A School-University Partnership In Physical Education Teacher Education: Challenges, Experiences, And Craft Knowledge,
2026
Winthrop University
A School-University Partnership In Physical Education Teacher Education: Challenges, Experiences, And Craft Knowledge, Kathryn Davis
Teacher Education Journal of South Carolina
Reciprocal school-university partnerships have the potential to meet the early field experience needs of Physical Education Teacher Education (PETE) teacher candidates (TCs), the instructional needs of the elementary school teachers, and the learning needs of P-12 students. This article examines the informal partnership between one university PETE methods class and a low socioeconomic elementary school, and how this collaboration provided PETE TCs with the opportunities to connect the craft knowledge they learned in the school setting with the academic knowledge they learned about effective teaching. This article explores the impact of the partnership on the P-6 students and the PETE …
Middle-Level Principals’ Perception Of The Scheduling Configuration Needed For Social Studies Instruction,
2026
University of South Carolina
Middle-Level Principals’ Perception Of The Scheduling Configuration Needed For Social Studies Instruction, Kenneth E. Vogler, Audrey Allan, Susan Schramm-Pate
Teacher Education Journal of South Carolina
Principals' perceptions of curriculum and instruction issues are particularly relevant in today's era of testing and accountability. Using a survey instrument given to a representative sample of South Carolina public school middle-level principals, the study explored principals' perception of the type of scheduling configuration needed for social studies instruction. Results of this study suggest that there is no relationship between principals' perception of scheduling configurations used for social studies instruction and the schedule configuration used in their school. But, an association was found between principals' perception of how well students are prepared for next grade level in social studies and …
The Impact Of International Clinical Experiences On Pre-Service Teacher Candidates: Understanding Self And Culture,
2026
Columbia College
The Impact Of International Clinical Experiences On Pre-Service Teacher Candidates: Understanding Self And Culture, Sandy Ayers, James Lane
Teacher Education Journal of South Carolina
This study investigated the impact of pre-service teachers completing field experiences at the International School of Helsinki (ISH), Finland and at International School of Ulaanbaatar located in Ulaanbaatar, Mongolia. The study focuses on the cultural perceptions of pre-service teachers before and after completing the experience as well as the benefits the teacher candidates incurred from teaching in an international setting. Findings showed that an international clinical experience did not dramatically change perceptions but did impact preservice teachers in terms of global understanding, connectedness and desire to become more worldly aware. In addition, participation in the experience resulted in a change …
Principal Leadership Behavior And Principal Experience,
2026
University of South Carolina
Principal Leadership Behavior And Principal Experience, Edward Cox, Tammy Martin
Teacher Education Journal of South Carolina
The purpose of this study was to determine if principal leadership behavior, perceived by principals and teachers, is related to principal longevity. Kouzes and Posner's Leadership Practices Inventory (2003) was used to measure perceptions of principal leadership behavior. Data were analyzed to determine principal and teacher perceptions of principal leadership behavior and further analyzed to investigate a relationship between principal leadership behavior and principal longevity. Principals and teachers rated principals' leadership behavior favorably with principal ratings higher than teachers. No relationship was found between principal leadership behavior and principal longevity. However, implications for leadership development and increased self-awareness were apparent.
Lessons Learned From The Belize Writing Project,
2026
Anderson University
Lessons Learned From The Belize Writing Project, Margaret Walworth, Deirdre Ward
Teacher Education Journal of South Carolina
This article examines the development of the Belize writing project, an international service project between students in Georgia and Belize, Central America. The shift in the purpose and design of the project is chronicled and explained in terms of student and teacher needs. What began as a service project designed to provide reading materials for students in Belize has evolved into a writing project to support the development of students and teachers as readers and writers in both countries.
