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Mentoring Mentalities Made Manifest: Toward A Better Understanding Of Secondary Teacher Mentor Professional Learning, Practice, And Self-Efficacy, Maggie L. Wilson

USF Tampa Graduate Theses and Dissertations

Teacher shortages are becoming increasingly problematic nationwide. Teacher mentoring has been found to be an effective method of curbing teacher attrition, but little attention has been addressed to ensuring that teacher mentors are receiving the most relevant professional learning experiences to bolster their self-efficacy and mentoring practice. This qualitative study, drawing on research traditions such as grounded theory and case study, seeks to illuminate the mentor self-efficacy and practice of secondary teacher mentors and to understand the role their professional learning plays in how and how well they enact their mentor roles. Through qualitative interviews, including artifact-based interviews, this study …

Elementary Administrators’ Use Of Positive Behavioral Interventions And Supports As A School Reform Model For Discipline, Rashida Patrecé Lee

Walden Dissertations and Doctoral Studies

The problem that was addressed through this study was that elementary administrators struggle to implement the positive behavioral interventions and supports (PBIS) framework as a school reform model for discipline at a Southern school district (SSD). Grounded in Bandura’s theory on social learning, the purpose of this qualitative study was to explore elementary administrators’ perceptions of their successes, challenges, and recommendations for using the PBIS framework as a school reform model for discipline in the SSD. For this basic qualitative design, semistructured interviews were conducted with 12 administrators that implemented the PBIS framework in their schools. Through thematic analysis using …

The Impact Of The Two-Way Immersion Model On Hispanic Pre-Service And In-Service Teachers’ Understanding Of Curriculum Implementation In Early Childhood Field Placements, Omar J. Vigo

LSU Doctoral Dissertations

ABSTRACT

Dual language education, also known as Two-Way Immersion (TWI), is a teaching method that puts native English speakers and native speakers of another language in the same classroom. This helps both groups become bilingual and biliterate (Christian, 1996; Lindholm-Leary, 2001). The TWI approach highlights several benefits, including bilingualism and biliteracy, academic achievement, cross-cultural competence, cognitive improvements, and equity and accessibility (Lindholm-Leary, 2001). Research on the TWI model in adults is limited, although it has demonstrated effectiveness in supporting Hispanic teacher candidates, unlike studies conducted in primary education. This demonstrates that the TWI methodology benefits students (Van Booven, 2012). This …

More Than A Brown Girl, Mia Rose Rios

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Camino A Los Solares De Mi Abuelo, Antonio Barajas

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

Full Issue, Courageous Cuentos

CouRaGeouS Cuentos: A Journal of Counternarratives

No abstract provided.

A Decade Of Growing Our Own In South Carolina: Efficacy Studies On Project Create, Joe P. Sutton, Shirley C. Bausmith, Holly A. Pae, Michelle M. Bishop, Cathy M. Boshamer

Teacher Education Journal of South Carolina

Project CREATE's chief mission is to reduce the number of non-certified special education teachers while simultaneously growing a highly qualified special education teacher work force in the State. Nationally recognized for grow your own (GYO) and alternative routes to certification (ARC) emphases, project leadership implemented an aggressive research agenda that has spanned CREATE's 10 years of operation to date. In this article, we summarize five peer-reviewed studies on the efficacy of CREATE, all focusing on aspects of outcome data from special education teachers who were program completers. These studies, emanating from different perspectives and research interests, provide a framework for …

Full Issue: Volume 6, 2013, 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.

Mathematics Anxiety: Understanding Its Concept, Impact On Secondary Students’ Academic Performance And Career Prospects, And Effective Intervention Strategies, Sabiruddin Molla, Safwana Rashid, Saba Sultana

Numeracy

This study investigates the influence of mathematics anxiety on secondary school students’ academic performance and career pathway selection. Mathematics, often perceived as abstract and challenging, can evoke high levels of anxiety that affect both learning outcomes and career-related decisions. Data were collected from 106 students across two urban secondary schools in Kolkata. Findings revealed that students possessed a significant understanding of the concept of mathematics anxiety (t (105) = 8.48, p < .001, d = 0.82). A strong positive correlation was observed between mathematics anxiety and academic performance (r = .686, p < .001), indicating that elevated anxiety levels correspond with lower achievement. Additionally, a significant positive correlation (r = .475, p < .001) showed that mathematics anxiety influences students’ career pathway selection, with higher anxiety leading to avoidance of mathematics-related careers. The study highlights that negative attitudes toward mathematics often stem from perception rather than actual difficulty. Overall, the findings emphasize the need for innovative teaching strategies and targeted interventions to reduce mathematics anxiety and enhance students’ academic and career outcomes.

A First Time Inclusion Collaboration: Barriers, Rewards, Pitfalls, And Problems, Kay Hanson, Carmen Downs, Denise Dickey

Teacher Education Journal of South Carolina

This article explores the evolution of a first-time collaboration between a general education teacher and a special education teacher as they developed a collaboration for five included students in a fifth grade classroom. It describes their growing understanding of what collaboration is, how it works, and how it can be implemented to improve all students' academic success.

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 …

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.

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?

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

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.

