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Articles 2311 - 2340 of 138793
Full-Text Articles in Entire DC Network
The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren
The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren
Teacher Education Journal of South Carolina
The purpose of this paper is to explain how a rich understanding of syntax has the potential to contribute to teacher agency within Science of Reading policies. This paper begins with a discussion of the relationship between the Science of Reading and North Carolina’s Excellent Schools Act of 2021. Next, existing literature related to syntax and literacy theories is discussed. This section is followed by an examination of how syntax is represented in competencies for preservice teachers and elementary students in North Carolina. After that, evidence-based practices to support syntax are explained. Finally, a discussion of how stakeholders may juxtapose …
Now I Know Someone With A Disability: Using Fiction To Help General Education Preservice Teachers Understand The Inclusion Classroom, Suzanne Horn, Cheryl Morgan, Annette Heim
Now I Know Someone With A Disability: Using Fiction To Help General Education Preservice Teachers Understand The Inclusion Classroom, Suzanne Horn, Cheryl Morgan, Annette Heim
Teacher Education Journal of South Carolina
This case study reports on a general education, preservice teacher book club. The club read young adult literature in which the central character had an intellectual disability. Although all fears were not alleviated, general education preservice teachers reported a higher comfort level about teaching in inclusive classrooms after seeing life through the eyes of their fictional character. Getting to know their character gave them a level of exposure to a disabled person with a disability they may have been too uncomfortable to explore with a “real” person. With this new understanding, preservice teachers had a context in which to share …
Science Teaching Self-Efficacy: Experiential Learning For Middle Level Preservice Teachers, Michiko Mcclary, Hershell N. Proctor-Walden, Nathan Chaplin Iii
Science Teaching Self-Efficacy: Experiential Learning For Middle Level Preservice Teachers, Michiko Mcclary, Hershell N. Proctor-Walden, Nathan Chaplin Iii
Teacher Education Journal of South Carolina
The study aim was to determine whether participation in an experiential learning activity had an impact on preservice teachers' science teaching self-efficacy. Four preservice middle level mathematics and science teachers attending a small, private, four-year liberal arts, historically black college or university participated in the study. They attended a one-week STEM institute facilitated by subject matter experts to investigate and practice STEM pedagogical strategies. We used a mixed-methods design incorporating quantitative (pre-post survey comparisons) and qualitative data (reflection essays and a focus group) to examine the impact of participating in an experiential learning activity on preservice teachers' preparation to teach …
A Matter Of Time: Rethinking The Rti Process For English Language Learners, Eric J. López, Mariya T. Davis
A Matter Of Time: Rethinking The Rti Process For English Language Learners, Eric J. López, Mariya T. Davis
Teacher Education Journal of South Carolina
The Response to Intervention (RTI) process is being used to assist all students, including English Language Learners (ELLs), who are experiencing academic difficulties and potentially qualifying for special education services. This article discusses suggestions for improving the RTI process by incorporating congruent time frames within the model and aligning it with timing necessary for language acquisition in ELLs. In addition, practical recommendations for expanding the expertise of current and future educators are presented to assist in providing effective services to ELLs students in the RTI process.
Preparing Culturally Responsive Teachers: Preservice Teacher Attitudes Toward Linguistic Diversity In The Classroom, Winston Vaughan
Preparing Culturally Responsive Teachers: Preservice Teacher Attitudes Toward Linguistic Diversity In The Classroom, Winston Vaughan
Teacher Education Journal of South Carolina
This article examines preservice teachers' attitudes toward linguistically and culturally diverse students. Students completed a 17-item 5-point Likert type scale questionnaire ranging from 1= strongly agree to 5= strongly disagree to measure attitudes toward linguistically diverse students. A quantitative research methodology was used to collect and analyze the data focusing on descriptive statistics for this purpose. Results indicate that preservice teachers had positive attitudes toward accepting linguistically diverse students into society and schools.
