The Power Of Mentorship: Lessons From A Scate Cooperating Teacher Of The Year,
2026
Columbia College
The Power Of Mentorship: Lessons From A Scate Cooperating Teacher Of The Year, Rebecca Raab
Teacher Education Journal of South Carolina
Augmentative and alternative communication (AAC) is vital for students with complex communication needs, but its success in classrooms requires collaboration between AAC users, educators, and speech-language pathologists (SLPs). This review examines existing literature on AAC integration through SLP-educator collaboration, addressing barriers and strategies for effective implementation. An extensive literature search identified 16 studies on AAC and SLP-educator collaboration highlighting barriers, facilitators, and strategies to improve the partnerships, enhancing AAC use in classrooms. Successful AAC integration requires robust collaboration, and future research should focus on targeted interprofessional training and evaluating the impact of improved collaboration on AAC outcomes in classrooms.
Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success,
2026
West Coast University
Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success, Alexis Lawton
Teacher Education Journal of South Carolina
Specific studies on South Carolina teachers showed that reasons for declining teacher retention and recruitment include concerns about low salary, school-level issues, and working conditions (Devers, Duyar, & Buchanan, 2024; South Carolina Teacher Retention Study, 2020; South Carolina Teacher, 2023). Even though teacher health has a significant impact on teacher retention (Casely-Hayford, et al., 2022), it is not present in discussions of teacher working conditions (Merrill, 2021). Instead, teacher health (both physical and mental) is often embedded in discussions of teacher burnout (Madigan, Kim, Glandorf, & Kavanagh, 2023) and teacher stress generally (Lazarus & Folkman, 1987; Kyriacou, 2001; Prilleltensky et …
Are People Of Color Accurately Represented In American History?,
2026
Richland One School District
Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman
Teacher Education Journal of South Carolina
If education is the steppingstone to one's compass of identity, how is it that the history of a certain race is left out? People of Color are not being properly represented in American history. Omitting the history of an entire race, or races, tells students that they are not important. This pattern creates problems for all of society because students are not fully educated about the history and struggles, therefore dooming them to repeat the mistakes of the past...
The Missing Piece Of The Teacher Retention Puzzle: Considering Health In Sc Teacher Preparation Programs,
2026
Coastal Carolina University
The Missing Piece Of The Teacher Retention Puzzle: Considering Health In Sc Teacher Preparation Programs, Jonathan Coker
Teacher Education Journal of South Carolina
During the 2023-2024 school year, there was a 9% increase in teacher vacancies in South Carolina (CERRA, 2023). For decades, South Carolina has been attempting to address issues of teacher recruitment and retention. This has ranged from continued efforts from an organization called CERRA (Center for Educator Recruitment, Retention, & Advancement) founded in 1985, as well as more recently founded initiatives such as the SC Rural Recruitment Initiative in 2016 (Smith & Sauls, 2022; Tran, Babaei-Balderlou, & Smith, 2022). In 2022, the SC Department of Education established the Teacher Recruitment and Retention Task Force to address the continuously concerning issues …
The Value Of Incorporating Research Methods In Undergraduate Teacher Preparation Programs,
2026
Coastal Carolina University
The Value Of Incorporating Research Methods In Undergraduate Teacher Preparation Programs, Sheena Kauppila
Teacher Education Journal of South Carolina
Teacher preparation programs play a pivotal role in shaping future educators, equipping them with the skills and knowledge necessary to foster student learning and success. A growing body of literature underscores the importance of integrating research methods into these programs. By incorporating research training, teacher preparation programs help future educators analyze data, evaluate the quality of research studies, and apply findings to their teaching...
Coping After Covid: College Student’S Use Of Coping And Engagement Strategies Post Covid-19,
2026
Coastal Carolina University
Coping After Covid: College Student’S Use Of Coping And Engagement Strategies Post Covid-19, Chelsey R. Simmons, Michael Mckenzie
Teacher Education Journal of South Carolina
The purpose of this pilot case study was to support student wellbeing by assessing the prevalence of mental health disorders among students, the types of treatment used, and the coping strategies used and preferred by students at a small university. The study aimed to address a gap in the literature surrounding the preferred coping strategies for college students. In the current study, participants were asked about their use of engagement and disengagement coping strategies and the likelihood they would participate in training aimed at improving their use of engagement coping strategies...