Take Charge: Assigning Class Roles And Responsibilities To African American Male Students To Raise Student Achievement, Kristen Taylor Nicholson

Teacher Education Journal of South Carolina

This action research study focused on how the implementation of classroom roles and responsibilities affected fifth grade African American male students' achievement within their learning environment. This study grew from a need to enhance the achievement of this group within the school, as based on previous standardized test data as well as classroom observations and fall discipline data. The assignment and facilitation of roles and responsibilities within the learning environment encouraged a common productive space and an ownership of the learning to shift and be shared among all members. The teacher and students identified areas of need, designed jobs, applied …

Full Issue: Volume 4, 2011, 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.

Beyond The Survey: Performance Assessments For Higher-Order Sustainability Literacy In Higher Education, Gregory Vincent Massara, Courtney B. Ryan, Mary Ellen Mallia

Educational Policy & Leadership Other Graduate Student Scholarship

Purpose This study explores how a performance-based assessment measures students’ higher-order sustainability competencies in ways that multiple-choice or scaled-survey tools, common ways to assess sustainability literacy, may not.

Design/Methodology/Approach This exploratory case study created a performance task for a first-year honors writing and critical inquiry course. Students (n=9) analyzed a scenario across environmental, social, and economic domains. A rubric measured students’ abilities to address all three domains and articulate a feasible and balanced solution supported by credible evidence.

Findings Students demonstrated proficiency in defining the three sustainability domains but tended to struggle to balance them. Choosing scenarios in familiar local …

Parents Engaging In Early Literacy (Peel): Outcomes From A Shared Reading Program Implemented Via Text Messaging, Victoria Henbest, Brenda L. Beverly, Gina M. Mejia

Victoria S. Henbest Publications

Purpose: Investigators delivered an asynchronous parent education for improving early literacy skills of typically developing preschoolers. The home-based shared-book reading program, PEEL, consisted of strategies modeled via videos and sent as text messages.

Method: Twenty parent-child dyads were randomly assigned to one of two 8-week programs targeting evidence-based early literacy strategies. One parent group was taught strategies to support print-related knowledge for learning to read, and the other learned skills to promote vocabulary and story knowledge underlying comprehension.

Results: The asynchronous parent education resulted in more frequent parental use of taught strategies compared to non-taught strategies during …

Endowed With Intelligence From On High: Scriptural Patterns Of Divinely Augmented Knowing, Yoshihiko Ariizumi

Learning, Teaching, & Researching Optimization

The four standard works of The Church of Jesus Christ of Latter-day Saints contain numerous accounts in which individuals exhibit intellectual capacities — of perception, reasoning, problem-solving, and articulation — that demonstrably exceed their natural endowments and circumstances. This essay identifies twenty such accounts, organizes them into five conceptual typologies, and draws from each typology a set of concrete, actionable proposals for faculty at Brigham Young University who seek to integrate divine assistance into their scholarly and pedagogical work. The central argument is that the patterns encoded in Latter-day Saint scripture constitute not merely historical records of miraculous intervention but …

Clinicians’ Perceived Preparedness To Support Clients Who Have Co-Occurring Disorders, Jessica A. Love Jordan, Joseph Day

Journal of Applied Disciplines

Co-occurring mental health and substance use disorders are prevalent, yet many clinicians feel underprepared to provide integrated care for this population. This study explores the factors influencing clinicians' perceived preparedness and objective knowledge in treating clients with co-occurring disorders. Data were collected from 131 clinicians using the CODECAT EZ 2.0 and TIP ZIP assessments to evaluate their competence in co-occurring disorders treatment. Results indicate that while participants held positive attitudes toward integrated care, their practical knowledge and skills were often rated as average or below. Education, clinical experience, and continuing education were found to significantly influence both perceived preparedness and …

The Classroom Assessment Self-Efficacy Survey For Preservice Teachers: A Validation Study, Yiyun Fan, Timothy Folger, Connor Sondergeld, Toni A. May, Gregory E. Stone

Mid-Western Educational Researcher

Preservice teachers often lack confidence in classroom assessment, highlighting the need for robust tools to measure assessment self-efficacy. The Classroom Assessment Self-Efficacy Survey (CASES) was designed to address this need. It comprises 24 items across two subscales: Evaluating Others’ Confidence (EOC) and Personal Performance Confidence (PPC). This study examined the psychometric properties of CASES using 223 responses from preservice teachers. Rasch modeling and other statistical techniques were applied to evaluate validity evidence based on response processes, internal structure, and relations to other variables. Results showed that CASES functioned as intended. Rating scale use was consistent with expectations, and reliability and …

Classroom Climate And Teacher Effectiveness: A Study Of Second-Grade Classrooms, Nancy Ratcliff, Cathy Jones, Emma Savage-Davis, Heather Sheehan, Gilbert Hunt

Teacher Education Journal of South Carolina

This paper investigates the differences that exist between the climates in second-grade classrooms where teachers are perceived as needs improvement by their principals and in classrooms where teachers are perceived as strong by the same principals. Based on a comparative research design with quantitative analysis conducted during the fall semester of the 2008 school year, the study finds significant differences in classroom management, teacher and student interactions, questioning, and student time- on-task. Research findings provide implications to help improve both pre-service and in-service training of elementary school teachers.

Foreign Language-Immersion Education In South Carolina: Prospects, Kara D. Brown, Xiaohui Wu, Sarahi Paz

Teacher Education Journal of South Carolina

This article examines the development of foreign language immersion education in South Carolina schools, highlights some of the educational challenges involved in foreign language immersion, and concludes with prospects for foreign-language immersion policy and practice in the state.

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.

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.

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, 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, 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 …

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.