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Teacher Education and Professional Development

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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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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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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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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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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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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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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.

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Promise Of A Democratic Society: Preparing Pre-Service Teachers For Under-Served Ells, Nan Li, Angela Peters Mar 2026

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 …

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Using Blended Learning To Support Differentiated Instruction, Suzanne Horn, Rhonda Miller Mar 2026

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.

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Full Issue: Volume 11, Number 2, Spring 2018, Julie Jones Mar 2026

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.

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Southeastern Teacher Educators' Self-Efficacy For Addressing Lgbt Issues, Cathy Brant, Lara Willox Mar 2026

Southeastern Teacher Educators' Self-Efficacy For Addressing Lgbt Issues, Cathy Brant, Lara Willox

Teacher Education Journal of South Carolina

The purpose of this study was to explore southeastern teacher educator's self-efficacy in addressing LGBT issues as a part of their undergraduate methods courses. Over 100 teacher educators responded to the survey exploring their self-efficacy about working with LGBT students, including LGBT individuals / events in their coursework and teaching to reduce prejudice. Findings showed a higher self-efficacy for working with LGBT students in contrast to a lower self-efficacy for teaching to reduce bias. Qualitative data indicated ways teacher educators were integrating LGBT issues and further highlighted ongoing professional development needs.

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The Seriousness Of Humor In Educational Settings, Susan Fernandez Mar 2026

The Seriousness Of Humor In Educational Settings, Susan Fernandez

Teacher Education Journal of South Carolina

Humor is an often overlooked skill that has many benefits, including providing stress relief, maximizing brain capacity for learning, increasing creativity, improving communication skills, and creating an environment of trust (Morrison, 2008, p. 19). With the possible positive educational implications of humor in mind, this study began in a large public school of Miami-Dade County, Florida as a quantitative correlational examination of the role of elementary and middle school teachers' sense of humor and its impact on their students' achievement. Based on the results of this study, research on the effects of humor in educational settings proliferated into a qualitative …

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The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny Mar 2026

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 …

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Understanding English Language Learners: A Qualitative Study Of Teacher Candidates Teaching In Another Country, Culture, And Context, Lee Vartanian Mar 2026

Understanding English Language Learners: A Qualitative Study Of Teacher Candidates Teaching In Another Country, Culture, And Context, Lee Vartanian

Teacher Education Journal of South Carolina

Regardless of the influx of English Language Learners (ELLs) in public schools, many pre-service and in-service teachers are underprepared to teach them (O'Neal, Ringler, & Rodriguez, 2008). Study abroad experiences, that include a teaching component, may provide an option for teacher candidates wishing to increase their ability to teach ELLs. In May 2014, nine teacher candidates from South Carolina taught for two weeks in an elementary school in central Guatemala. This qualitative study focused on how the experience of teaching in a new country, culture, and context impacted participant perceptions of effective teaching practice, the diverse needs of children, and …

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I Never Would Have Expected It! Changing Perceptions Through Cross-Cultural Experiences, Jamia Thomas Richmond, Caroline Knight Mar 2026

I Never Would Have Expected It! Changing Perceptions Through Cross-Cultural Experiences, Jamia Thomas Richmond, Caroline Knight

Teacher Education Journal of South Carolina

As the U.S. population continues to diversify, cross-cultural interactions are increasingly common. Preconceptions of other cultural groups influence those interactions. In this article, two teacher educators interview ten college students, discussing how experiences in a cross-cultural tutoring program changed their perceptions and beliefs about working with culturally diverse elementary students. The college students identify several aspects of the tutoring program impacting their overall educational experience.

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Best Practice Usage With English Language Learners In Regular Education Classrooms: A Study Of Charleston County, South Carolina Public Schools, Barbara Rabon, Zachary Kelehear Mar 2026

Best Practice Usage With English Language Learners In Regular Education Classrooms: A Study Of Charleston County, South Carolina Public Schools, Barbara Rabon, Zachary Kelehear

Teacher Education Journal of South Carolina

The purpose of this study was to determine the extent to which select Best Practices are used in regular education classrooms and if there was correlation between the frequency of their use and previous professional development attendance. Regular education teachers were the target audience for this study because the average English Language Learner (ELL) spends only three hours a week with a certified ESOL teacher, and the remaining 34 hours with a regular education teacher. Charleston County, SC was selected because of its large ELL population (2,138 students), the fact that there are currently 78 schools serving ELLs and because …

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A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century, Beth Powers-Costello Mar 2026

A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century, Beth Powers-Costello

Teacher Education Journal of South Carolina

Teaching and Teacher Education in South Carolina face particular challenges and opportunities based on our economic, political, and geographic contexts. For example, our state serves an increasingly diverse student population (e.g., race, class, family configuration etc.). The literature and data on this topic worldwide has received considerable attention. We as South Carolina educators not only need to respond to issues in our global community but also to our own local context as indicated by empirical research, theoretical literature, and the narratives of those we serve. This article suggests a possible starting point for dialogue among educators – particularly teacher educators …

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Project Create: State-Wide Partnership For Producing Highly Qualified Special Education Teachers, Joe P. Sutton, Holly A. Pae, Shirley C. Bausmith, Dava M. O'Connor, Susan D. Rurant Mar 2026

Project Create: State-Wide Partnership For Producing Highly Qualified Special Education Teachers, Joe P. Sutton, Holly A. Pae, Shirley C. Bausmith, Dava M. O'Connor, Susan D. Rurant

Teacher Education Journal of South Carolina

The highly qualified teacher mandate introduced under the No Child Left Behind Act of 2001 exacerbated the already well-documented shortage of special educators nationwide. With almost 40% of its special education teachers holding emergency/provisional licenses at the time, South Carolina faced a great challenge in meeting new accreditation requirements. This article examines how Project CREATE (Centers for the Re-education and Advancement of Teachers in special Education), a personnel preparation initiative funded by the South Carolina Department of Education (SCDE), refortified the State’s special education teacher force. Project success attributed chiefly to collaboration among SCDE, local education agencies, and institutions of …

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Foreign Language-Immersion Education In South Carolina: Prospects, Kara D. Brown, Xiaohui Wu, Sarahi Paz Mar 2026

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.