Learning To Think Fast And Slow: The Impact Of A Cognitive-Based Curriculum For An Introductory Education Course, Austin M. Hitt Ii
Learning To Think Fast And Slow: The Impact Of A Cognitive-Based Curriculum For An Introductory Education Course, Austin M. Hitt Ii
Teacher Education Journal of South Carolina
The purpose of this article is to present a cognitive based framework for teaching an introductory secondary education course. In order to make the content applicable to preservice teachers in diverse content areas, the course was presented using the conceptual lens of cognitive science. Specifically, the curriculum was related to the System I / System II dual cognitive processing model. The model explains the two ways or systems that humans think about the world around them. One system, System I, effortlessly produces intuitive, often emotion-laden thoughts. System I is the default thinking system and is used to resolve routine, everyday …
Difficult Discussions: Critical Conversations As A Culturally Sustaining Teaching Practice In The College Classroom, Crystal Glover, Sherell Fuller
Difficult Discussions: Critical Conversations As A Culturally Sustaining Teaching Practice In The College Classroom, Crystal Glover, Sherell Fuller
Teacher Education Journal of South Carolina
As women of color in academia committed to matters of equity and inclusion, we remain undaunted by the idea of having difficult, but necessary discussions on race and ethnicity in the college classroom. After years of facilitating these types of conversations among mostly white, middle class, female teacher candidates, we began to notice an even greater reluctance than normal on the part of our students to authentically engage in difficult discussions in the classroom. As the sociopolitical climate within the United States shifted and became more divisive along racial and political lines, those divisions found their way into our classrooms. …
Full Issue: Volume 13, Number 1, Fall 2019, Julie Jones
Full Issue: Volume 13, Number 1, Fall 2019, Julie Jones
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Partners In The Middle: Building And Sustaining A Pds Partnership With A Middle School, Deborah Mcmurtrie
Partners In The Middle: Building And Sustaining A Pds Partnership With A Middle School, Deborah Mcmurtrie
Teacher Education Journal of South Carolina
Over a ten-year period, an informal middle school-university project has evolved to become a Professional Development School (PDS) partnership. The middle school now provides classroom space for undergraduate classes and cooperating teachers for practicum placements. Pre-service teachers provide hands-on help in the classroom, serve as mentors for middle school students, and gain new insights into adolescent development. University partners have an ongoing presence in the school and provide a lead facilitator who understands school policies and procedures, handles scheduling and logistics, and maintains positive working relationships with school administrators. Lessons learned include the importance of building and sustaining relationships, regular …
Tutor Buddies: Revisioning Reading Recovery As A Vehicle For Learning To Teach Reading, Lenessa Coe-Clark, Bruce Murray
Tutor Buddies: Revisioning Reading Recovery As A Vehicle For Learning To Teach Reading, Lenessa Coe-Clark, Bruce Murray
Teacher Education Journal of South Carolina
Assessment of Reading is a mandated course for teacher candidates in an Elementary Education program in South Carolina. In response to ACT 284 (Read to Succeed), several courses were created or revamped to improve the effectiveness of teacher candidates in teaching reading. The Assessment of Reading course challenges senior teacher candidates, a semester from internship, to learn and apply knowledge about reading assessment while working with a struggling reader for eight weeks. This experience provides teacher candidates with a focused opportunity to experience responding to student instructional needs. This article will detail the implementation of systsematic phonics instruction in a …
The Peach Crayon Phenomenon: How Inequitable Perspectives Influence The Cld Achievement Gap, Judith Collazo
The Peach Crayon Phenomenon: How Inequitable Perspectives Influence The Cld Achievement Gap, Judith Collazo
Teacher Education Journal of South Carolina
According to Ross (2008), there has been a cultural mismatch the American public school system due to a misunderstanding of the basic tenets of culture. Considering that the cultural mismatch that exists between the majority of teachers and culturally and linguistically diverse (CLD) students influences teachers' cultural perspectives (Wildhagen, 2012), social justice educators can commit to "knowledge building" through cultural competence (Fullan, 2001). In order to understand cultural differences, educators can learn to re-interpret their views of "cultural normality" onto their diverse students (Ross, 2008). Further, guiding teachers to become more culturally competent involves exploring educators' perspectives about CLD learners, …
Full Issue: Volume 12, Number 2, Spring 2019, Julie Jones
Full Issue: Volume 12, Number 2, Spring 2019, Julie Jones
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 Viejo "New Latino South": A Review Of Corazón De Dixie For Teacher Educators And Practitioners, Timothy Monreal
The Viejo "New Latino South": A Review Of Corazón De Dixie For Teacher Educators And Practitioners, Timothy Monreal
Teacher Education Journal of South Carolina
Book Review
Using Video Technology As A Tool For Pre-Service Teacher Reflection During Student Teaching, Robin Franklin, Justin Mitchell
Using Video Technology As A Tool For Pre-Service Teacher Reflection During Student Teaching, Robin Franklin, Justin Mitchell
Teacher Education Journal of South Carolina
This qualitative case study offers additional insight into the use of video technology in relation to pre-service teacher reflection when implemented within a college of education’s clinical practice (student teaching) spring cycle. Summative survey data were collected post clinical practice and researchers triangulated the data to identify emergent themes. Overall findings based on participant responses yielded a level of reflection that focused on surface-level perceptions. These themes included: appearance/body language; voice quality and expression; teacher positioning; and calling on students.
