Career Pathways: Accountability For Secondary Students With Learning Disabilities,
2026
Coastal Carolina University
Career Pathways: Accountability For Secondary Students With Learning Disabilities, Gayle Disney
Teacher Education Journal of South Carolina
The career pathways mandate in South Carolina schools is especially important for students with specific learning disabilities (SLD or LD). The majority of students with LD need extra support throughout the postsecondary planning process, a point that is often inadvertently overlooked by their teachers and support personnel. This paper will elaborate on the career preparation needs of high school students with LD; outline similarities in federal and state mandates regarding career awareness and preparation for students in South Carolina; and discuss the importance of collaboration in teacher education programs and in schools to prepare students with learning disabilities for transition …
Fertilizing Critical Thinkers With Questioning, Reflection, And Metacognition,
2026
Francis Marion University
Fertilizing Critical Thinkers With Questioning, Reflection, And Metacognition, Janis Mcwayne, Tracy E. Meetze, Shirley Carr Bausmith, Daljit Kaur
Teacher Education Journal of South Carolina
At a southeastern liberal arts university, a qualitative research course was offered to graduate students who taught in a rural impoverished public school setting. The intent of the course was to teach them how to use qualitative methods to improve teaching and assessment of their students. There is a learning curve associated with fully implementing qualitative methods. Within a year after course completion, we interviewed the teachers individually and then conducted a focus group with all participants to learn how they were implementing and evaluating their qualitative skills. The findings revealed they have used qualitative methods to assist their students …
Closing The Achievement Gap: One Teacher At A Time,
2026
University of South Carolina Aiken
Closing The Achievement Gap: One Teacher At A Time, Sally Mcclellan
Teacher Education Journal of South Carolina
In an effort to expand the thinking of preservice teachers related to diverse population, several activities and experiences have been devised to prepare preservice candidates for the classrooms they will find in the future. These activities include several efforts: 1. Activities to expand the thinking of preservice candidates; 2. Experiences in diverse settings; 3. Learning practices which demonstrate respect for diversity.
A Study Of Leadership Attributes Needed By Technical College Presidents,
2026
Clemson University
A Study Of Leadership Attributes Needed By Technical College Presidents, Kevin M. Mckenzie, William D. Paige
Teacher Education Journal of South Carolina
This study examined the leadership attributes needed by presidents in South Carolina’s Technical College System, or those desiring to hold such a position in the future. The participants consisted of 16 presidents and 80 subordinates that were selected by the presidents and data collected by survey instrumentation. Based upon the 37 attributes as defined by Moss et al (1994) in the Leadership Attribute Inventory, each participant was requested to identify and rank attributes needed for future leadership in their institution. The study indicates the findings of the surveys and provides the leadership attributes of college presidents that are common between …
Literacy Coaches' Perceptions Of Principal's Literacy Leadership,
2026
Chapin Middle School
Literacy Coaches' Perceptions Of Principal's Literacy Leadership, Michael Lofton, Edward P. Cox
Teacher Education Journal of South Carolina
The purpose of this study was to investigate the instructional leadership of the principal on literacy initiatives as it relates to student achievement. It examined literacy coaches’ perceptions of how a principal’s instructional leadership relates to their literacy program. The study examined whether South Carolina principals’ level of communication and management support was related to English language arts scores on the Palmetto Achievement Challenge Test (PACT) and the High School Assessment Program (HSAP). Literacy coaches from throughout the state were surveyed regarding their perceptions of their principal’s instructional leadership as it relates to teachers incorporating literacy. The data were collected …
Full Issue: Volume 3, 2010,
2026
Columbia College
Full Issue: Volume 3, 2010, 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.
The Boys Like Action And The Girls Like Emotion: Teaching Social Studies In Single-Sex Classrooms,
2026
University of South Carolina Aiken
The Boys Like Action And The Girls Like Emotion: Teaching Social Studies In Single-Sex Classrooms, Timothy Lintner
Teacher Education Journal of South Carolina
The State of South Carolina has embraced single-sex education to a greater degree (and at a quicker pace) than any other state in the union. Yet, given this push for single-sex classrooms, there is scant research that specifically addresses what instructional practices “work best” when teaching boys and girls separately. This study focuses on the practices and perceptions of teaching social studies within select single-sex elementary classrooms.
Teaching The Whole Child Through Project Based Learning,
2026
Columbia College
Teaching The Whole Child Through Project Based Learning, Loren Ryan
Teacher Education Journal of South Carolina
This paper describes in detail the current teaching practices integrating Project Based Learning with explicit examples of projects administered at the gateway grades of 4th, 8th, and 12th grade, respectively. Incorporating Project Based Learning at a local independent school in Columbia, South Carolina, offers students the opportunity to demonstrate their cumulative knowledge at each gateway grade while allowing students to integrate the arts into their exhibition of mastery.
