Curriculum And Instruction Lessons Learned From Elementary Education Student Teacher Reflections,
2026
University of South Carolina Upstate
Curriculum And Instruction Lessons Learned From Elementary Education Student Teacher Reflections, Ashley Anderson-Murray, Greta Freeman
Teacher Education Journal of South Carolina
Teacher candidates often find reflection as a topic of discussion and implementation in their university, education program courses. The purpose of this grounded theory (Strauss & Corbin, 1994) research study was to identify attitudes, questions and concerns of undergraduate elementary education student teachers through written reflections during the student teaching semester. The study revealed eight major themes related to the student teaching assignment and experience.
Creating Blended Instruction Together: Working With English Teachers At An Alternative School,
2026
Coastal Carolina University
Creating Blended Instruction Together: Working With English Teachers At An Alternative School, Suzanne Horn
Teacher Education Journal of South Carolina
This paper traces the work of a group of English teachers at an alternative school in the Southeastern United States. It follows their planning and implementation of blended instruction to impact differentiated instruction, student content growth, and improve instruction. Teachers used the Blendspace program to address administrative concerns to incorporate technology, while still maintaining their philosophical stance on teaching and learning. The challenges that these high school teachers faced were discussed, including mandated computer use, use of technology, and using technology to assist in working with students with attendance issues.
Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students,
2026
North Carolina Central University
Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students, Dionne V. Mclaughlin
Teacher Education Journal of South Carolina
No abstract provided.
Perceptions Of Principal Evaluative Feedback And Recognition,
2026
University of South Carolina
Perceptions Of Principal Evaluative Feedback And Recognition, Edward Cox, Tammy Burnham, Brie Mcdaniel
Teacher Education Journal of South Carolina
Because teachers remain the top indicator of student achievement in the classroom, it is imperative that administrators focus on developing a teacher's skills and attributes (Darling-Hammond, 1984). Research indicates that the best qualified teachers are also the most dissatisfied (Darling-Hammond, Wise, & Klein, 1999). Consequently, the teacher attrition rate is alarming considering that 25% of teachers leave the field within three years and 40% leave the profession within five years (Skaalvik & Skaalvik, 2011). Due to the substantial teacher dissatisfaction and the importance of teacher effectiveness, coupled with the recent initiatives such as Every Student Succeeds Act, teacher evaluation continues …
Budget Transparency And Teacher Retention In South Carolina,
2026
University of South Carolina
Budget Transparency And Teacher Retention In South Carolina, Henry Tran
Teacher Education Journal of South Carolina
The public has increasingly pushed for more transparency on matters of school finance. One important financial tool utilized by schools are budgets and a lack of budget transparency can result in many detrimental outcomes including faculty distrust. If the distrust is severe, teachers may even leave their schools. This study examines the relationship between budget transparency and teacher retention in the state of South Carolina. Results suggest that the variables may be positively associated.
Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?,
2026
Liberty University
Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?, Edwin Montijo, Timothy R. Nelson
Teacher Education Journal of South Carolina
As new technology in education emerges, research is necessary to assess the impact it is having on students' confidence to solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study was to examine the impact the Desmos graphing calculator has on the problem-solving confidence of Algebra students as compared to students who use a TI-83 Plus graphing calculator while controlling for students' math achievement scores. Five highly qualified teachers taught the same content to at least one control group (traditional calculator) and one experimental group (Desmos calculator) for a 12-week period. Students in both groups took the Problem …
Full Issue: Volume 11, Number 1, Fall 2017,
2026
Converse College
Full Issue: Volume 11, Number 1, Fall 2017, Julie Jones
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country,
2026
Winthrop University
The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny
Teacher Education Journal of South Carolina
This study examined perceived outcomes associated with undergraduate teacher education students who were involved in an international service learning project with impoverished children in a third world country. Qualitative data collection methods guided the study which centered upon student attitudes, perceptions, and behaviors relating to international service learning as well as any individual learning regarding a possible deepened understanding of their personal worldview or valuing of diverse peoples. Findings indicated that the participants perceived several prior expectations which did not match reality, the diversity of the new loving culture was enjoyed, and several distinct individual changes occurred as a result …
Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration,
2026
Columbia College
Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration, Carol G. Hoyle, Tracy N. West
Teacher Education Journal of South Carolina
Special education teachers must be prepared for the demands of the public school classroom. Teacher education programs have a responsibility to ensure that pre-service teacher candidates are able to translate current research into practice, and the specialty program accreditation procedures help guide this process. This article overviews a framework that utilizes collaboration as the vehicle for ensuring this occurs. Results of a state survey of special education district administrators are provided with implications for program improvements and ongoing accreditation practices. As teacher education accreditation is based on multiple sources of data, a model that incorporates the input of public school …
Conference Attendance As Professional Development Or English Education Students,
2026
Coker College
Conference Attendance As Professional Development Or English Education Students, Margaret J. Godbey
Teacher Education Journal of South Carolina
English Education students who attended a National Council of Teachers of English (NCTE) conference seemed to develop increased confidence and professional identity through the experience of traveling to and attending a national conference. Including conference attendance in the methods class may be one way to address the problem of early-career attrition by encouraging pre-service teachers to establish a network of relationships and resources that extend beyond the college classroom.
