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Articles 121 - 150 of 4624
Full-Text Articles in Entire DC Network
Centering Joy And Connection: Returning To Instruction After Hurricane Helene, Megan Keiser
Centering Joy And Connection: Returning To Instruction After Hurricane Helene, Megan Keiser
Current Issues in Middle Level Education
This descriptive essay focuses on one teacher educator's response to a disrupted academic semester after a natural disaster that threatened to erode a service-learning designated interdisciplinary methods course for middle grades educators. This essay shares the process of pivoting to retain critical elements of the course. Reinforcing the use of resilience-informed pedagogy and modeling use of advisories, the instructor focused on developing a cohesive classroom community. Other aspects of the course revamp include offering differentiated service-learning opportunities. Centering teacher candidates’ joy and modeling best practices for middle level educators, the instructor describes project-based learning, a multidisciplinary literacy experience with a …
Leveraging Artificial Intelligence For Transformative Education: Challenges And Recommendations, Papia Bawa
Leveraging Artificial Intelligence For Transformative Education: Challenges And Recommendations, Papia Bawa
Journal of Research Initiatives
The sheer force with which GPT models are inundating business, education and economic fields speaks to its ability to not only transform the ways in which we interact and act but also disrupt these ways. This systematic literature review applies the PSALSAR method to synthesize findings from 72 articles on AI applications in education, emphasizing its transformative potential across various domains. AI is transforming personalized learning by customizing content and feedback to individual needs, addressing challenges like data privacy and ethical concerns. It enhances administrative efficiency through automation and data-driven decision-making, improving institutional performance while managing biases and maintaining human …
English Diphthongs For English Learners: The Same, But Different, Kristin Lems
English Diphthongs For English Learners: The Same, But Different, Kristin Lems
Faculty Publications
In any language, diphthongs need to be reckoned with, but teaching diphthongs to learners of English as a new language requires greater insight and special skills. In this column, we take a look at English diphthongs, why they matter, and how they might be best handled when teaching English language learners.
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad
Book Clubs And Young Adult Literature: Preparing Preservice Special Educators In Inclusive Literacy Practices, Marie Tejero Hughes, Juana Abarca, Marta Mohammad
Reading Horizons: A Journal of Literacy and Language Arts
The study presented in this article explored how book clubs centered on young adult (YA) literature supported 67 preservice special educators (PSEs) in developing inclusive literacy practices. The study examined PSEs’ reflections on social, cultural, and personal themes in YA narratives and how these informed their planning for students with disabilities. Using a qualitative descriptive approach, researchers analyzed online discussion posts collected over a 6-week book club course component. Findings reveal that PSEs engaged with themes such as identity, resilience, systemic inequities, and disability representation, often connecting literature to their own positionalities and future teaching roles. PSEs also identified a …
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction, Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Corinne R. Kingsbery
Preservice Teachers’ Knowledge, Skills, And Perceptions Related To Data-Based Decision Making In Elementary Reading Instruction, Erin K. Washburn, Samantha A. Gesel, Miranda S. Fitzgerald, Corinne R. Kingsbery
Reading Horizons: A Journal of Literacy and Language Arts
Teachers’ knowledge of and ability to use reading assessments and assessment data to inform instruction has long been recognized as a core teaching competency. Data-based decision making (DBDM) is a process by which educators examine assessment data to identify student strengths and needs and apply those findings to their practice. DBDM has been linked to student achievement/engagement and positive teacher self-efficacy. However, DBDM, specifically in reading, is a complex process for teachers. Preservice teacher preparation has been deemed a space for the introduction of DBDM in reading. However, few studies have explored how targeted instruction in reading-related DBDM may impact …
Who Is A Champion Teacher? A Comparative Longitudinal Analysis Of Teacher Practices In Teacher Professional Development Programmes In East Africa, Jane Rarieya, Esther Kibga, Omari Abunga, Fredrick Mtenzi, Nyagwegwe Wwango