No Kidding About "Kiddie Lit": The Importance Of Supporting Novice And Experienced Teachers In Using Children's Literature To Enhance Literacy, Engage Critical Thinking, And Encourage Equity,
2026
Charleston Southern University
No Kidding About "Kiddie Lit": The Importance Of Supporting Novice And Experienced Teachers In Using Children's Literature To Enhance Literacy, Engage Critical Thinking, And Encourage Equity, Linda Karges-Bone
Teacher Education Journal of South Carolina
The importance of preparing teacher candidates to use children's literature as a tool for encouraging literacy and providing equity in their future classrooms is a common thread in Teacher Preparation programs. However, the knowledge, skills, and dispositions of candidates in today's programs may be at odds with what university faculty and the demands of the classroom require. Candidates' own literacy and appreciation of children's literature demonstrates troubling inconsistencies that could impact their own and their future students' performances. This article examines the current situation and offers strategies for engaging candidates and classroom teachers in the pursuit of children's literature to …
I Needed A Seventh Grader To Teach Me That: Science And Engineering Graduate Students' Experience In A Middle School Classroom,
2026
University of South Carolina
I Needed A Seventh Grader To Teach Me That: Science And Engineering Graduate Students' Experience In A Middle School Classroom, Michelle Maher, Stephen Thompson
Teacher Education Journal of South Carolina
Experiences of graduate level scientists immersed in middle school science classrooms over a year served as a unique lens through which to view students, teachers, and teaching processes defining these classrooms. In depth interviews with scientists revealed they were struck by the range of student diversity and the resulting need for teachers to adapt quickly to suit a situation. Scientists further realized that their experience in this fluid, unpredictable learning environment, while more challenging than expected, brought unanticipated benefits including increased skills in time management, communication, leadership, instruction, and increased confidence. Scientists developed a new appreciation for the work and …
Technology As Tool For Learning And Building Communities In Early Elementary Settings,
2026
University of South Carolina
Technology As Tool For Learning And Building Communities In Early Elementary Settings, Brenda Richards, Beth Powers-Costello
Teacher Education Journal of South Carolina
This article describes the experiences of two second grade classes as they used technology as a learning tool to enhance their Social Studies curriculum and build relationships with one another. A lit review is included which addresses the use of technology in early education. Findings indicate that early childhood educators need to seek new ways of using developmentally appropriate technology to engage children in active learning experiences and thus expose them to the world beyond their classrooms.
Preparing Students To Teach In The "Real" Diverse Worlds,
2026
University of South Carolina Upstate
Preparing Students To Teach In The "Real" Diverse Worlds, Nur Tanyel, Laura Hooks, Lori Tanner, Kela Goodman
Teacher Education Journal of South Carolina
This article presents a unique Early Childhood Program at the University of South Carolina Upstate in partnership with Dunbar Child Development and Family Learning Center. An integrated course work and field experiences created for the preservice teachers to understand and comfortably work with diverse students. The preservice teachers are expected to take six co-requisite classes and complete clinical experiences simultaneously. Furthermore, the preservice teachers will complete the required assignments focused on developing sensitivity to diversity in the classroom.
The Age Of Technology: Computer Literacy And The Non-Traditional College Student,
2026
University of South Carolina
The Age Of Technology: Computer Literacy And The Non-Traditional College Student, Jacqueline Mcclary
Teacher Education Journal of South Carolina
The purpose of this qualitative study was to investigate the resources available at a flagship university to assist non-traditional college students who are not computer literate. This southeastern institution has a traditionally-oriented campus, meaning the majority of the student population (approximately 92%) is between the ages of 18 to 24, according to the university's assessment office. Since we live in the age of technology, traditional students typically enter college prepared to use technology with ease. However, non-traditional college students may not be as technologically knowledgeable. Based on the two major findings, implications point to the need for colleges and universities …
Clicking From College To K-12 Schools: Engaging Preservice Teachers With Technology,
2026
University of South Carolina Upstate
Clicking From College To K-12 Schools: Engaging Preservice Teachers With Technology, David Marlow, Pamela Wash, Jeannie Chapman, Timothy Dale
Teacher Education Journal of South Carolina
This article details the classroom use of personal response systems in four different disciplines. It highlights the versatility of these systems, the effect on student learning and how their use in college classrooms may influence preservice teachers in their future classrooms.
