College of Education *
College of Education *

Human Development Master of Education and Post-Baccalaureate Certificate Programs in Partnership with Montgomery County Public Schools (MCPS)

“Please contact Dr. Ann Battle, Program Director, at abattle@umd.edu  prior to beginning an application to the Human Development M.Ed., AMASSP or ACDMR Certificate Programs for Fall 2016.”

HDQM has three graduate programs in partnership with MCPS: (1) Master of Education in Human Development; (2) Post-Baccalaureate Certificate in Achievement Motivation & Adolescent Self and Social Processes (AMASSP); and (3) Post-Baccalaureate Certificate in Adolescent Cognitive Development and Motivation to Read (ACDMR). All programs are run as a cohort models with a new cohort beginning each fall. Courses are held almost exclusively at the Universities of Shady Grove campus in Rockville. All on-campus University fees (with the exception of the technology fee) are waived for students in these programs.

Contact Dr. Ann Battle, Program Director, at abattle@umd.edu or 301-405-8714.


(1) Master of Education in Human Development

30-Credit, five -semester program focusing on the translation of theory and research on achievement motivation and adolescent social, cognitive, physical and emotional development as those processes influence school performance and adjustment.

Over 160 MCPS employees have graduated.

Fall, Year 1
EDHD 600: Introduction to Human Development and Child Study (3 credits)
Broad theories of human development in the specific context of normal adolescent growth and development, including social, cognitive, emotional and biological processes. Focus on how those developmental processes influence adolescents’ motivation to achieve and school adjustment; implications for teacher practice.

EDHD 692: Cognitive Bases of Instruction (3 credits)
Psychological and educational research literature on adolescent cognition, as applied to learning and teaching in classroom settings. A focused review of current theory and literature related to how adolescents think and learn.  This course will seek to help teachers answer their own questions about individual and developmental differences in students’ abilities to grasp and understand domain-specific knowledge.

Spring, Year 2
EDHD 624: Cognitive and Motivational Bases of Reading: Reading in Content Areas I and II (6 credits)
Introduction to the fundamental processes of engagement in reading and learning for secondary teachers.  Students will learn how to increase engaged learning in the classroom by using conceptual themes, real-world interactions, self-directed learning, strategy instruction, collaboration, and self-expressive opportunities.  This course accomplishes two major objectives.  First, students will be able to fulfill their reading certification requirements.  Secondly, after being introduced to principles of engagement  in reading, students from a variety of content backgrounds will learn the importance of reading as an important tool for learning, as well as how to increase engaged reading and learning in their classrooms.

Summer, Year 1
EDHD 602: Social Bases of Behavior (3 credits)
Exploration of the social forces and expectations that influence adolescent behavior, especially the effects of ethnicity, diversity, social learning, prevailing cultural mind-sets, and mass media on adolescent behavior.  Using models of behavior in context, this course seeks to help teachers understand the factors external to their classrooms over which they seemingly have little control, but which directly affect the behavior and learning potential of their students.

EDMS 645: Quantitative Research Methods I (3 credits)
Research design and statistical applications in educational research; data representation; descriptive statistics; estimation and hypothesis testing.  Application of statistical computer packages is emphasized.  This course fulfills a requirement for all M.Ed.’s granted by the College of Education at the University of Maryland. 

Fall, Year 2
EDHD 662: Research Methods in Education Settings (3 credits)
Research methods associated with studying the development, achievement, and school adjustment of children and adolescents in educational settings, with an emphasis on quantitative methodologies.

EDHD 617: Achievement Motivation in Adolescence (3 credits)
Study of different aspects of motivation and how they develop in the secondary school years. Focus on how different instructional practices influence motivation and design of various strategies for improving students’ motivation.

Spring, Year 2
EDHD 635: Adolescents at Risk (3 credits)
Study of current research on risky behaviors that impact adolescent student learning and achievement particular in underserved populations. General diversity issues and topic specific issues that put adolescents at risk for academic failure and other negative trajectories will be explored.

EDHD 674: Self Processes in Adolescence: Implications for Academic Achievement and School Adjustment (3 credits)
Study of the development of the self from infancy through adolescence, and examination of the literature on the self-processes of special adolescent populations as they relate to achievement-related orientations and school adjustment in secondary settings.


(2) Post-Baccalaureate Certificate in Achievement Motivation & Adolescent Self and Social Processes (AMASSP)
  • 15 – Credit program that provides teachers with an understanding of motivational, self, and social aspects of development during adolescence.
  • Courses help teachers understand better how different teaching practices can facilitate adolescents’ motivation to learn, as well as the quality of their social relations both in and out of the classroom.
  • Gives teachers opportunities to deal with the specific motivational and social issues they are facing on a daily basis with their adolescent students, and to understand how these non-cognitive aspects of development can influence student achievement and adjustment in school.

AMASSP1-Year Plan:

EDHD 600 Introduction to Human Development and Child Study (3 credits) Fall Year 1
EDHD 617 Achievement Motivation in Adolescents (3 credits) Fall Year 1
EDHD 602 Social Bases of Behavior (3 credits) Summer Year 1
EDHD 635 Adolescents at Risk (3 credits) Spring Year 1
EDHD 674 Self Processes in Adolescence: Implications for Academic Achievement and School Adjustment (3 credits) Spring Year 1

AMASSP 2-Year Plan:

EDHD 600 Introduction to Human Development and Child Study (3 credits) Fall, Year 1
EDHD 635 Adolescents at Risk (3 credits) Spring, Year 1
EDHD 602 Social Bases of Behavior (3 credits) Summer, Year 1
EDHD 617 Achievement Motivation in Adolescents (3 credits) Fall, Year 2
EDHD 674 Self Processes in Adolescence: Implications for Academic Achievement and School Adjustment (3 credits) Spring, Year 2

 

(3) Post-Baccalaureate Certificate in Adolescent Cognitive Development and Motivation to Read (ACDMR)

  • 15 – Credit program that provides teachers with an understanding of current research-based information about developmental changes in adolescents’ ways of thinking, in their motivation for school in general, and for reading in particular. A unique feature of this program is the focus on both cognitive and motivational factors affecting reading comprehension.
  • One of the courses in the four course sequence, EDHD 624, integrates cognitive and motivational bases of reading within teachers’ specific content areas and satisfies the MSDE secondary reading certification requirements.

ACDMR 1.5 -Year Plan Only

EDHD 600 Introduction to Human Development and Child Study (3 credits) Fall, Year 1
EDHD 692 Cognitive Bases of Instruction (3 credits) Fall, Year 1
EDHD 624 Cognitive and Motivational Bases of Reading: Reading in Content Areas I and II (6 credits) Spring, Year 1
EDHD 617 Achievement Motivation in Adolescents (3 credits) Fall, Year 2


Please click here for complete Information Packet and Application Instructions.