Who Is A Champion Teacher? A Comparative Longitudinal Analysis Of Teacher Practices In Teacher Professional Development Programmes In East Africa, Jane Rarieya, Esther Kibga, Omari Abunga, Fredrick Mtenzi, Nyagwegwe Wwango
Institute for Educational Development, East Africa
This comparative mixed-methods study defines and profiles the “champion teacher” by synthesising primary longitudinal and cross-sectional data from two complementary teacher professional development (TPD) initiatives implemented across East Africa (Tanzania, Kenya, and Uganda): the long-term, pre-service teacher-oriented Foundations for Learning (F4L) programme and the short-course, in‑service teacher Strengthening Education Systems East Africa (SESEA) programme. The champion teacher construct is operationalised through a Champion Teacher Index (CTI) comprising three integrated domains: head (cognitive pedagogical knowledge), hands (psychomotor instructional practice), and heart (affective, leadership, and gender-responsive dispositions). Quantitative analysis revealed statistically significant longitudinal differences between the programmes. F4L teachers demonstrated higher mean …
Who Is A Champion Teacher? A Comparative Longitudinal Analysis Of Teacher Practices In Teacher Professional Development Programmes In East Africa, Jane Rarieya, Esther Kibga, Omari Abunga, Fredrick Mtenzi, Nyagwegwe Wango
Who Is A Champion Teacher? A Comparative Longitudinal Analysis Of Teacher Practices In Teacher Professional Development Programmes In East Africa, Jane Rarieya, Esther Kibga, Omari Abunga, Fredrick Mtenzi, Nyagwegwe Wango
Institute for Educational Development, East Africa
This comparative mixed-methods study defines and profiles the “champion teacher” by synthesising primary longitudinal and cross-sectional data from two complementary teacher professional development (TPD) initiatives implemented across East Africa (Tanzania, Kenya, and Uganda): the long-term, pre-service teacher-oriented Foundations for Learning (F4L) programme and the short-course, in‑service teacher Strengthening Education Systems East Africa (SESEA) programme. The champion teacher construct is operationalised through a Champion Teacher Index (CTI) comprising three integrated domains: head (cognitive pedagogical knowledge), hands (psychomotor instructional practice), and heart (affective, leadership, and gender-responsive dispositions). Quantitative analysis revealed statistically significant longitudinal differences between the programmes. F4L teachers demonstrated higher mean …
Beyond The Podium: Transformative Learning And The Student Experience In High School Debate, Daniel J. Sleiman
Beyond The Podium: Transformative Learning And The Student Experience In High School Debate, Daniel J. Sleiman
Education Doctorate Dissertations
This qualitative study explores how historically underrepresented high school debaters understood their experiences in an independent high school debate league, particularly in relation to growth, challenge, shifting self-perceptions, and belonging. Drawing on narrative inquiry (Clandinin, 2016) and interpreted through transformative learning theory (Mezirow, 2000) and currere (Pinar, 1994), this study focused on recently graduated students from Central High School’s debate program. Screening questions adapted from King’s (2009) Learning Activities Survey identified participants who self-reported perspective-shifting experiences. Semi-structured interviews informed by the phases of currere elicited reflective narratives, and reflexive journaling supported the research process. Data were analyzed thematically to identify …
Resonant Cracks In The Music Curriculum: Integrating Social And Emotional Learning In The Secondary Music Classroom, Margaret E. Lerch
Resonant Cracks In The Music Curriculum: Integrating Social And Emotional Learning In The Secondary Music Classroom, Margaret E. Lerch
Education Doctorate Dissertations
Music education has long been recognized as a subject that encourages student learning beyond the walls of the music classroom. While elementary music programs often foster language development and social awareness, secondary music instruction tends to emphasize performance skills and technical development. The explicit secondary orchestra curriculum for this middle school includes only instrument skill-development standards and learning-target descriptions. In this fourth-marking-period sixth-grade orchestra class, coursework—including students’ journal reflections, classroom dialogue, and comparison soundscape projects—operated intentionally “within the cracks” of the formal curriculum to create opportunities for the students to express and engage with emotions, identity, belonging, empathy, perspective-taking, and …
The Vital Role Of Communication In Elementary Education: Strategies For Bridging Language, Cultural, And Diversity Gaps To Strengthen Family-School Partnerships, Daniel H. Rack
Dissertations
