Adding Citizenship Preparation To A Classroom Organization Plan,
2026
University of South Carolina Upstate
Adding Citizenship Preparation To A Classroom Organization Plan, Rebecca Stevens
Teacher Education Journal of South Carolina
There are two areas of content in schools, academic and social. The academic content is driven by standards, the social content by public education's mission to prepare young people for citizenship. A dilemma for teachers is how to teach all that needs to be covered in class. "How can education for citizenship and democracy be added to an already overburdened school curriculum?" Education for democracy includes the acquisition of a body of knowledge, intellectual and participatory skills (National Assessment Governing Board, n.d.) and civic dispositions (Carnegie Corporation of New York & CIRCLE, 2003). This paper describes why and how this …
Perceptions Of Required Elementary Education Courses For Special Education Majors,
2026
Clemson University
Perceptions Of Required Elementary Education Courses For Special Education Majors, Sharon Sanders, Paula Schubert
Teacher Education Journal of South Carolina
Approximately half of the students receiving special education services currently spend 80% of their time in the regular classroom, often with the special education teacher acting as a co-teacher. The use of inclusion to provide access to the general curriculum for these students challenges institutions of higher education to revisit the preparation of future teachers. In this article, results are presented from a survey administered to special education majors by two university instructors. The results of the survey indicated an apparent lack of understanding of the collaboration required between special education and general education teachers and the role of content …
Diverse Pathways In Teacher Preparation: South Carolina Technical To 4-Year College Teacher Certification Initiative,
2026
University of South Carolina
Diverse Pathways In Teacher Preparation: South Carolina Technical To 4-Year College Teacher Certification Initiative, Stephen Thompson, Jane Zenger
Teacher Education Journal of South Carolina
Developing technical to 4-year college teacher certification pathways has the potential to help alleviate South Carolina teacher shortages, especially in rural and high poverty settings. This article describes one such partnership, Diverse Pathways in Teacher Preparation, and provides rationale for expanding similar partnerships across South Carolina. Recommendations for implementation are included, beginning with creation of course articulation agreements for education majors between institutions. In addition, this article describes other support systems needed such as specialized advisements, on-site mentoring, support for course development, and expansion of clinical field experiences for technical college students. To this point twenty-eight South Carolina institutions responded …
The Pedagogical Implications Of School Choice Initiatives In South Carolina,
2026
Furman University
The Pedagogical Implications Of School Choice Initiatives In South Carolina, A. Scott Henderson
Teacher Education Journal of South Carolina
School choice theory (SCT) is an important component of contemporary discussions about educational reform. For the past several years, South Carolina lawmakers have attempted to enact legislation based on SCT principles. These attempts, albeit unsuccessful, illustrate recurring concerns and suggest a need for teacher preparation programs to address more fully the pedagogical implications of school choice initiatives.
Full Issue: Volume 2, 2009,
2026
Columbia College
Full Issue: Volume 2, 2009, 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.
Understanding The Coach Learning Environment In Formal, Field-Based Settings: A Self-Determination Theory Perspective,
2026
Georgia Southern University, Department of Health Sciences and Kinesiology
Understanding The Coach Learning Environment In Formal, Field-Based Settings: A Self-Determination Theory Perspective, Jody L. Langdon, Shayla Snow
Journal of Coach Development
Grounded in self-determination theory (SDT), the purpose of this study was two-fold: 1) to evaluate the psychometric properties of SDT-related measures in a sample of coach learners, and 2) to examine the relationships between need satisfaction and frustration, coach motivation, and engagement in training sessions.. A total of 796 coaches participated in the study, completing surveys measuring basic psychological need satisfaction and frustration, coaching motivation, and engagement. Aside from confirming the validity and reliability of measures for use among coach learners, findings indicate that satisfaction of basic psychological needs positively correlated with intrinsic motivation and engagement, while frustration of these …
Problematizing The Critical Dimensions Of Whiteness With Educational Leaders,
2026
University of Denver
Problematizing The Critical Dimensions Of Whiteness With Educational Leaders, Lerita Yvette Cavness
Electronic Theses and Dissertations
This action research examines whether and how whiteness is “weaponized” by a P-12 educational leader, the impact whiteness has on their identities, and whether engagement with Critical Whiteness Studies (CWS) will increase pro-equity behaviors. The research employs a layered mixed-methods approach, and a deductive analysis triangulation plan framed by the Critical Dimensions of Whiteness Model (CDWM). This N-of-1 case study included a four-phase intervention workshop series and one post interview. The findings identify how one educational leader engaged in the selfweaponization of whiteness. The findings identify that CWS supported by the CDWM is a disruptive but healing path to awareness …
Bridging Professional Development Gaps In Pacrao Through Gamification,
2026
University of Denver
Bridging Professional Development Gaps In Pacrao Through Gamification, Chad Everett Saunders
Electronic Theses and Dissertations
