EDST 464 Multicultural Literacy
Introduces preservice teachers to literature written from ethnic, linguistic, social, and cultural perspectives and draws connections to broader cultural, social, historical, economic, and political contexts. Prereq: EDST 420.
EDST 550 Food and Schools
This course focuses on a topic that has typically been omitted from education courses and programs: food. Through this course, we will be thinking about the ways that food intersects with schools, and the implications of this for formal and informal educators.
EDST 551 Equal Opportunity: Ecojustice and Education
3 Credits – Corequisite: EDST 558
Examines ways that schools, implicitly and explicitly, teach about the environment and human relationships to the environment.
EDST 611 The Scholarship of Teaching
Examines the recent emergence of a focus on teachers as reflective practitioners, inquirers, action researchers, and scholars of pedagogical understanding.
EDST 614 Cultural Context of Education
Examines the cultural foundations of educational practice through a critical review of four decades of ethnographic research on school and student culture.
EDST 616 Language, Power, and Education
Examines the politics, policies, and practical realities associated with language and literacy in educational settings and how these issues affect all students to some degree.
EDST 618 Teaching English Language Development, K–12
Examines best practices of delivering English-language development in light of federal and state standards, including teaching methods, technology, and parental involvement.
EDST 619 Teaching for Literacy
Prepares middle and high school teachers who are expected to teach specific content areas and literacy strategies as part of a reading endorsement. Offered as needed.
EDST 620 Evolution and the Math Wars
4 Credits – Sequence with EDST 621, EDST 622 (or EDST 623, EDST 624); EDST 625, EDST 626
Focuses on the debates that influence, and in some cases overshadow, the teaching of mathematics and science from kindergarten to grade 12.
EDST 621 Representing Mathematical Concepts
4 Credits – Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Students deepen their content knowledge, widen their understanding of student conceptualizations of mathematics, and reflect on their own mathematics instructional practices.
EDST 622 Mathematical Problem-Solving Curriculum
4 Credits – Prerequisite: EDST 621; Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Prepares students to view mathematics as a problem-solving field rather than a set of discrete skills and operational rules.
EDST 623 Representing Science Concepts
4 Credits – Sequence with EDST 620, EDST 622, EDST 625, EDST 626
Examines why science is taught, what science subjects need to be taught, and how science is learned.
EDST 624 Scientific Problem-Solving Curriculum
4 Credits – Prerequisite: EDST 622; Sequence with EDST 620, EDST 623, EDST 625, EDST 626
Presents science as a problem-solving field rather than a set of discrete facts and concepts. Introduces scientific literacy as the aim of science teaching.
EDST 627 Introduction to Supportive Learning Communities
2 Credit – Sequence with EDST 628
Introduces the teacher candidate to the necessary components for creating supportive and successful classroom communities, including interaction between motivation, “classroom management,” and teacher- student relationships.
EDST 628 Creating Supportive Classroom Communities
3 Credits – Prerequisite: EDST 627; Sequence with EDST 627
Builds on EDST 627 by providing specific research, experience, and strategies for developing classroom environments where student behaviors are focused on learning.
EDST 630 Humanities Curriculum and Cultural Conflict
4 Credits – Sequence with EDST 631, EDST 632 (or EDST 633, EDST 634 or EDST 635, EDST 636), EDST 637; EDST 638
Examines the epistemology and conceptions of education that underlie the humanities curriculum at the secondary level.
EDST 631 Representing Literature to Young People
4 Credits – Sequence with EDST 630, EDST 632, EDST 637, EDST 638
Examines why literature is taught and the way teachers represent literary works to students.
EDST 632 Engaging Students in Writing
4 Credits – Prerequisite: EDST 631; Sequence with EDST 630, EDST 631, EDST 637, EDST 638
Overview of strategies and tools for engaging students in the writing process. Emphasis on genres of writing and use of technology to enhance student writing.
EDST 633 Representing Second-Language Concepts
4 Credits – Sequence with EDST 630, EDST 634, EDST 637, EDST 638
Provides a research-based foundation for planning, teaching, assessing, and managing second-language learning for the great diversity of students encountered in middle and high school.
EDST 634 Second-Language Conversation and Composition
4 Credits – Prerequisite: EDST 633; Sequence with EDST 630, EDST 633, EDST 637, EDST 638
Advanced teaching methodologies, techniques, and skills to effectively promote proficiency and fluency in second languages.
EDST 635 Representing Social Studies Concepts
4 Credits – Sequence with EDST 630, EDST 636, EDST 637, EDST 638
Examines why social studies is taught and the way teachers represent social studies concepts to students.
EDST 636 Social Studies Inquiry and Analysis
4 Credits – Prerequisite: EDST 635; Sequence with EDST 630, EDST 635, EDST 637, EDST 638
Explores the theory and practice of teaching social studies as a specialized form of inquiry.
EDST 638 English Language Learners Pedagogy for Humanities.
4 Credits – Sequence with EDST 630, EDST 631; EDST 632 (or EDST 633, EDST 634 or EDST 635, EDST 636), EDST 637
Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the curricular mandates of mainstream language arts and social studies courses.
EDST 640 Constructing Meaning through Literacy
4 Credits – Sequence with EDST 641
Provides concepts and strategies used in teaching children to read. Focuses in particular on instruction for beginning and intermediate readers and writers.
EDST 641 Developing Thoughtful Literary Practices
Examines the teaching of reading as a practice filled with cultural meaning, placing reading education in its wider social and cultural context.
EDST 644 Teaching Mathematics: Inquiry in Context
4 Credits – Prerequisite: EDST 643; Sequence with EDST 643
Investigates techniques and strategies used to effectively teach mathematics and assess students.
EDST 646 English Language Learners Pedagogy for Elementary Classrooms
Examines a variety of research-based instructional and assessment strategies that support English language learners in meeting the mandates of elementary-level curriculum.
EDST 650 Teacher Education: Policy and Practice
Explores the work of contemporary scholars who are attempting to bridge the division between policy and practice in teacher education. Offered alternate years.
EDST 661 Sociology: From Reproduction to Resistance
Focuses on the ways schools reproduce, reinforce, and challenge prevailing social, economic, and political relationships. Offered alternate years.
EDST 662 Curriculum Theory: Contesting Educational Content
Survey of the history of curriculum theory, the subfield that asks the fundamental question, what is worth teaching? Offered alternate years.
EDST 663 Education and Immigration
Examines the way educational institutions have responded to human migration generally and to immigrant students, with an emphasis on bilingual education policy. Offered alternate years.
EDST 667 Grant Writing: Finding Funders
Provides graduate students with the knowledge and skills needed to write successful grant proposals for research, professional development, and curriculum development projects.
EDST 673 Advanced Qualitative Methodology: Arts-Based Approaches
4 Credits – Prerequisite or corequisite: EDUC 630, EDUC 632, EDUC 634
Examines contemporary reflexive social science research writing, focusing on experimentations with the form used by researchers to communicate insights about human affairs.
EDST 681 Elementary Part-Time Teaching
4 Credits – Prerequisite: Must complete all prior UOTeach course work with a cumulative 3.00 GPA or higher and have successfully completed prior term of field experience prior to enrollment.
Provides scope, structure, supervision oversight, and guidance to support students during the part-time student teaching practicum in an Elementary school setting. Is first of two terms of clinical placement that together satisfy the Oregon Teacher Standards and Practices Commission intensive and extensive field-based requirements.Repeatable one time for a maximum of 8 credits.