This study examines how communication systems in elementary schools influence equitable family engagement within a linguistically and culturally diverse, Title I context. The purpose of this research is to evaluate how communication practices support or limit access, participation, and partnership between schools and families. The overarching research question guiding this study is: How do current communication systems support or constrain equitable family engagement? A convergent mixed-methods design was utilized to collect and analyze both quantitative and qualitative data. Data sources included educator surveys, family surveys, and focus group interviews, allowing for a comprehensive understanding of communication practices from multiple stakeholder …
Hitler Must Be Killed: A Wwii Case Study, Jeffrey Byford, Presley Shilling, Alisha Milam
Hitler Must Be Killed: A Wwii Case Study, Jeffrey Byford, Presley Shilling, Alisha Milam
The Councilor: A National Journal of the Social Studies
Social studies education during the 1960s experienced an educational renaissance known as the new social studies movement. Over 50 projects were funded by the National Science Foundation or private corporations to interject a student-centered curriculum into K-12 classrooms during this period. Nearly 60 years later, can student-centered decision-making activities be used in an era of high-stakes testing and planned curriculum? This article attempts to rekindle students' interest in decision-making and discussion by exploring elements in Moral Reasoning: The Value of Life from the Harvard Social Studies Project (HSSP). The activity called "Hitler Must Be Killed" helped students bring the content …
Influence Of Restorative Justice Practices On Student Behavior, Shawn N. Clemons
Influence Of Restorative Justice Practices On Student Behavior, Shawn N. Clemons
Electronic Theses and Dissertations
The purpose of this qualitative exploratory case study was to explore how teachers in culturally diverse suburban U.S. elementary schools perceive the implementation of restorative justice practices as an influence on student behavior. The researcher collected data through questionnaires and semistructured interviews of 14 elementary teachers currently employed in a suburban elementary school who actively use restorative justice with students. Findings from the study indicated the restorative justice practices contribute positively to school culture by prioritizing relationship building, structured conflict resolution, and inclusive practices. The findings from this study can be used with teachers, administrators, district support, and school board …
From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez
From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez
School of Public Policy Capstones
Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …
Self-Study In Learning And Teaching The Pythagorean Theorem, Julia Podolskiy, Ayse Ozturk
Self-Study In Learning And Teaching The Pythagorean Theorem, Julia Podolskiy, Ayse Ozturk
Knowledge and Creativity Expo
Old Dominion University undergrad student Julia Podolskiy performed self-study research on learning and teaching the Pythagorean Theorem. The poster provides purpose, methods, results, and future directions on how Julia Podolskiy's knowledge on the Pythagorean Theorem has improved over the course of a semester and how she plans to implement the theorem to her teaching.
Ideas And Activities For Strengthening Multilingual Learners' Academic Vocabulary, Jennifer Altieri
Ideas And Activities For Strengthening Multilingual Learners' Academic Vocabulary, Jennifer Altieri
Teacher Education Journal of South Carolina
Research suggests that while the number of multilingual students in schools is growing, there continues to be an achievement gap. Often, the difficulty is related to reading comprehension and, more specifically, vocabulary. Given the fact that academic language takes longer to develop than social language skills, it is important that multilingual learners receive additional support related to developing academic language. Content-specific vocabulary development plays a key role in academic language. This article discusses the types of vocabulary terms that are important to teach, suggestions for ways to create a classroom environment conducive to developing the terms, and specific activities which …
Technology In The Classroom: Opportunity Or Obstacle?, Amariya Benson, Kinzly Cohen, Gretchen Whitman
Technology In The Classroom: Opportunity Or Obstacle?, Amariya Benson, Kinzly Cohen, Gretchen Whitman
Teacher Education Journal of South Carolina
The issue of technology in the classroom holds much significance because technology is continuing to advance at a rapid pace. As it is being woven more and more into the fabric of classroom learning, its impact is becoming increasingly profound. This growing integration needs to be studied because it brings up significant questions regarding the most effective ways to support and enhance the learning process with each new digital advancement...