Evaluating A Special Education Teacher Program: The Relationships Between Graduates’ Standardized Test And Course Grade Performances,
2026
University of South Carolina Upstate
Evaluating A Special Education Teacher Program: The Relationships Between Graduates’ Standardized Test And Course Grade Performances, Holly Pae
Teacher Education Journal of South Carolina
Special Education Teacher preparation programs face great challenges in assuring that their graduates are prepared for the demands of today's classrooms. This research examines the test and grade results earned by 91 currently employed teachers that completed the same certification program in Learning Disabilities. The results of this multivariate analysis found a level of significance between course grades and test scores. These outcomes suggest recommendations for program improvement by identifying conditions that positively impact candidates' achievement and teacher competency. The findings support the need for content-base coursework in special education, offering field-based experiences tied to the courses' content curricula, and …
The South Carolina Principal Applicant Pool: Are Principal Preparation Students Ready To Take Lead?,
2026
University of South Carolina
The South Carolina Principal Applicant Pool: Are Principal Preparation Students Ready To Take Lead?, Henry Tran
Teacher Education Journal of South Carolina
School districts have long struggled with filling principal positions with qualified personnel. While administrative certification programs continue to certify new potential principals, many who graduate from such programs do not apply for principal positions. This descriptive study seeks to explore SC education leadership students' (n=34) perspectives on numerous issues pertaining to why this may be. The largest barrier cited was long hours on the job. In addition, inquiry is made to ascertain what may make the position more attractive to prospective principals. Results are discussed.
Implementing Web-Based Instructional Technologies To Support And Improve Math Achievement,
2026
Coastal Carolina University
Implementing Web-Based Instructional Technologies To Support And Improve Math Achievement, Howard V. Coleman, Jeremy Dickerson
Teacher Education Journal of South Carolina
This paper presents a case study review of a public school's effort to improve student math achievement scores. The implementation process reviewed in this case study occurred in a public school that had become increasingly concerned about its elementary students' low math scores on in-class assessments and standardized tests. The public school's leadership team in this case study was interested in focusing on providing digital instructional support for all students, and in specifically targeting students needing math intervention. The digital instructional support was to be used to complement, rather than replace teachers' lesson plans and classroom activities. A K-5th grade …
Principals' Personality And Instructional Leadership Behavior,
2026
University of South Carolina
Principals' Personality And Instructional Leadership Behavior, Edward Cox, W. Burke Royster
Teacher Education Journal of South Carolina
This quantitative study examines the relationship between the leadership personality of a principal and the perception of that principal as an instructional leader. More specifically it seeks to determine if a principal's dominant personality characteristic, as defined by a four quadrant analysis, relates to the faculty's perception of that principal's instructional leadership. That perception is also examined in light of principal experience and grade level of the school. The results of this study indicate that a principal's predominant personality characteristic does not impact that individual's perception as an instructional leader by the faculty. A weak to moderate relationship between the …
Face-To-Face Or Cyberspace? The Evolution Of Science Inquiry Professional Development And The Impact Of Teacher Attitudes About New Curriculum,
2026
Coastal Carolina University
Face-To-Face Or Cyberspace? The Evolution Of Science Inquiry Professional Development And The Impact Of Teacher Attitudes About New Curriculum, Kimberly Carroll
Teacher Education Journal of South Carolina
