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Full Issue: Volume 16, Number 3, Winter 2023, Judith Collazo, Timothy Lintner Mar 2026

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.

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Building Individual Relationships With Students In Today's Classrooms, Kelley Mayer White, Katie Swart Mar 2026

Building Individual Relationships With Students In Today's Classrooms, Kelley Mayer White, Katie Swart

Teacher Education Journal of South Carolina

Research has documented associations between high quality teacher-child relationships and children's social skills, self-regulation, and school readiness (Baker et al., 2008; Nguyen et al., 2020; Spilt et al., 2018). High-quality relationships are often defined as those in which the teacher and child experience a sense of closeness. Closeness is characterized by positive interactions, open communication, and warm feelings between teachers and children (Mashburn & Pianta, 2006). In contrast, children in teacher-child relationships regarded as high in conflict often perform poorer academically, are less engaged in learning, and report liking school less (Baker, 2006; Furrer & Skinner, 2003; Hamre & Pianta, …

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Teacher Mentoring And Teacher Well-Being, Kayla D. King, Keonya C. Booker Mar 2026

Teacher Mentoring And Teacher Well-Being, Kayla D. King, Keonya C. Booker

Teacher Education Journal of South Carolina

This research study examined perceptions of mentoring for first-year elementary teachers in South Carolina. Participants completed an online survey to investigate if mentoring programs support beginning teacher well-being and result in increased teacher retention. Survey questions were adapted from the Oregon Department of Education's survey for beginning teachers. Both quantitative and qualitative data were used to determine the effectiveness of mentoring programs on beginning teacher support during the critical first years in the profession. Findings revealed that the majority of first-year teachers felt stressed and overwhelmed during their inductive year of teaching. Almost all first-year teachers (85%) stated they planned …

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Advancing Equity In Stem Education: A University, K-12 School District 61 Collaboration To Engage Sixth-Grade Students In Computing Activities, Michiko B. Mcclary, Deirdre Morrison Wells, Kamilah Brown Mar 2026

Advancing Equity In Stem Education: A University, K-12 School District 61 Collaboration To Engage Sixth-Grade Students In Computing Activities, Michiko B. Mcclary, Deirdre Morrison Wells, Kamilah Brown

Teacher Education Journal of South Carolina

This mixed-methods study aims to determine whether participation in a computer science program positively impacts middle school students' attitude toward science, technology, engineering, and mathematics (STEM) and interest in STEM-related careers. Nineteen sixth-grade students from underrepresented populations in the STEM field consisting of 17 African Americans, one Latino, and one White female attending a rural, Title I middle school participated in the study. Computing lessons were taught by undergraduate interns majoring in computer science, middle-level mathematics and science teacher education, and secondary mathematics teacher education attending a small, private, four-year liberal arts, historically black college, or university. Survey results and …

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More Resilient Than I Thought: Examining The Stress Of Teaching Through Covid-19, Rebecca Mueller Mar 2026

More Resilient Than I Thought: Examining The Stress Of Teaching Through Covid-19, Rebecca Mueller

Teacher Education Journal of South Carolina

COVID-19 elevated the already stressful nature of teaching. Shifts to remote learning, concerns for personal health, frustrations with technology, and attempts to balance personal and professional responsibilities led teachers to report even higher levels of stress, depression, and anxiety. Various steps were taken to support teachers during this challenging time, but more can be done to prevent many from exiting the profession. This qualitative study followed the experiences of four early-career middle/secondary social studies teachers during the 2020-2021 school year. Findings revealed significant impacts on the teachers, their students, and their instruction. Their abilities to successfully navigate these challenges highlight …

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The Influence Of Induction Programs On Novice Teacher Retention, Kate Colwell, Timothy R. Nelson Mar 2026

The Influence Of Induction Programs On Novice Teacher Retention, Kate Colwell, Timothy R. Nelson

Teacher Education Journal of South Carolina

Teacher attrition is growing in the United States and in South Carolina, creating an alarming teacher shortage problem (CERRA, 2019). Thirty-six percent of South Carolina teachers who left their positions after the 2018-19 school year taught for five years or less (CERRA, 2019). Induction programs focusing on the best practices of induction and on building self-efficacy may be able to stop the flow of novice teachers leaving the profession and combat the growing teacher shortage in the nation and South Carolina. This quantitative study sought to identify which facets of an upstate South Carolina district's induction program are successfully supportive …

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Preparing To Teach For Social Justice: An Analysis Of Preservice Teachers' Beliefs, Winston E. Vaughan Mar 2026

Preparing To Teach For Social Justice: An Analysis Of Preservice Teachers' Beliefs, Winston E. Vaughan

Teacher Education Journal of South Carolina

This article examines preservice teachers' attitudes and beliefs about teaching for social justice. Students responded to a given prompt pertaining to social justice, and then completed The Learning to Teach for Social Justice – Beliefs Scale. This instrument consisted of 12-point Likert Type scale items. A mixed method approach was used to collect and analyze thedata focusing on descriptive statistics for the quantitative aspect and emerging themes for thequalitative. Results indicate that preservice teachers clearly displayed and articulated a good understanding of what it means to teach for social justice.