Full Issue: Volume 18, Number 2, Spring 2025, Judith Collazo, Suzanne Horn
Full Issue: Volume 18, Number 2, Spring 2025, Judith Collazo, Suzanne Horn
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Banned Books And The Impact On K-12 Classroom Teaching, Suzanne Horn, Kristal Curry, Anthony Setari
Banned Books And The Impact On K-12 Classroom Teaching, Suzanne Horn, Kristal Curry, Anthony Setari
Teacher Education Journal of South Carolina
Desiree Lewis, a second-grade teacher at Marshall Elementary School in Orangeburg, South Carolina, embodies the spirit of mentorship and excellence in education. A proud graduate of Claflin University and South Carolina State University, she has remained deeply connected to her roots, teaching in the same school she attended as a child. Recently honored as a SCATE Cooperating Teacher of the Year, Desiree's passion for shaping the next generation of educators shines through her work with student teachers. In this interview, Desiree reflects on her own educational journey and the critical role cooperating teachers play in preparing future educators. Her insights …
Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success, Alexis Lawton
Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success, Alexis Lawton
Teacher Education Journal of South Carolina
Specific studies on South Carolina teachers showed that reasons for declining teacher retention and recruitment include concerns about low salary, school-level issues, and working conditions (Devers, Duyar, & Buchanan, 2024; South Carolina Teacher Retention Study, 2020; South Carolina Teacher, 2023). Even though teacher health has a significant impact on teacher retention (Casely-Hayford, et al., 2022), it is not present in discussions of teacher working conditions (Merrill, 2021). Instead, teacher health (both physical and mental) is often embedded in discussions of teacher burnout (Madigan, Kim, Glandorf, & Kavanagh, 2023) and teacher stress generally (Lazarus & Folkman, 1987; Kyriacou, 2001; Prilleltensky et …
Deconstructing Culturally Responsive Teaching/Learning: Preservice 20 Teachers' Perspectives, Winston Vaughan
Deconstructing Culturally Responsive Teaching/Learning: Preservice 20 Teachers' Perspectives, Winston Vaughan
Teacher Education Journal of South Carolina
This article examines the positive impact of an exercise in which a group of pre-service teachers enrolled in a cultural diversity course at a Midwestern University deconstructed the contents of a video to better understand how culturally responsive teaching can significantly impact the teaching learning process especially with marginalized student populations. Preservice teachers were required to watch a video on culturally responsive teaching and engage in a "free write" based on the contents of the video. After that, students were asked to respond to two prompts based on content from the video. Data analysis from their "free writes," prompts responses, …
Full Issue: Volume 16, Number 3, Winter 2023, Judith Collazo, Timothy Lintner
Full Issue: Volume 16, Number 3, Winter 2023, Judith Collazo, Timothy Lintner
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Implementing Culturally Relevant Pedagogy Within An Undergraduate Classroom Management Course: A Teacher-Student Reflection, Carlos E. Lavin, Audra E. Mitchell
Implementing Culturally Relevant Pedagogy Within An Undergraduate Classroom Management Course: A Teacher-Student Reflection, Carlos E. Lavin, Audra E. Mitchell
Teacher Education Journal of South Carolina
This article makes a case for culturally relevant pedagogies as one solution to the current cultural gap between teacher and student body in public education. To make this argument, we present our self-reflection and positionality of a research project on culturally relevant pedagogies. These reflections include our backgrounds and reactions to the project. Additionally, we present four of the most meaningful quotes from the study representing the barriers to implementation and the advantages of implementing culturally relevant pedagogy as a teaching framework.