Full Issue: Volume 12, Number 1, Fall 2018, Julie Jones
Full Issue: Volume 12, Number 1, Fall 2018, Julie Jones
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Promise Of A Democratic Society: Preparing Pre-Service Teachers For Under-Served Ells, Nan Li, Angela Peters
Promise Of A Democratic Society: Preparing Pre-Service Teachers For Under-Served Ells, Nan Li, Angela Peters
Teacher Education Journal of South Carolina
The number of English Language Learners (ELLs) has increased consistently in American schools in recent years- this group has the highest percentage of increase among all ethnic groups in schools. This rise of the ELL school enrollment has brought increased demands for teacher preparation. Yet, most teacher education programs still follow a traditional norm in teacher preparation- targeting instruction for mainstream classrooms. As a result, once placed in classrooms, preservice teachers lack strategies for working with ELLs. Additionally, the ELLs face academic challenges due to limited English proficiency for meeting the learning demand of schools. Data shows that the ELLs …
School Newspapers: A Key To Democracy, Kristie Camp
School Newspapers: A Key To Democracy, Kristie Camp
Teacher Education Journal of South Carolina
This paper discusses the importance of rebuilding journalism programs in high schools as a way to help preserve democratic ideals in our society at large. Since effective high school journalism programs teach students who serve as newspaper staff members to be responsible gatherers of information as well as discerning researchers, these student newspaper staff members are also more likely to apply a discriminating point of view or a perceptive mindset when they become adults. In addition, a strong high school newspaper program will engage the student body in open dialogue and give voice to the many different perspectives in any …
Using Blended Learning To Support Differentiated Instruction, Suzanne Horn, Rhonda Miller
Using Blended Learning To Support Differentiated Instruction, Suzanne Horn, Rhonda Miller
Teacher Education Journal of South Carolina
This article reviews the concept of blended learning. The authors explore how blended learning can support teachers efforts to differentiate instruction and support English Language Learners and students with learning differences in the classroom.
Full Issue: Volume 11, Number 2, Spring 2018, Julie Jones
Full Issue: Volume 11, Number 2, Spring 2018, Julie Jones
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Read To Succeed: South Carolina's Unique Approach To Literacy Gateway Retention Policies, Jennifer Barrett-Tatum
Read To Succeed: South Carolina's Unique Approach To Literacy Gateway Retention Policies, Jennifer Barrett-Tatum
Teacher Education Journal of South Carolina
South Carolina's Read to Succeed Act, a state policy involving mandated intervention and retention for students third grade and below, began at the start of the 2017-2018 school year. Similar to past research on retention, a recent study of over 1,150 South Carolina state elementary school teachers, literacy support specialists, and administrators provides that the majority of respondents were unfamiliar with research on the effectiveness of retention as a means of intervention and were also unaware of many of the details of RTS, including Good Cause Exemptions for student retention. This article seeks to inform educators about what decades of …
The Impact Of Changing Academic Standards On Teacher Efficacy And Retention: A Survey On Teachers' Perceptions, Amanda Moon, Liyun Zhang, Lisa D. Waller
The Impact Of Changing Academic Standards On Teacher Efficacy And Retention: A Survey On Teachers' Perceptions, Amanda Moon, Liyun Zhang, Lisa D. Waller
Teacher Education Journal of South Carolina
Little research has directly examined the impact of changing academic standards on teacher efficacy and teacher retention, especially among South Carolina teachers who have experienced a series of changes of academic standards in recent years. Accordingly, this study surveyed teacher perceptions regarding the impact of academic standards changes on their efficacy and retention. Participants included 158 classroom teachers within one public school district in South Carolina. Teachers across the district reported using three different sets of academic standards, including the Old South Carolina State Standards, Common Core State Standards, the New South Carolina State Standards, and some using more than …
Year-Long Clinical Experiences: Preparation Versus Perspiration, Emma Savage-Davis, Suzanne Horn
Year-Long Clinical Experiences: Preparation Versus Perspiration, Emma Savage-Davis, Suzanne Horn
Teacher Education Journal of South Carolina
This study examines two education programs in two states and the piloting of a one-year internship for candidates, as opposed to the traditional semester of internship. After candidates completed the internship, all of the stakeholders were interviewed (candidates, university faculty, cooperating teachers, and administrators). The results were favorable. The benefits of a yearlong internship outweighed the drawbacks. Candidates gained confidence and comfort in the longer experience and their cooperating teachers and university faculty noticed that they felt much more prepared. Administrators reported that these interns show an increase of readiness to teach, which was exhibited during their first year of …
Reaching Diverse Students: One Veteran Teacher's Journey Toward Culturally Responsive Teaching, Brennan Davis
Reaching Diverse Students: One Veteran Teacher's Journey Toward Culturally Responsive Teaching, Brennan Davis
Teacher Education Journal of South Carolina
This qualitative action research study examined one high school teacher's experience in a book study focused on racial diversity with an overall aim toward achieving more equitable teaching practices. The findings demonstrated that the participant became more comfortable with discussing race/racism with his students and was able to disrupt his previous use of colorblindness. One way to prepare veteran teachers to reach diverse populations of students and to implement culturally responsive teaching practices is to give them opportunities to engage in ongoing critical self-examination of their diversity beliefs and deficit perspectives through text studies and critical conversations with colleagues.