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Full Issue: Volume 16, Number 1, Winter 2022, Judith Collazo, Christine Leblanc, Timothy Lintner Mar 2026

Full Issue: Volume 16, Number 1, Winter 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.

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Creating An Innovative College Classroom Learning Space For 66 Preservice Teachers, Robin Franklin, Jacquelynn Pleis Mar 2026

Creating An Innovative College Classroom Learning Space For 66 Preservice Teachers, Robin Franklin, Jacquelynn Pleis

Teacher Education Journal of South Carolina

Creating an innovative space for P-5 preservice teachers to learn the craft of teaching and solidify their calling should be a priority in teacher preparation. This conceptual paper highlighted research-to-practice ideas and processes in creating an innovative learning classroom. Upon examination of the literature, a clear gap emerged in reference to learning spaces designed specifically for preservice teachers that mirror elementary classrooms. Locating an appropriate space, considering stakeholders, prioritizing the budget, designing a layout including flexible furniture and seating, procuring resources and materials, and lessons learned are considered. The goal was to simulate real-world classrooms in order to advance educator …

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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 Mar 2026

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.

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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 Mar 2026

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 …

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Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner Mar 2026

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.

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Engaging The In-Person Student Online: Modifying Courses For Covid-19, Jennifer Zakrzewski Mar 2026

Engaging The In-Person Student Online: Modifying Courses For Covid-19, Jennifer Zakrzewski

Teacher Education Journal of South Carolina

In the Spring of 2020, the COVID-19 pandemic began causing a frenzy as faculty members turned their in-person courses into online courses overnight. Since the Spring of 2020, many faculty members have been asked to teach their in-person courses online due to the continued COVID-19 pandemic. However, many faculty members may feel ill equipped to teach their courses online. This article provides simple and quick solutions for faculty members to implement to support in-person students in an online course.

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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 Mar 2026

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 …

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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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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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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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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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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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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.

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School Newspapers: A Key To Democracy, Kristie Camp Mar 2026

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 …

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Are Teachers Really Different? The Moral Intuitions Of Elementary And Secondary Preservice Teachers, Austin M. Hitt, Richard H. Costner Mar 2026

Are Teachers Really Different? The Moral Intuitions Of Elementary And Secondary Preservice Teachers, Austin M. Hitt, Richard H. Costner

Teacher Education Journal of South Carolina

In a previous study the authors used the Six Factor Personality Questionnaire (SFPQ) to uncover putative personality differences between elementary and secondary preservice teachers. The key result of the study was that no significant differences between the two groups of preservice teachers were identified. For the present study the authors examined another psychological construct, moral intuition. Preservice elementary and secondary teachers completed the Moral Foundations Questionnaire (MFQ), which is designed to uncover the moral intuitions or heuristics that people use to resolve moral dilemmas. Analysis of the responses revealed statistically significant differences in the moral intuitions of preservice elementary and …

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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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Curriculum And Instruction Lessons Learned From Elementary Education Student Teacher Reflections, Ashley Anderson-Murray, Greta Freeman Mar 2026

Curriculum And Instruction Lessons Learned From Elementary Education Student Teacher Reflections, Ashley Anderson-Murray, Greta Freeman

Teacher Education Journal of South Carolina

Teacher candidates often find reflection as a topic of discussion and implementation in their university, education program courses. The purpose of this grounded theory (Strauss & Corbin, 1994) research study was to identify attitudes, questions and concerns of undergraduate elementary education student teachers through written reflections during the student teaching semester. The study revealed eight major themes related to the student teaching assignment and experience.

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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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Reconceptualizing Educational Technology Integration In A Middle Level Teacher Preparation Program, Deborah H. Mcmurtrie, Bridget K. Coleman, Gary J. Senn Mar 2026

Reconceptualizing Educational Technology Integration In A Middle Level Teacher Preparation Program, Deborah H. Mcmurtrie, Bridget K. Coleman, Gary J. Senn

Current Issues in Middle Level Education

Our middle level education (MLE) faculty recently engaged in a self-study guided by this research question: How is our university preparing our MLE teacher candidates to integrate technology in teaching and learning? There were two overarching goals: 1) identify where we can introduce, practice, reinforce, and master technology skills and concepts. 2) reconceptualize our technology integration course. Our process included collaborating with stakeholders, surveying teacher candidates, examining theoretical underpinnings, exploring research-based best practices, and analyzing our programs. Data was collected through multi-year technology surveys and semi-structured focus group interviews. We grouped survey data into three broad technology categories: instructional delivery, …

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