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Clicking From College To K-12 Schools: Engaging Preservice Teachers With Technology, David Marlow, Pamela Wash, Jeannie Chapman, Timothy Dale Mar 2026

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.

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Assessing The Whole Child—Beyond The Borders Of Testing, Dolores Stegelin, Paula Schubert Mar 2026

Assessing The Whole Child—Beyond The Borders Of Testing, Dolores Stegelin, Paula Schubert

Teacher Education Journal of South Carolina

The issue of assessment continues to be significant; this article focuses on the evolving definition of assessment, risks associated with assessing younger learners, and strategies for assessing the whole child. The focus of the article is the younger learner and the strategies described are presented as a helpful tool to teacher educators of pre-service students. Assessment strategies presented here reflect best practices in the U.S., other countries, and educational settings that value developmental and cultural differences.

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Adding Citizenship Preparation To A Classroom Organization Plan, Rebecca Stevens Mar 2026

Adding Citizenship Preparation To A Classroom Organization Plan, Rebecca Stevens

Teacher Education Journal of South Carolina

There are two areas of content in schools, academic and social. The academic content is driven by standards, the social content by public education's mission to prepare young people for citizenship. A dilemma for teachers is how to teach all that needs to be covered in class. "How can education for citizenship and democracy be added to an already overburdened school curriculum?" Education for democracy includes the acquisition of a body of knowledge, intellectual and participatory skills (National Assessment Governing Board, n.d.) and civic dispositions (Carnegie Corporation of New York & CIRCLE, 2003). This paper describes why and how this …

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Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration, Nabat Erdogan Mar 2026

Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration, Nabat Erdogan

Essays in Education

This article proposes AI-Supported Reflective Practice, a design framework that positions generative AI as a secondary evaluator and reflective partner in a graduate-level online ELL assessment course. Drawing on two redesigned assignments, an ELL writing evaluation and an assessment critique, the framework asks teacher candidates first to conduct independent analyses, then to elicit, compare, and critically interrogate AI-generated evaluations. These designs aim to cultivate critical AI literacy, professional judgment, and equity-centered interpretation, particularly for multilingual learners. The article discusses emerging benefits, challenges, and program-level implications, arguing that embedding AI within authentic disciplinary tasks can deepen, rather than erode, candidates’ ethical …

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Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth Mar 2026

Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth

Doctor of Education Program Dissertations

The National Assessment of Educational Progress (NAEP) data shows that since 1992, Black male students in Georgia’s fourth through eighth grades have consistently scored low on reading assessments (The Nation’s Report Card, 2022c). Low reading achievement contributes to a persistent underachievement gap for Black boys, leading to unfavorable academic outcomes such as difficulty in phonological processing, limited fluency and comprehension, slow development of linguistic skills, lower proficiency in basic reading, and higher rates of high school dropout (Russell & Drake Shiffler, 2019; Tatum, 2024a; Washington et al., 2019). The purpose of this qualitative phenomenological study was to explore how teachers …

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The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities, Louise B. Jennings Mar 2026

The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities, Louise B. Jennings

Teacher Education Journal of South Carolina

This article provides data regarding Latinos in South Carolina schools, discusses some of the educational challenges involved, then offers recommendations for policy and practice that support not only Latino learners, but all our students and communities.

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Reliability Of Chatgpt-Based Essay Scoring: A Teacher–Ai Comparison In Economics Education, Ramadzan Defitri Pratama, Khresna Bayu Sangka, Cicilia Dyah Sulistyaningrum Indrawati Mar 2026

Reliability Of Chatgpt-Based Essay Scoring: A Teacher–Ai Comparison In Economics Education, Ramadzan Defitri Pratama, Khresna Bayu Sangka, Cicilia Dyah Sulistyaningrum Indrawati

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Essay assessment in economics education plays an important role in measuring students' conceptual understanding and higher-order thinking skills, but is often hampered by subjectivity and teachers' workload. This study aims to analyze the reliability and level of agreement between teacher assessments and the ChatGPT-based automatic essay grading system (EsyGrade). The study uses a quantitative approach with a comparative reliability study design involving 60 high school students in grades 10 and 11. Data were analyzed using the Intraclass Correlation Coefficient (ICC), Pearson's correlation, and paired sample t-test. The results show that EsyGrade has a very high level of reliability and is …

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Bridging The Gap: Early Childhood Reading Instruction Grounded In The Science Of Reading, Delilah A. Davis Gonzales, Ingrid Haynes Ph.D. Mar 2026

Bridging The Gap: Early Childhood Reading Instruction Grounded In The Science Of Reading, Delilah A. Davis Gonzales, Ingrid Haynes Ph.D.

Journal of Curriculum, Teaching, Learning and Leadership in Education

The Science of Reading (SoR) has become central to literacy research and practice, yet many early childhood classrooms struggle to integrate its principles in developmentally appropriate ways. Recent advances in cognitive science, culturally relevant pedagogy, and digital literacy highlight the need for instructional approaches that bridge research and practice. This manuscript examines how the five core components of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency—can be meaningfully implemented in early childhood education through structured literacy practices that remain play-based and culturally sustaining. A qualitative, illustrative approach is used, drawing from classroom-based case examples, professional observations, and current research. These examples …

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