Does Inquiry Instruction Abet Standardized Test Score Increases?,
2026
College of Charleston
Does Inquiry Instruction Abet Standardized Test Score Increases?, Rachel Teller, Meta Van Sickle, Dennis Kombe, Michelle Comen, George Tempel
Teacher Education Journal of South Carolina
The effectiveness of a local systemic effort in meeting the goal of improved science literacy through the integration of inquiry teaching methods in classroom instruction was assessed. Science graduate students and K-12 teachers were partnered and engaged in a long-term professional development emphasizing inquiry practices. Data reported are the result of the investigation of one teacher/graduate student pair. The study examined the effectiveness of professional development implementation by assessing the ability of 100 of the participating teacher's students to use content gained through inquiry-based instruction to answer questions on state mandated tests. Results suggest that this inquiry teaching resulted in …
Assessing The Whole Child—Beyond The Borders Of Testing,
2026
Clemson University
Assessing The Whole Child—Beyond The Borders Of Testing, Dolores Stegelin, Paula Schubert
Teacher Education Journal of South Carolina
The issue of assessment continues to be significant; this article focuses on the evolving definition of assessment, risks associated with assessing younger learners, and strategies for assessing the whole child. The focus of the article is the younger learner and the strategies described are presented as a helpful tool to teacher educators of pre-service students. Assessment strategies presented here reflect best practices in the U.S., other countries, and educational settings that value developmental and cultural differences.
Assessing Teacher Candidates: A Multi-Dimensional Approach,
2026
North Greenville University
Assessing Teacher Candidates: A Multi-Dimensional Approach, Jill Branyon
Teacher Education Journal of South Carolina
Assessing teacher candidates is complex and difficult. A multi-dimensional approach allows faculty the opportunity to use multiply assessments to determine the candidate's proficiencies of knowledge, skills, and dispositions. Utilizing a prolonged and intense approach to field experience, North Greenville University's College of Education faculty are able to produce multiply assessments that clearly define a teacher candidate's ability to affect k-12 learning. Among the strongest assessments used are the Assessment of Dispositions, the Field Experience Evaluation, The Teacher Work Sample, the Licensure Exams, and the ADEPT (Assisting, developing, and evaluating professional teaching criteria used in South Carolina to evaluate teachers) Portfolio …
Perceptions Of Middle School Principals' Leader Behavior,
2026
Winthrop University
Perceptions Of Middle School Principals' Leader Behavior, Jennifer C. Etheridge, Edward P. Cox
Teacher Education Journal of South Carolina
This study utilized Kouzes and Posner's Leadership Practices Inventory (LPI) (2003) to measure perceptions of leadership behavior of South Carolina public middle school principals. Three data sets were analyzed: 1) self perceptions of principals' leadership behavior, 2) teachers' perceptions of their principals' leadership behavior, and 3) the congruence of principals' and teachers' perceptions of principals' leadership behavior. The thirty LPI statements were divided among five behavioral areas: 1) Model the Way, 2) Inspire a Shared Vision, 3) Challenge the Process, 4) Enable Others to Act, and 5) Encourage the Heart. Principals rated their leadership behaviors slightly more positively than their …
Investigation Of Screening Instruments In K-5 Programs,
2026
Columbia College
Investigation Of Screening Instruments In K-5 Programs, Mary Steppling, Mihaela Sabo Sweeney
Teacher Education Journal of South Carolina
This study compared two speech and language screening instruments (The SpeechEase and the South Carolina Curriculum Screener) to determine which screening protocol was more accurate in identifying preschoolers at risk for academic delays in elementary school. Ninety-six children were administered both of the screenings and received either a Pass or Fail score. The screening results were compared with the students' academic performance as recorded on subsequent report cards. Statistics were performed to evaluate correlations between the students' screening results and their academic performance. Statistical measures showed that both screening instruments have moderate ability to predict academic outcomes in kindergarten children. …
Teacher Demographics And Student Achievement In High Poverty Schools: What Makes A Difference?,
2026
Presbyterian College
Teacher Demographics And Student Achievement In High Poverty Schools: What Makes A Difference?, James Zachary Williams, Debra Smith Lee
Teacher Education Journal of South Carolina
With the implementation of the 2001 No Child Left Behind Act, teachers are expected to achieve "Highly Qualified" status. This designation requires full certification, a bachelor's degree, and subject competence. It is designed to identify teachers who have the knowledge and skills to positively impact student learning outcomes. However, national studies indicate a lack of "highly qualified" teachers in high poverty schools. Yet there are high poverty schools where students exhibit high academic achievement. This research looks at that issue and focuses on selected teacher demographics and student achievement in a sampling of high-achieving, high poverty and low-achieving, high poverty …
