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Preservice Teachers' Perceived Self-Efficacy After Engaging In Mock Interviews, Robin K. Franklin, Justin Mitchell Mar 2026

Preservice Teachers' Perceived Self-Efficacy After Engaging In Mock Interviews, Robin K. Franklin, Justin Mitchell

Teacher Education Journal of South Carolina

This mixedmethods action research study examined the impact mock interviews had on pre-service teachers’ perceptions related to professional job interviewing when implemented within a college of education’s early childhood and elementary senior education methods block. Face-to-face mock interviews were added in hopes to enhance teaching methods in the College of Education’s undergraduate senior block and empower future educators toward excellence in the field of education. The results from the study included both quantitative Likert scale and qualitative constructed response survey items. After interpreting the quantitative and qualitative data separately, the researchers examined areas of intersection from the data to distill …

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The Unlikely Outcome Of A Struggling Kindergartner: A Cognitive Rags-To-Riches Tale, Amanda M. Butler Mar 2026

The Unlikely Outcome Of A Struggling Kindergartner: A Cognitive Rags-To-Riches Tale, Amanda M. Butler

Teacher Education Journal of South Carolina

Despite teachers’ implementation of research-based strategies, many students fail to make adequate progress. In some cases, this stems from a neurophysiological response that is beyond the teacher’s and student’s control. Drawing on Maslow’s hierarchy of needs, unintended findings from a previous study illuminate a larger, deeply convoluted issue that will promote unique conversations in education circles. These findings bear significant discoveries that could alter the trajectory for failing students and elevate the teaching profession.

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Family Home Connection In A Covid-19 World, Anna Brady, Jamia Richmond Mar 2026

Family Home Connection In A Covid-19 World, Anna Brady, Jamia Richmond

Teacher Education Journal of South Carolina

The purpose of this article is to address best practices for building home-school partnerships following the onset of the COVID—19 pandemic. The authors also discuss what teachers and schools can do to build trust and maintain strong communication with families during the COVID—19 pandemic and during virtual schooling. The authors draw upon their experiences as both educators and siblings of people with disabilities to share research-based strategies that can help teachers effectively partner with the families of their students.

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Full Issue: Volume 15, Number 1, Fall 2021, Judy Beck, Susan Fernandez Mar 2026

Full Issue: Volume 15, Number 1, Fall 2021, Judy Beck, Susan Fernandez

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Teaching About The Industrial Revolution Using Local Landmarks: Engaging Students With Community History, Wren Bareiss, Rebecca Mueller, Ann Merryman Mar 2026

Teaching About The Industrial Revolution Using Local Landmarks: Engaging Students With Community History, Wren Bareiss, Rebecca Mueller, Ann Merryman

Teacher Education Journal of South Carolina

No abstract provided.

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Full Issue: Volume 14, Number 2, Spring 2021, Judy Beck, Susan Fernandez Mar 2026

Full Issue: Volume 14, Number 2, Spring 2021, Judy Beck, Susan Fernandez

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

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Using Icons To Create Online Course Cohesion, Lillian Reeves Mar 2026

Using Icons To Create Online Course Cohesion, Lillian Reeves

Teacher Education Journal of South Carolina

When attempting to make digital content more engaging, it can be challenging to know where to start. Drawing on the implementation practices of Dixson et al. (2016) and Livingston and Shaw (2019), this article shares the author's first experiences and reflections on using icons to create narrative course structure and offers suggested resources for bringing visually engaging icons to online learning environments.

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Science Teaching Self-Efficacy: Experiential Learning For Middle Level Preservice Teachers, Michiko Mcclary, Hershell N. Proctor-Walden, Nathan Chaplin Iii Mar 2026

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 …

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A Matter Of Time: Rethinking The Rti Process For English Language Learners, Eric J. López, Mariya T. Davis Mar 2026

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.

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Preparing Culturally Responsive Teachers: Preservice Teacher Attitudes Toward Linguistic Diversity In The Classroom, Winston Vaughan Mar 2026

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.