Today's students often have choices in the way they learn new things. When choices are given, attitudes about learning often improve. What happens when teachers are given choices? This article provides the research data of a pilot study conducted with grades three through eight science teachers regarding their preferred method of professional development. Using the Revised Science Attitude Scale, (RSAS), (Bitner, 1994, Thompson & Shrigley, 1986), the researcher determined the mode of professional development type (face-to-face vs online) resulted in no impact on teacher attitudes about teaching science inquiry. Results support a null hypothesis and provide significant information for determining …
Full Issue: Volume 9, 2016,
2026
Columbia College
Full Issue: Volume 9, 2016, Christopher Burkett
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Reconceptualizing Educational Technology Integration In A Middle Level Teacher Preparation Program,
2026
University of South Carolina Aiken
Reconceptualizing Educational Technology Integration In A Middle Level Teacher Preparation Program, Deborah H. Mcmurtrie, Bridget K. Coleman, Gary J. Senn
Current Issues in Middle Level Education
Our middle level education (MLE) faculty recently engaged in a self-study guided by this research question: How is our university preparing our MLE teacher candidates to integrate technology in teaching and learning? There were two overarching goals: 1) identify where we can introduce, practice, reinforce, and master technology skills and concepts. 2) reconceptualize our technology integration course. Our process included collaborating with stakeholders, surveying teacher candidates, examining theoretical underpinnings, exploring research-based best practices, and analyzing our programs. Data was collected through multi-year technology surveys and semi-structured focus group interviews. We grouped survey data into three broad technology categories: instructional delivery, …
Attracting Early Childhood Teachers To South Carolina’S High Needs Rural Districts: Loan Repayment Vs. Tuition Subsidy,
2026
University of South Carolina
Attracting Early Childhood Teachers To South Carolina’S High Needs Rural Districts: Loan Repayment Vs. Tuition Subsidy, Henry Tran, Alison M. Hogue, Amanda M. Moon
Teacher Education Journal of South Carolina
South Carolina (SC) has enacted a rural teaching initiative designed to provide financial incentives to attract teachers to their high needs rural districts. The plans have components that address both loan repayments and tuition subsidies; however, it is unknown which of the two options may be more incentivizing. Our analysis suggests that a reframing of the loan repayment to a tuition subsidy is not associated with stronger preference for teaching for at least five years in rural high needs districts. However, we uncovered positive associations between respondents' degree of confidence in their own self-efficacy (b=1.24, p=.008) and general openness to …
Transitioning To Act Standards In South Carolina Schools: Insights And Techniques For School Districts,
2026
Coastal Carolina University
Transitioning To Act Standards In South Carolina Schools: Insights And Techniques For School Districts, Howard V. Coleman, Jeremy Dickerson, Cindy Ambrose, Edi Cox, Dottie Brown
Teacher Education Journal of South Carolina
The adoption of ACT Standards in South Carolina for the 2015/2016 school year is requiring rapid and systemic change for teachers, local school leaders, district administrators, and university teacher/administrator preparation programs. This article presents descriptions of the new standards and assessments, provides an overview of the current transition to ACT Standards, and emphasizes the importance of planning and implementing relevant, high quality professional development for teachers and local school leaders. The article concludes with examples of techniques from the Horry County Schools ACT planning and implementation process.
Building Problem Solving Skills,
2026
University of South Carolina Upstate
Building Problem Solving Skills, Gary Bradley
Teacher Education Journal of South Carolina
Elementary, middle-grades, and secondary preservice teachers engaged in mathematics methods courses whose focus was problem solving interacted with non-routine problems during the semester-long. To assess the efficacy of the problem-solving focus, the preservice teachers were given a non-routine problem at the beginning of the course and the same non-routine problem at the end of the course. Although some growth in problem solving strategies was seen, there was no increase in the number of correct answers to the problem. The findings indicate no significance between the math background or efficacy of the preservice teachers on their effective use of problem solving …
