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Articles 3601 - 3630 of 183200
Full-Text Articles in Entire DC Network
Childhood Memories Of Resistance, Steven Corotan
Childhood Memories Of Resistance, Steven Corotan
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
Madrecita Querida, Jaime Navarro
Madrecita Querida, Jaime Navarro
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
For My People, Irma Rodriguez
For My People, Irma Rodriguez
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
My Life Is An Obstacle, Alberto Carbajal
My Life Is An Obstacle, Alberto Carbajal
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
I Come From..., Steven Corotan
I Come From..., Steven Corotan
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
Memories Fade, Samuel Nault
Memories Fade, Samuel Nault
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
Front Matter, Courageous Cuentos
Front Matter, Courageous Cuentos
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
Full Issue, Courageous Cuentos
Full Issue, Courageous Cuentos
CouRaGeouS Cuentos: A Journal of Counternarratives
No abstract provided.
Using Bloom’S Taxonomy To Help Guide Technology Decision-Making In Schools, Jeremy Dickerson, Howard V. Coleman
Using Bloom’S Taxonomy To Help Guide Technology Decision-Making In Schools, Jeremy Dickerson, Howard V. Coleman
Teacher Education Journal of South Carolina
The Common Core State Standards (CCSS) provides a clear understanding of what students are expected to learn and are designed to reflect the knowledge and skills that young people need for success in college and careers (2013). The CCSS are intended to make all students ready for life in a technological society. Technology proficiency is a key expectation that is embedded throughout the content standards (Center for Digital Education, 2013). Transitioning to the CCSS means taking a more structured approach to integrating technology and a dedication to instruction that is based upon higher-order critical thinking. This paper presents the formal …
A Cooperative Approach For Improving A Culminating Teacher Education Assessment: Revising The Teacher Work Sample, Rebecca Stobaugh, Janet Tassell, Lisa D. Murley, Pamela M. Jukes, S. Kay Gandy
A Cooperative Approach For Improving A Culminating Teacher Education Assessment: Revising The Teacher Work Sample, Rebecca Stobaugh, Janet Tassell, Lisa D. Murley, Pamela M. Jukes, S. Kay Gandy
Teacher Education Journal of South Carolina
The purpose of this article is to provide a synopsis of the evaluation and revision process of a senior capstone project, the Teacher Work Sample (TWS). One university developed a task force to develop and implement goals to revise this capstone project. The revision process forced the task force members to examine institutional data from multiple program assessments. This process can serve as a model for other institutions as they seek to improve assessment rigor.
Using Stress Management Techniques To Support Inclusionary Education Students With Emotional And Behavioral Disabilities, James T. Jackson, Katina January-Vance, Morgan Freeman
Using Stress Management Techniques To Support Inclusionary Education Students With Emotional And Behavioral Disabilities, James T. Jackson, Katina January-Vance, Morgan Freeman
Teacher Education Journal of South Carolina
Successful inclusion of students with behavioral challenges in mainstreamed classrooms is predicated on healthy social-emotional development. Students who are able to effectively engage self-regulatory skills will be better prepared to interface socially. This paper details how stress management techniques can be used by teachers to promote inclusion of students with behavioral challenges into mainstreamed classrooms. Strategies to help students cope with stress are presented in the paper. The article concludes with recommendations for teachers to implement strategies and how they will be useful in promoting a sense of inclusion rather than exclusion.
Teacher Educator, Know Thyself: Lessons Learned From Completing The Edtpa, Stacy Furness
Teacher Educator, Know Thyself: Lessons Learned From Completing The Edtpa, Stacy Furness
Teacher Education Journal of South Carolina
In this study, teacher education faculty from a Midwestern state university completed the Education Teacher Performance Assessment (edTPA), a recent state legislative requirement for teacher licensure and program review. The purpose of the study was to improve teacher preparation practices in anticipation of the newly required teacher performance assessment. In addition to addressing teacher preparation practices and supporting teacher candidate success in completing the assessment, the research had unintended benefits including reducing faculty fears around anticipating the use of the instrument, increasing faculty buy in and increasing awareness about the function and purpose of the assessment.