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Learning To Think Fast And Slow: The Impact Of A Cognitive-Based Curriculum For An Introductory Education Course, Austin M. Hitt Ii Mar 2026

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 …

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Teaching Planning Strategies To Elementary Students: Implications For Educators, Melissa Martin Mar 2026

Teaching Planning Strategies To Elementary Students: Implications For Educators, Melissa Martin

Teacher Education Journal of South Carolina

The purpose of this study was to examine the writing achievement [as measured by the Test of Written Language-IV (TOWL-4); Hammill & Larsen, 2009], and writing fluency (as measured by Total Words Written) of at-risk elementary students (N = 61). Researchers also examined the types of planning strategies employed by participants. Based on standardized scoring procedures of the TOWL-IV, results suggest students demonstrated average writing abilities. Further analyses suggest that students sampled had a lower writing fluency than national writing norms. Analyses of planning strategies indicated a majority of students (54%) showed some evidence of planning during the prewriting stage …

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Comparing Face-To-Face And Distance Supervision: Examining The View Of Teacher Candidates, Nicole M. Uphold Mar 2026

Comparing Face-To-Face And Distance Supervision: Examining The View Of Teacher Candidates, Nicole M. Uphold

Teacher Education Journal of South Carolina

This study examined teacher candidates' perceptions of face-to-face and distance supervision. Teacher candidates enrolled in a multicategorical special education preparation program participated in both face-to-face and distance supervision of their teaching at their field experience. Teacher candidates preferred the face-to-face supervision. Challenges to distance supervision and suggestions for overcoming these will be discussed in this paper.

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Difficult Discussions: Critical Conversations As A Culturally Sustaining Teaching Practice In The College Classroom, Crystal Glover, Sherell Fuller Mar 2026

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. …

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Seeing Is Believing: Repeated Reading And Video Self-Modeling To Improve Reading, Jeremy Lopuch Mar 2026

Seeing Is Believing: Repeated Reading And Video Self-Modeling To Improve Reading, Jeremy Lopuch

Teacher Education Journal of South Carolina

The purpose of this article is to describe the procedures of repeated reading and video self-modeling to improve reading outcomes for struggling students. An illustrated case study will be used to outline the individual steps of the intervention package. Information is also provided so teachers can evaluate the effectiveness of the procedures with individual students.

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Full Issue: Volume 13, Number 1, Fall 2019, Julie Jones Mar 2026

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.

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The Plan Is To Fan This Spark Into A Flame: How To Use Workshops To Expand Access To Antibias Education In Preservice Education, Lillian Reeves Mar 2026

The Plan Is To Fan This Spark Into A Flame: How To Use Workshops To Expand Access To Antibias Education In Preservice Education, Lillian Reeves

Teacher Education Journal of South Carolina

This paper documents the author's development of structured curriculum enrichment workshops for pre-service teachers at the University of South Carolina Aiken. Responding to the perceived gap in effective training on antibias education among teacher candidates at USC Aiken, the workshops were designed to engage teacher candidates in hands-on, fast-paced, and interactive experiences and to invite students to evaluate materials, practice strategies, and grow as antibias educators. The workshops were also designed to support students as they develop the critical self-reflection skills necessary for successful implementation of antibias practices. By detailing the process used to develop and implement an antibias education …

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Teaching Teachers: Double Dilemmas, Thomas Mcdaniel Mar 2026

Teaching Teachers: Double Dilemmas, Thomas Mcdaniel

Teacher Education Journal of South Carolina

No abstract provided.

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Partners In The Middle: Building And Sustaining A Pds Partnership With A Middle School, Deborah Mcmurtrie Mar 2026

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 …

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Tutor Buddies: Revisioning Reading Recovery As A Vehicle For Learning To Teach Reading, Lenessa Coe-Clark, Bruce Murray Mar 2026

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 …

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Mentor Teacher Feedback: Escaping The “Good Job” Trap In Clinical Practicums, Karlin Burks Mar 2026

Mentor Teacher Feedback: Escaping The “Good Job” Trap In Clinical Practicums, Karlin Burks

Teacher Education Journal of South Carolina

Becoming a mentor teacher is a rite of passage for most veteran teachers and is one many volunteer for as a way to give back to the profession. Although mentor teachers are eager and committed to the task of mentoring teacher candidates, far too many are ill-equipped for the evaluative nature of the role. Teaching is a profession that demands pedagogical competence, and that training and evaluation begins in the field experience, which is one of the most important elements of teacher preparation programs (Clift & Brady, 2005). Accordingly, feedback is ranked as one of the most important and desirable …