Creating Blended Instruction Together: Working With English Teachers At An Alternative School, Suzanne Horn
Creating Blended Instruction Together: Working With English Teachers At An Alternative School, Suzanne Horn
Teacher Education Journal of South Carolina
This paper traces the work of a group of English teachers at an alternative school in the Southeastern United States. It follows their planning and implementation of blended instruction to impact differentiated instruction, student content growth, and improve instruction. Teachers used the Blendspace program to address administrative concerns to incorporate technology, while still maintaining their philosophical stance on teaching and learning. The challenges that these high school teachers faced were discussed, including mandated computer use, use of technology, and using technology to assist in working with students with attendance issues.
Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students, Dionne V. Mclaughlin
Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students, Dionne V. Mclaughlin
Teacher Education Journal of South Carolina
No abstract provided.
Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?, Edwin Montijo, Timothy R. Nelson
Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?, Edwin Montijo, Timothy R. Nelson
Teacher Education Journal of South Carolina
As new technology in education emerges, research is necessary to assess the impact it is having on students' confidence to solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study was to examine the impact the Desmos graphing calculator has on the problem-solving confidence of Algebra students as compared to students who use a TI-83 Plus graphing calculator while controlling for students' math achievement scores. Five highly qualified teachers taught the same content to at least one control group (traditional calculator) and one experimental group (Desmos calculator) for a 12-week period. Students in both groups took the Problem …
Full Issue: Volume 11, Number 1, Fall 2017, Julie Jones
Full Issue: Volume 11, Number 1, Fall 2017, Julie Jones
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 Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny
The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny
Teacher Education Journal of South Carolina
This study examined perceived outcomes associated with undergraduate teacher education students who were involved in an international service learning project with impoverished children in a third world country. Qualitative data collection methods guided the study which centered upon student attitudes, perceptions, and behaviors relating to international service learning as well as any individual learning regarding a possible deepened understanding of their personal worldview or valuing of diverse peoples. Findings indicated that the participants perceived several prior expectations which did not match reality, the diversity of the new loving culture was enjoyed, and several distinct individual changes occurred as a result …
Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration, Carol G. Hoyle, Tracy N. West
Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration, Carol G. Hoyle, Tracy N. West
Teacher Education Journal of South Carolina
Special education teachers must be prepared for the demands of the public school classroom. Teacher education programs have a responsibility to ensure that pre-service teacher candidates are able to translate current research into practice, and the specialty program accreditation procedures help guide this process. This article overviews a framework that utilizes collaboration as the vehicle for ensuring this occurs. Results of a state survey of special education district administrators are provided with implications for program improvements and ongoing accreditation practices. As teacher education accreditation is based on multiple sources of data, a model that incorporates the input of public school …
Conference Attendance As Professional Development Or English Education Students, Margaret J. Godbey
Conference Attendance As Professional Development Or English Education Students, Margaret J. Godbey
Teacher Education Journal of South Carolina
English Education students who attended a National Council of Teachers of English (NCTE) conference seemed to develop increased confidence and professional identity through the experience of traveling to and attending a national conference. Including conference attendance in the methods class may be one way to address the problem of early-career attrition by encouraging pre-service teachers to establish a network of relationships and resources that extend beyond the college classroom.