This study examined the extent to which a gamified professional development platform can foster skill development, knowledge application, and engagement among members of the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO). Grounded in the principles of humanism (Rogers, 1969) and andragogy (Knowles, 1990), and operationalized through gamification (Kapp, 2012), this study evaluated whether game-based mechanics aligned with adult learners’ professional development needs within a geographically dispersed regional association. To address these constraints, a prototype gamified platform, PACRAO University, was developed to provide a flexible, self-paced, and contextually relevant learning environment. Using a quantitative, within-subjects repeated measures design, …
A Mixed-Methods Study Of Teacher Collaboration In A Steam Professional Development Program,
2026
Georgia Institute of Technology
A Mixed-Methods Study Of Teacher Collaboration In A Steam Professional Development Program, Katherine B. King, Justina R. Jackson, Talia C. Kessler, Meltem Alemdar
Journal of STEM Teacher Education
Teacher collaboration can be a powerful but challenging practice for K-12 educators. This is particularly true in the context of STEAM (science, technology, engineering, arts, and math) education, in which disciplines are integrated through innovative, student-centered teaching strategies. A sequential explanatory mixed-methods approach was employed to understand the impacts of a 5-year STEAM professional development program on K-12 teachers’ collaboration efforts. Using quantitative and qualitative methods and social network analysis (SNA), the study explored the nature of STEAM collaboration and identified aspects that supported and hindered successful collaboration. Quantitative analyses demonstrated that, after participating in the program, the teachers engaged …
Navigating Stem Integration: Instructional Strategies Employed By Teachers In High School Classrooms,
2026
Purdue University
Navigating Stem Integration: Instructional Strategies Employed By Teachers In High School Classrooms, Yousef Alrashdi, Paul Asunda
Journal of STEM Teacher Education
This study examined the instructional strategies used by high school STEM teachers to incorporate real-world problem solving in their classroom teaching. A qualitative approach was utilized, and data was collected through teacher interviews, classroom observations, and documents. Thematic analysis was used to analyze data, and the following themes emerged: (a) there is no single instructional strategy, but teachers adapt their strategies to the context, (b) the importance of preparation using various sources and building on student’s prior knowledge, (c) a focus on asking "why" questions as a priority, (d) the necessity of making group work tangible, (e) the use of …
“I’M So Hungry”: Assessing Stem Sensemaking Through Data-Informed Writing,
2026
Georgia Southern University
“I’M So Hungry”: Assessing Stem Sensemaking Through Data-Informed Writing, Bailey Nafziger, Alesia Mickle Moldavan, Katie Brkich
Journal of STEM Teacher Education
To engage elementary learners in the complex task of STEM sensemaking, teachers must entice and inspire learners to ask questions, explore, and communicate their findings. This article shares a 5E/3D lesson designed and taught in our elementary science methods courses to model how preservice teachers can integrate literacy and mathematics into a science investigation for STEM sensemaking. We modified a traditional lesson on bird beak adaptations to have a differentiated, interdisciplinary writing component justified by data. We discuss why data-supported literacy is a non-negotiable in science education reforms and how teachers can differentiate tasks to make scientific writing more approachable …
The Influence Of Alongside For Educators, An Ai Wellness Tool, On Educator Well-Being,
2026
Concordia University, St. Paul
The Influence Of Alongside For Educators, An Ai Wellness Tool, On Educator Well-Being, Amanda Grell
Doctorate in Education
Educator well-being has become an urgent concern in K-12 education, as educators continue to experience chronic stress, emotional exhaustion, and high levels of burnout. Despite these challenges, few school-based interventions offer timely, individualized support that addresses educators’ real-time emotional needs. This mixed-methods study examined the influence of the Alongside for Educators application on educator well-being within middle and high school settings. The purpose of this research was to explore how the tool supported educators across the Coping-Competence-Context (3Cs) framework, including experiences with the application, contextual factors shaping engagement, and changes in well-being. Qualitative findings from 10 interviews revealed that educators …
Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration,
2026
University of Central Missouri
Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration, Nabat Erdogan
Essays in Education
This article proposes AI-Supported Reflective Practice, a design framework that positions generative AI as a secondary evaluator and reflective partner in a graduate-level online ELL assessment course. Drawing on two redesigned assignments, an ELL writing evaluation and an assessment critique, the framework asks teacher candidates first to conduct independent analyses, then to elicit, compare, and critically interrogate AI-generated evaluations. These designs aim to cultivate critical AI literacy, professional judgment, and equity-centered interpretation, particularly for multilingual learners. The article discusses emerging benefits, challenges, and program-level implications, arguing that embedding AI within authentic disciplinary tasks can deepen, rather than erode, candidates’ ethical …
Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition,
2026
University of New England
Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth
Doctor of Education Program Dissertations
