assessment you are currently using or have used. Students will incorporate the use of formative assessment strategies to guide instruction and improve student learning. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5360 Developing Quality Educational Teams

Designed to help educators create teams that are terrific, this course addresses the question of what teams should be doing to improve student learning. Team protocols, qualities of excellence, and key teaming practices will be modeled and identified. Participants will have a deeper understanding of what is needed for teacher teams to assist each young adolescent student to learn to high levels. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5370 NELMS Leadership Institute

Participants will expand their leadership capacity and learn about the tools necessary for leaders to be successful at the school or district level. This interactive Institute is based on "Breaking Ranks in the Middle" (BRIM) concepts and includes modeling, reflecting and transferring knowledge. Participants will earn what works in schools where young adolescents learn to high levels. This course is designed for participating middle level educators who want to develop tools to more effectively teach young adolescents. Participants will have certain latitude to investigate topics and strategies that will have the greatest individual meaning. Practical, meaningful and appropriate learning practices are the foundations of these courses.
3

ED 5500 Special Topics

An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor.
3

ED 5910 Independent Study

Enrichment of the background of students in education through the pursuit of a special topic pertinent to their interests and abilities. A chance for an in-depth study of a problem in the field of education. Consent of a faculty supervisor, department chair and the Associate Vice President is required.

Capstone Component – 3-6 credits
6

ED 5210 Graduate Practicum

A supervised practicum experience in one of several cooperating institutions or agencies in New Hampshire. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week and participation in seminars. Supervision is by the institution or agency concerned, and by Plymouth faculty. Students anticipating more than three hours of credit should confer early in their program with the department chair to free up sufficient blocks of time. Permission of advisor, department chair and Associate Vice President is required.
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3

ED 5580 Individual Research Project

A research project that requires students to demonstrate the ability to synthesize salient elements from the core, professional and specialty areas. In essence, the student's research should be the natural result of the focus and direction of planned study. The project should emanate from the area of specialization and incorporate relevant concepts learned through coursework and experience. Using sound research practices, a student should illustrate ability to interpret, reflect, summarize and conclude. The written product of this effort will be defended in a seminar before faculty and the student's peers. Students should contact the advisor to plan for this project. Topic approval is needed from the advisor and the Associate Vice President for Graduate Studies. Offered according to demand.
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6

ED 5950 Graduate Thesis

Students select a topic for study in consultation with their program advisor and related faculty. A time-line, thesis publication and defense are outlined. Three copies of the thesis must be submitted with a bound copy that remains on file in the College of Graduate Studies office.
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3

ED 6900 Graduate Capstone Project

A culminating, supervised project or practicum experience in a work environment or cooperating institution or agency. The purpose is to apply knowledge learned in previous coursework to the work environment or through an approved project. The candidate works with a field supervisor on site and presents their final product to PSU faculty. Students who anticipate working on their project for more than one term should register for the appropriate number of credits in each term so that they remain registered throughout the course of the project. Students should anticipate planning approximately 40 hours of work for each credit to be earned and the number of credits to be earned in total must be approved by their advisor and noted on their program contract. The candidate must submit a Graduate Capstone Project form with their registration and the Capstone Project must be approved by the advisor and Associate Vice President for Graduate Studies.