Mathematics And Science Observation Instrument For New Standards,
2026
College of Charleston
Mathematics And Science Observation Instrument For New Standards, William R. Veal, Alice A. Sorensen
Teacher Education Journal of South Carolina
Various national journals have published articles on mathematics and science teaching. However, assessment of these teachers is a topic that is not commonly published. This article discusses a science and mathematics partnership that the College of Charleston has successfully implemented with four local districts, which improves the content knowledge of their teachers that participate. The purpose of this article is to show how the Reformed Observation Teaching Protocol (RTOP) can be used as an appropriate assessment device to observe how teachers may adjust instruction to match new national mathematics and science standards. The 11 grant-participating teachers that were observed for …
Collaboration And The New Generation Of Teachers: Do They Like It? Will They Use It? Does It Matter?,
2026
Coker College
Collaboration And The New Generation Of Teachers: Do They Like It? Will They Use It? Does It Matter?, Sandra G. Mccloy
Teacher Education Journal of South Carolina
This exploratory study investigated the personal learning preference of students in an initial teacher education program in a small, private, liberal arts college in the southeast USA, and the likelihood that they would use collaborative learning strategies in their own future classrooms. It was hypothesized that Generation Y (age 30 and younger) teacher candidates would prefer independent learning activities to learning activities involving collaboration or cooperation. It was also hypothesized that these teacher candidates would indicate a preference for collaboration, versus cooperation or independent learning strategies, in their own future classrooms, regardless of their personal preference. The study participants were …
Responding To Increased Enrollment In An Undergraduate Seminar: A Hybrid Approach,
2026
Western Carolina University
Responding To Increased Enrollment In An Undergraduate Seminar: A Hybrid Approach, Nancy Luke, Kelly N. Tracy
Teacher Education Journal of South Carolina
Shrinking budgets and increasing enrollment can often mean growing class sizes. These larger numbers can have a negative effect on student achievement (Johnson, 2010; Kokkelenberg, et al., 2008) and student evaluations of courses and instructors (Bedard & Kuhn, 2008; Westerlund, 2008). Large class sizes may be particularly challenging for courses that are intended to be discussion-oriented seminars. One possible solution for this problem may be found through utilizing a hybrid format (Knapczyk & Hew,2007). In this article, the authors will share why and how they utilized the on-line platform , Blackboard, to redesign a traditionally face-to-face undergraduate seminar as a …
A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century,
2026
University of South Carolina
A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century, Beth Powers-Costello
Teacher Education Journal of South Carolina
Teaching and Teacher Education in South Carolina face particular challenges and opportunities based on our economic, political, and geographic contexts. For example, our state serves an increasingly diverse student population (e.g., race, class, family configuration etc.). The literature and data on this topic worldwide has received considerable attention. We as South Carolina educators not only need to respond to issues in our global community but also to our own local context as indicated by empirical research, theoretical literature, and the narratives of those we serve. This article suggests a possible starting point for dialogue among educators – particularly teacher educators …
Transitioning To The Common Core Standards In South Carolina,
2026
UNC Wilmington
Transitioning To The Common Core Standards In South Carolina, Howard V. Coleman, Jeremy Dickerson
Teacher Education Journal of South Carolina
Large-scale planning is currently underway for school systems preparing to adopt the Common Core Standards for K-12 education. The adoption of these standards requires effort and coordination by all stakeholders in the educational system and places significant pressure on teachers and school leaders to ensure that the transition is efficient and effective. This article provides a brief context for the Common Core Standards, gives an overview of the transition process many schools are undertaking and concludes by describing how this transition is relevant to the preparation of new teachers and school leaders who are in university-level educator preparation programs.
High School Advisory: Learning From The Mistakes,
2026
Coastal Carolina University
High School Advisory: Learning From The Mistakes, Linda Anast-May, James Bailey
Teacher Education Journal of South Carolina
This study focused on students, teachers, and administrators' perceptions of the effectiveness of a newly implemented high school advisory program. Based on a comparative research design with quantitative analysis conducted during the spring 2010, the study finds significant differences in perceptions regarding the implementation and community aspects of the high school advisory program and not enough evidence to conclude that there was a difference in perceptions concerning the overall effectiveness of the program. It is the desire of the authors that the results of the study can assist administrators and staff in identifying and implementing any necessary changes for improvement …
Full Issue: Volume 5, 2012,
2026
Columbia College
Full Issue: Volume 5, 2012, 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.