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Examining Pre-Service Teacher Self-Efficacy About Classroom Management To Inform Clinical Practice, Melissa Martin, Alison Puliatte, Genny Wise Mar 2026

Examining Pre-Service Teacher Self-Efficacy About Classroom Management To Inform Clinical Practice, Melissa Martin, Alison Puliatte, Genny Wise

Teacher Education Journal of South Carolina

The purpose of this study was to examine pre-service teacher self-efficacy about classroom management to determine potential programmatic changes in a teacher preparation program. Researchers examined the self-efficacy of pre-service teachers (N = 32) during the participants' final semester and student teaching experience. Researchers administered the Teacher Sense of Self-Efficacy Scale (TSES; Tschannen-Moran & Woolfolk, 2001). Results indicate pre-service teachers have high self-efficacy regarding their abilities to manage classrooms and student behavior. Specific results and the impact on the program will be examined.

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The Peach Crayon Phenomenon: How Inequitable Perspectives Influence The Cld Achievement Gap, Judith Collazo Mar 2026

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, …

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Full Issue: Volume 12, Number 2, Spring 2019, Julie Jones Mar 2026

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.

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Yearlong Residency Or Traditional Internships? The Preferences Of The Stakeholders And Rationale For Their Choices, Kimberly Carroll, Richard Costner, Nancy J. Ratcliff, Gilbert Hunt Mar 2026

Yearlong Residency Or Traditional Internships? The Preferences Of The Stakeholders And Rationale For Their Choices, Kimberly Carroll, Richard Costner, Nancy J. Ratcliff, Gilbert Hunt

Teacher Education Journal of South Carolina

This study examines the pilot phase of a yearlong early childhood residency internship versus a traditional internship. Researchers from a mid-sized, public university in the Southeast interviewed and surveyed education majors, cooperating teachers, administrators, and university professors at the conclusion of the candidates’ Senior I and II internship. Results indicated that a majority of the candidates preferred the year-round model; specifically, those in the year-round program reported increased skill and confidence in classroom management, deeper pedagogical and content knowledge and felt overall better prepared than candidates in the traditional, semester-long internship. In addition, more yearlong candidates secured teaching positions in …

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The Viejo "New Latino South": A Review Of Corazón De Dixie For Teacher Educators And Practitioners, Timothy Monreal Mar 2026

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

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Does The Use Of Ipod Touch Improve Four-Year-Olds' Early Literacy Concepts?, Nur Tanyel Mar 2026

Does The Use Of Ipod Touch Improve Four-Year-Olds' Early Literacy Concepts?, Nur Tanyel

Teacher Education Journal of South Carolina

Technology integration into early childhood curriculum is recognized as a learning tool for young children. The purpose of this study was to investigate the integration of the iPod Touch into four-year-old classrooms in a learning center for individual reading and writing activities. The collected data was analyzed qualitatively and quantitatively based on assessments and observations using an embedded mixed research model. The results of the study indicated that iPod integration had a moderate effect on four-year-old early reading and writing concepts, yet teacher practices have significant influence in children’s development of literacy concepts.

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Using Video Technology As A Tool For Pre-Service Teacher Reflection During Student Teaching, Robin Franklin, Justin Mitchell Mar 2026

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.

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Digital Badges And The K-12 Classroom: A Guide For Teachers, Erin Besser Mar 2026

Digital Badges And The K-12 Classroom: A Guide For Teachers, Erin Besser

Teacher Education Journal of South Carolina

Getting started with digital badging can be a fun way for educators to integrate current technology trends, however, digital badging has also been shown to increase student engagement (Abramovich, Schunn, & Higashi, 2013). Badging provides learners an opportunity to display their knowledge for the world to see, appealing to professionals in their fields (Randall, Harrison, & West, 2013). While badges themselves are not necessarily assessment, they depict that assessment has taken place and the criteria that were needed to get there (Ostashewski & Reid, 2015). Introducing a new method of assessment and technology can be overwhelming at best. This article …

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Full Issue: Volume 12, Number 1, Fall 2018, Julie Jones Mar 2026

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.

Go to article

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