Literacies Practices In The Disciplines,
2026
College of Charleston
Literacies Practices In The Disciplines, Emily Skinner
Teacher Education Journal of South Carolina
Building on Conley's (2014) work, I conducted an inquiry with disciplinary specialists across the college campus to learn about disciplinary literacies and to create a corpus of resources to use in my teaching. I interviewed disciplinary faculty in math, English, science, and history. I then edited 30-60 minute interviews down to 12-15 minute videos focused on what I determined would be most helpful to preparing middle grades and secondary teachers. Students viewed and then connected teaching strategies they had learned about in the course to the literacy practices of the disciplines. Their final project was a narrated digital presentation video …
Impacts Of Limiting Diverse Literature And Curricula In South Carolina Public Schools,
2026
Moultrie Middle School
Impacts Of Limiting Diverse Literature And Curricula In South Carolina Public Schools, Julia P. Kuehn, Keonya C. Booker
Teacher Education Journal of South Carolina
This research explored what teachers and librarians identified as the impacts of limiting diverse books and curricula in South Carolina public schools. As book banning and censorship increase across the county, the amount of self-censorship that teachers and librarians partake in also increases. Through a mixed-methods approach, surveys were completed by local librarians and teachers to investigate their opinions on the limiting of diverse novels and curricula in South Carolina public schools. This research indicated that educators and librarians overwhelmingly believed that restricting diverse literature negatively affects students' ability to relate to what they read or learn, reduces their understanding …
Full Issue: Volume 18, Number 1, Fall 2024,
2026
Coastal Carolina University
Full Issue: Volume 18, Number 1, Fall 2024, Suzanne Horn, Judith Collazo
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Instructional Design Applications Within The In-Person Classroom Teachers,
2026
Mercer University
Instructional Design Applications Within The In-Person Classroom Teachers, Tyler Watts, Richard Smith, April White Pugh
Teacher Education Journal of South Carolina
In the wake of COVID-19 and the additional expectations for teachers to navigate the complexities of teaching using technology-enhanced approaches, the researchers at a small, private university in South Carolina found an increase in teacher enrollment within their graduate-level program focused on instructional design and e-Learning. The first cohort, comprised largely of corporate trainers, higher education professionals, and State employees, was soon joined by a second cohort in 2020 in which K-12 teachers made up 50% of the enrollment total. In inquiring with both trainers in a corporate environment and K-12 teachers, the rationale for joining the program was due …
Gamification And Game Mechanics In The Classroom: Most Enjoyable 55 Elements To Students,
2026
Charleston Southern University
Gamification And Game Mechanics In The Classroom: Most Enjoyable 55 Elements To Students, Jennifer Zakrzewski
Teacher Education Journal of South Carolina
Engaging students continues to be a struggle in education regardless of whether it is in the K-12 sector of the college classroom. In recent years, gaming has become more prevalent in education, but often these games are one-time or stand-alone. This article looks at gamification and the incorporation of a multitude of gaming elements to determine which elements increase motivation of students the most. Participants included a convenience sample from a Technology for Teacher's course required by the university. Data were collected through a pre and post-survey. Results from the study show that the social aspect of engaging with others …
Authentic Assessment Using Concept Mapping In Multiple Modes Of Instruction For A Special Education Teacher Education Course,
2026
Winthrop University
Authentic Assessment Using Concept Mapping In Multiple Modes Of Instruction For A Special Education Teacher Education Course, Jeremy Lopuch, Christopher O'Brien
Teacher Education Journal of South Carolina
The purpose of this study was to investigate the utility of concept maps to evaluate the depth of inquiry and knowledge for pre-service educators. Participants included undergraduate general education teacher candidates enrolled in an introductory special education course. Through the use of a pretest and posttest design, the authors collected quantitative and qualitative data using concepts to evaluate teacher candidate knowledge. Based on the results, the authors concluded concept maps were a practical tool to estimate essential conceptual knowledge. Implications and suggestions for future research will be discussed.
What Keeps Early-Career Special Education Teachers Going?,
2026
Lander University
What Keeps Early-Career Special Education Teachers Going?, Matt Collier, Carol Hoyle, Amanda Walkup
Teacher Education Journal of South Carolina
Our educational system continues to grapple with significant special education teacher job satisfaction, burnout, and attrition. While studies have identified factors related to burnout and attrition, there are not many studies focused upon identifying factors related to teacher success and retention. This study sought to identify such factors through qualitative analysis of surveys and interviews of graduates from a Southeastern university from 2016-2021. Identified factors included: support from others; support from self; support from the love of one's students; a general overload of work expectations; and eventual movement from special education teaching to a special education-related field.