Elements Of Teaching Online: A Literature Review,
2026
Mercer University
Elements Of Teaching Online: A Literature Review, Ron Knorr, Lienne Medford, Hem Paudel
Teacher Education Journal of South Carolina
Online instruction and other distant learning modalities are becoming common in all areas of academia, including pre-service teacher preparation and continuing education for in-service teachers. This article is a review of pertinent research regarding online teaching and the attributes of that teaching venue. From this literature, the following elements were noted. Considerable thought and planning must go into the construction of an online course, including designing instruction, class interaction, assignments and assessments. Other factors, such as the validity of online scholarship and the role of the instructor, influence the online teaching environment. Benefits and challenges for instructor and student are …
Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma,
2026
Clemson University
Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma, Dolores A. Stegelin, Luciano Cecconi, Andrea Pintus, Rossana Allegri
Teacher Education Journal of South Carolina
The growing emphasis on accountability in educational settings requires teacher educators to develop effective and relevant strategies to prepare pre-service teachers and to support in-service teachers in the area of assessment. This article presents a creative in-service teacher training project in Parma, Italy that engages kindergarten teachers in the use of a global assessment tool for the purpose of professional development, improved learning environments, and enhanced teacher self-assessment and critical thinking. The project stems from a collaborative research project between teacher educators in South Carolina and Reggio Emilia, Italy.
School District And University Partnership: Vested Interest In School Leaders,
2026
Coastal Carolina University
School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson
Teacher Education Journal of South Carolina
School-university partnerships have become important in the reform efforts to develop the next generation of school leaders. Researchers have encouraged collaborative partnerships between all stakeholders involved in principal preparation. However, partners rarely have a blueprint or roadmap to guide their efforts. Designing a partnership can be labor-intensive. This paper reports on the process and successes of one school district and a university as they developed a collaborative partnership to prepare future and practicing leaders.
Are We Doing The Smart Thing In Teacher Education?,
2026
Charleston Southern University
Are We Doing The Smart Thing In Teacher Education?, Linda Karges-Bone
Teacher Education Journal of South Carolina
Technology has been idolized as the BEST of the best practices, and teachers are now routinely evaluated on their ability to use technology in the classroom. In fact, many districts expect daily, consistent use of high tech features such as Smart© or Promethean© boards. Is this engaging or enabling? Has “high tech” shoved “high touch” teaching into the background? This essay explores that question with humor and some real concern. As educators charged with preparing teachers for the 21st century classroom, have we narrowed our focus too much?
More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration,
2026
Newberry College
More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller
Teacher Education Journal of South Carolina
This study investigated teachers' availability of student response system (SRS) technology, how they were trained to use the technology, and how often and in what capacity the technology was used. The sample consisted of 481 teachers from schools in North Carolina and Tennessee. Findings reveal that a majority of teachers do not regularly use SRS technology in their instruction and have limited training on the technology. Although it's available, teachers are either unaware of its availability or unsure how to operate it. Suggestions are given regarding availability, time, training, and administrative support for technology use.
Teachers' Perceptions Of Assessment Uses And Necessity In Teaching,
2026
University of South Carolina Aiken
Teachers' Perceptions Of Assessment Uses And Necessity In Teaching, Kay Hanson
Teacher Education Journal of South Carolina
Teacher knowledge, performance, and competence are coming under increased scrutiny because of assessment-laden mandates such as No Child Left Behind and Response to Intervention. While considerable research has focused on teacher practices, limited research has been done on teachers' perceptions regarding the usefulness and necessity of utilizing assessment for instructional purposes despite the fact that teacher perceptions impact performance. This paper presents the results of a study on the assessment practices and perceptions of in-service classroom teachers.
Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities,
2026
University of South Carolina
Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear
Teacher Education Journal of South Carolina
Observing classrooms and providing teachers with feedback is an important responsibility for instructional leaders and mentors in American schools (Zepeda, 2007; Pajak, 2003; Glickman 2002). Although the nature of that feedback and the perceived roles of the supervisor (e.g., summative vs. formative) have varied through the years (Hazi & Arrendo-Ruzinski, 2008; Glanz, 1998; Reitzug, 1997), there is a consensus that teachers need feedback that is timely and provides guidance. Mentoring may be the effective mechanism to offer such instructional support (Ingersoll & Kralik, 2004; Reiman, 1999).
Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education,
2026
University of South Carolina Beaufort
Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary
Teacher Education Journal of South Carolina
This paper investigated the processes used to construct a culture of assessment among faculty, students, and stakeholders. Using a constructivist approach, participants were encouraged to develop skills in data collection, assessment reporting, and using evidence to make data-driven instructional decisions and program planning. Results indicated that enabling faculty to create and use an assessment system laid the foundation for a culture of assessment that can ultimately lead to innovative curricular changes–thereby reaching beyond assessment mandates to a culture of assessment.