The National Assessment of Educational Progress (NAEP) data shows that since 1992, Black male students in Georgia’s fourth through eighth grades have consistently scored low on reading assessments (The Nation’s Report Card, 2022c). Low reading achievement contributes to a persistent underachievement gap for Black boys, leading to unfavorable academic outcomes such as difficulty in phonological processing, limited fluency and comprehension, slow development of linguistic skills, lower proficiency in basic reading, and higher rates of high school dropout (Russell & Drake Shiffler, 2019; Tatum, 2024a; Washington et al., 2019). The purpose of this qualitative phenomenological study was to explore how teachers …
The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning,
2026
Winona State University
The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning, Scott H. Sorvaag
Essays in Education
This article introduces the AI Litmus Test, a practical framework designed to help educators evaluate when artificial intelligence meaningfully enhances K–12 learning. Grounded in a human-centered leadership stance, the framework asserts that effective AI use in schools must humanize learning, deepen student thinking, and reduce unnecessary burdens. Through conceptual framing, implementation guidance, and classroom snapshots, the article shows how AI can support connection, cognitive rigor, and joy when used with intentional pedagogical and ethical design. It also highlights risks such as dehumanization, cognitive offloading, and over‑automation, offering safeguards including verification routines, human‑authored feedback, and transparent ethics notes. The article concludes …
Development Of A Problem-Based Learning Model Assisted By The Interactive Canva Application To Improve Critical Thinking And Collaboration Skills Of Fourth Grade Elementary School Students,
2026
IKIP SILIWANGI
Development Of A Problem-Based Learning Model Assisted By The Interactive Canva Application To Improve Critical Thinking And Collaboration Skills Of Fourth Grade Elementary School Students, Fitri Dwi Utami, Heris Hendriana, Galih Dani Septyan Rahayu
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Penelitian ini dimotivasi oleh rendahnya kemampuan berpikir kritis dan kolaborasi siswa kelas empat sekolah dasar yang disebabkan oleh pembelajaran konvensional dan kurangnya penggunaan media pembelajaran interaktif. Studi ini bertujuan untuk mengembangkan model Pembelajaran Berbasis Masalah (PBL) yang dibantu oleh aplikasi interaktif Canva yang layak dan efektif untuk meningkatkan kemampuan berpikir kritis dan kolaborasi siswa. Metode penelitian yang digunakan adalah model Penelitian dan Pengembangan (R&D) Borg & Gall yang meliputi tahapan analisis kebutuhan, perencanaan, pengembangan produk, validasi ahli, revisi produk, dan uji lapangan. Subjek penelitian terdiri dari 21 siswa pada uji terbatas, 30 siswa pada uji luas, dan 60 siswa pada …
Exploring The Roles Of The Coach Developer: A Uscce White Paper,
2026
University of Edinburgh
Exploring The Roles Of The Coach Developer: A Uscce White Paper, Christine Nash, Melissa Thompson, Sean Dahlin, Andrea Woodburn, Jeremy Elliott
Journal of Coach Development
Organizational white papers serve as a mechanism for strategic communication and to establish thought leadership, build credibility, and drive informed decision-making across stakeholder groups. It is the belief of the USCCE that the official launch of the Journal of Coach Development offers the appropriate outlet and timing to publish this official stance of the organization to explore the multiple roles of the coach developer. As the field continues to evolve, our shared understanding of the roles and responsibilities of those serving to support the growth and development of sport coaches will be essential. Further, as a critical focus of the …
The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities,
2026
University of South Carolina
The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities, Louise B. Jennings
Teacher Education Journal of South Carolina
This article provides data regarding Latinos in South Carolina schools, discusses some of the educational challenges involved, then offers recommendations for policy and practice that support not only Latino learners, but all our students and communities.
Chartering A New Course: Educational Initiatives Common Among Sc Charter Schools,
2026
Clemson University
Chartering A New Course: Educational Initiatives Common Among Sc Charter Schools, Julie P. Jones, Paul J. Riccomini
Teacher Education Journal of South Carolina
South Carolina is ranked 24th in the nation for the number of charter schools in the state, with most of these schools opening in the last 10 years. This manuscript analyzes 7 common educational initiatives among SC charter schools: (a) small class size, (b) strong focus on technology, (c) advocating education of the whole child/ arts education, (d) required community service, (e) required parental involvement, (f) uniforms or uniformed dress, and (g) inquiry/project based curriculum. Description and analysis of each component is provided along with specific notes from schools which incorporate it.
Starting Early: Building A Systemic Approach To Universal Pre-Kindergarten In South Carolina,
2026
Coastal Carolina University
Starting Early: Building A Systemic Approach To Universal Pre-Kindergarten In South Carolina, Cathy R. Jones
Teacher Education Journal of South Carolina
A well-funded, universally available, voluntary pre-kindergarten program for South Carolina’s three- and four-yearold children could be fundamental to positively changing educational and social outcomes for its children. Research on brain development and the benefits of early childhood education highlight the value of enriched pre-kindergarten environments for children. South Carolina’s state funded pre-kindergarten scored nine out of ten on an indicator scale for quality. However, in 2007, less than 40% of four-year-olds and 1% of three-year-olds in the state had access to state funded pre-kindergarten.