Collaborative Problem Based Learning: One Teacher Education Program’S Journey, Tracy West, Carol Hoyle
Collaborative Problem Based Learning: One Teacher Education Program’S Journey, Tracy West, Carol Hoyle
Teacher Education Journal of South Carolina
Teacher preparation continues to be part of an ongoing discussion surrounding teacher quality (Darling-Hammond, 2000; Boe, Shin & Cook, 2007). A rationale and plan for the implementation of a Collaborative Problem-Based Learning model is presented in response. Our model provides a framework for strengthening communication and collaboration between teacher education programs and local school partners that we propose will positively impact the translation of research into practice in teacher education through the use of problem-based learning (PBL).
Alternative Support For Teachers In Challenging Economic Times: The Use Of Virtual Coaching, Celeste C. Bates
Alternative Support For Teachers In Challenging Economic Times: The Use Of Virtual Coaching, Celeste C. Bates
Teacher Education Journal of South Carolina
This qualitative study explored the use of virtual literacy coaching by examining 18 coaching sessions between a university-based literacy coach and a first-grade reading interventionist using Abobe Connect, a web-based collaborative tool. The application provided a virtual meeting space and through the use of video pods the teacher and coach had synchronous audio and video communication. Each coaching session lasted approximately one hour and included a pre-observation discussion, a 30-minute individualized lesson with a struggling reader, and a debriefing conversation. Data, including transcriptions of the coaching sessions, interviews with participants, field notes, and journal entries were analyzed using the constant-comparative …
Best Practice Usage With English Language Learners In Regular Education Classrooms: A Study Of Charleston County, South Carolina Public Schools, Barbara Rabon, Zachary Kelehear
Best Practice Usage With English Language Learners In Regular Education Classrooms: A Study Of Charleston County, South Carolina Public Schools, Barbara Rabon, Zachary Kelehear
Teacher Education Journal of South Carolina
The purpose of this study was to determine the extent to which select Best Practices are used in regular education classrooms and if there was correlation between the frequency of their use and previous professional development attendance. Regular education teachers were the target audience for this study because the average English Language Learner (ELL) spends only three hours a week with a certified ESOL teacher, and the remaining 34 hours with a regular education teacher. Charleston County, SC was selected because of its large ELL population (2,138 students), the fact that there are currently 78 schools serving ELLs and because …
The Cultural Symphony In Schools: Effectively Teaching African American And Latino High School Students, Dionne V. Mclaughlin
The Cultural Symphony In Schools: Effectively Teaching African American And Latino High School Students, Dionne V. Mclaughlin
Teacher Education Journal of South Carolina
This mixed methods case study examines the perceptions that 24 African American and Latino students at one North Carolina high school have of effective classroom instruction in their favorite teacher's class. Six teachers were also interviewed and asked to reflect on student feedback and 1,003 anonymous students were surveyed (secondary data source). Critical Race Theory (CRT) was utilized to examine the racial context of this high school, students' counter stories, the existence of deficit thinking, and the presence of bias (Marshall, C. 2010; and Yosso, T. 2006). The data from this study indicate that effective teachers of African American and …
The Impact Of International Clinical Experiences On Pre-Service Teacher Candidates: Understanding Self And Culture, Sandy Ayers, James Lane
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 …
Lessons Learned From The Belize Writing Project, Margaret Walworth, Deirdre Ward
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, William R. Veal, Alice A. Sorensen
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 …
Responding To Increased Enrollment In An Undergraduate Seminar: A Hybrid Approach, Nancy Luke, Kelly N. Tracy
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, Beth Powers-Costello
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, Howard V. Coleman, Jeremy Dickerson
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, Linda Anast-May, James Bailey
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, Christopher Burkett
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, Ron Knorr, Lienne Medford, Hem Paudel
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 …
School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson
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.
More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller
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.
Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear
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).
Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell
Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell
Teacher Education Journal of South Carolina
This paper documents the attempt to assess teacher candidates' professional dispositions and analyze the efficacy of the tools used to measure dispositions. Teacher dispositions assessment is increasingly valued along with teacher candidate knowledge and skill assessment. The researchers analyze data from three disposition assessment tools including a candidate self-assessment, a cooperating teacher assessment, and a candidate portfolio assessment. The purpose of the paper is to analyze the efficacy of these disposition assessment tools and make recommendations for disposition assessment in teacher education programs.
Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt
Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt
Teacher Education Journal of South Carolina
This paper investigates the differences found n elementary grade classrooms compared to middle grade classrooms. Based on a comparative research design with quantitative analysis conducted over three consecutive academic semesters, the study found that individual teaching skills had far greater impact on classroom climate than grade level had. Research findings provide implications for effective teaching and learning across the curriculum.