The Leveling The Playing Field Language Acquisition Program For Deaf And Hard Of Hearing Children, Amy T. Andersen, Michelle Cline, Stephanie Renart, Tiffany Narciso
The Leveling The Playing Field Language Acquisition Program For Deaf And Hard Of Hearing Children, Amy T. Andersen, Michelle Cline, Stephanie Renart, Tiffany Narciso
Teacher Education Journal of South Carolina
Language deprivation is a nationwide epidemic despite Early Intervention (EI) programs for deaf babies. EI provides at-home services and assumes a caregiver is with their baby during the day to use the strategies they learn. However, most parents work full time, and their children attend daycare. This paper describes a pilot program for families whose deaf babies were in daycare without full access to a natural language. Deaf Language Acquisition Associates (DLAA) were placed in classrooms with deaf babies for twenty-five hours a week. The program's success resulted in funding through the state legislature and adoption statewide.
Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis
Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis
Teacher Education Journal of South Carolina
The following post hoc analysis examines cultural and/or linguistic information from a previous systematic literature review of 24 studies investigating demographic information, encounters, assists and suggestions of study participants enrolled in post-secondary education institutions with autism spectrum disorder (ASD). The analysis and discussion of results appeal for the need to not only include and focus on diversity but to refocus on cultural consciousness. Implications and future directions for research and for educator preparation programs are proposed.
Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Teacher Education Journal of South Carolina
The following article will discuss the increase in the under-identification of special education students from culturally and linguistically diverse communities. A model is recommended that incorporates the use of community health workers, the skills and knowledge of culturally responsive practices and developing trusted relationships in assisting members from diverse communities to be informed about special education and special education services. Suggestions for training and teacher education programs are discussed.
An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright
An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright
Teacher Education Journal of South Carolina
This paper discusses the diversity in education through the perspectives of undergraduate pre-service educators at a Southeastern University in the United States. These preservice teachers investigated the disparities in the public education system, such as diversity, White supremacy, and classroom environment. This paper provides a comprehensive overview, and some possible solutions to reform education, to make it more equitable to all students. The pre-service teachers' voices are highlighted throughout the paper to bring in the rich discussions that continued throughout the research study.
Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis
Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis
Teacher Education Journal of South Carolina
In the early months of 2020, the United States was hit with a pandemic of global proportions. Schools, including universities, were forced to close all on-campus activities. The campus where we teach was no exception. Therefore, our interns (student teachers) went from face-to-face classroom internships to virtual internships. Over the summer, we decided to examine how virtual instruction impacted our interns' year of student teaching, knowing that instruction at all schools for their internship year was going to start virtually, and, for the foreseeable future, be virtual. We focused on our mentor teachers' perceptions of what their interns were experiencing …
Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner
Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner
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 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 …
Parents Of Students With Disabilities' Perceptions Of At-Home District Support During The Covid-19 Crisis, Carol Hoyle, Matthew Collier, Nita Brewer
Parents Of Students With Disabilities' Perceptions Of At-Home District Support During The Covid-19 Crisis, Carol Hoyle, Matthew Collier, Nita Brewer
Teacher Education Journal of South Carolina
During the COVID-19 pandemic, special education instruction has been greatly impacted. Parents have faced numerous challenges as educational services became home-based. This study was designed to gather the experiences of parents or caregivers of students with individualized education programs (IEPs) provided home educational supports by their child’s school district during this pandemic. Qualitative and quantitative analysis were completed and the survey results are presented in order to assist educators as they modify and make plans for providing home/online instruction for students with IEPs.