Work-Life Balance (Wlb): Findings From Educators,
2026
University of South Carolina
Work-Life Balance (Wlb): Findings From Educators, Tena B. Crews, Tiffany M. Bordonada, Kelly Wilkinson
Teacher Education Journal of South Carolina
Educators responded to a Work-Life Balance (WLB) survey which included the categories of workplace, wellness, self, and family. Survey results were analyzed using factor analysis and Spearman's Rho correlation coefficient. Females were more committed to work responsibilities, stressed about their workplace, and better at setting priorities. Males experienced more stress related disorders. A positive correlation resulted between wellness and workplace balance. Findings also indicated that administrators' behaviors appear to have a positive impact on educators' abilities to balance work responsibilities and personal lives.
Strategies To Empower General Education Teachers In The Individualized Education Program (Iep),
2026
Winthrop University
Strategies To Empower General Education Teachers In The Individualized Education Program (Iep), Jeremy Lopuch, Mary Anne Fleury
Teacher Education Journal of South Carolina
Participation of general education teachers in the individualized education program is essential to maintain a successful inclusive program for students with disabilities. However, general education teachers often report a lack of engagement and agency in the process. The purpose of this article is to provide several tools to increase general educators' ownership of the IEP process to lead toward the success of students with disabilities within their classrooms.
Full Issue: Volume 17, Number 1, Summer 2024,
2026
University of South Carolina Aiken
Full Issue: Volume 17, Number 1, Summer 2024, Judith Collazo, Timothy Lintner
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Are People Of Color Accurately Represented In American History?,
2026
Richmond One School District
Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman
Teacher Education Journal of South Carolina
Throughout history, people of color have been misrepresented in different aspects of American life. The representation of people of color (POC) in American history has been discussed and criticized for decades (Chaudri & Schau, 2016; Giarrizzo, 2012). One educational tool that remains at the forefront of the issue is the textbook. American history textbooks influence students' perceptions and attitudes about history. Many students are taught American history with textbooks that include a limited narrative (Chaudri & Schau, 2016). When student access and learning tools are limited and disconnected from reality, we see the effects of misrepresentation and the cycle that …
A Call For Reorienting Joy In Educative Spaces,
2026
Coastal Carolina University
A Call For Reorienting Joy In Educative Spaces, Benjamin Parker, Kathryn E. Parker
Teacher Education Journal of South Carolina
In this manuscript, the authors examine the field of education's extended preoccupation with dreadful narratives. A qualitative analysis of educational research proposals is used to illustrate the limited representation of joy in scholarly research around educational spaces. Consideration is given to the roles that educational research and teacher preparation play in perpetuating deficit narratives and possible ways to reframe both the conversations we have around education as well as the field itself. Using Positive Psychology as an exemplar model, this manuscript calls for teacher educators to thoughtfully use joy as a construct in the preparation of future educators.
Deconstructing Culturally Responsive Teaching/Learning: Preservice 20 Teachers' Perspectives,
2026
Xavier University
Deconstructing Culturally Responsive Teaching/Learning: Preservice 20 Teachers' Perspectives, Winston Vaughan
Teacher Education Journal of South Carolina
This article examines the positive impact of an exercise in which a group of pre-service teachers enrolled in a cultural diversity course at a Midwestern University deconstructed the contents of a video to better understand how culturally responsive teaching can significantly impact the teaching learning process especially with marginalized student populations. Preservice teachers were required to watch a video on culturally responsive teaching and engage in a "free write" based on the contents of the video. After that, students were asked to respond to two prompts based on content from the video. Data analysis from their "free writes," prompts responses, …
Classroom Management Scenarios: From Theory To Practice,
2026
Middle Georgia State University
Classroom Management Scenarios: From Theory To Practice, William Gary Cole
Teacher Education Journal of South Carolina
This article presents a powerful and engrossing method for engaging pre-service teachers in meaningful discussions about classroom management. The author details the use of perspective-taking scenarios, which are short vignettes based on real-life classroom management dilemmas faced by teachers. Processes for encouraging deep, transformative discussions and tips for writing classroom management scenarios are described. The author postulates that pre-service teachers can become more confident and capable classroom managers by hosting lively and wide-ranging discussions about actions to take when faced with specific classroom management situations.
