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Full-Text Articles in Teacher Education and Professional Development
High School Advisory: Learning From The Mistakes, Linda Anast-May, James Bailey
High School Advisory: Learning From The Mistakes, Linda Anast-May, James Bailey
Teacher Education Journal of South Carolina
This study focused on students, teachers, and administrators' perceptions of the effectiveness of a newly implemented high school advisory program. Based on a comparative research design with quantitative analysis conducted during the spring 2010, the study finds significant differences in perceptions regarding the implementation and community aspects of the high school advisory program and not enough evidence to conclude that there was a difference in perceptions concerning the overall effectiveness of the program. It is the desire of the authors that the results of the study can assist administrators and staff in identifying and implementing any necessary changes for improvement …
Full Issue: Volume 5, 2012, Christopher Burkett
Full Issue: Volume 5, 2012, Christopher Burkett
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Elements Of Teaching Online: A Literature Review, Ron Knorr, Lienne Medford, Hem Paudel
Elements Of Teaching Online: A Literature Review, Ron Knorr, Lienne Medford, Hem Paudel
Teacher Education Journal of South Carolina
Online instruction and other distant learning modalities are becoming common in all areas of academia, including pre-service teacher preparation and continuing education for in-service teachers. This article is a review of pertinent research regarding online teaching and the attributes of that teaching venue. From this literature, the following elements were noted. Considerable thought and planning must go into the construction of an online course, including designing instruction, class interaction, assignments and assessments. Other factors, such as the validity of online scholarship and the role of the instructor, influence the online teaching environment. Benefits and challenges for instructor and student are …
Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma, Dolores A. Stegelin, Luciano Cecconi, Andrea Pintus, Rossana Allegri
Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma, Dolores A. Stegelin, Luciano Cecconi, Andrea Pintus, Rossana Allegri
Teacher Education Journal of South Carolina
The growing emphasis on accountability in educational settings requires teacher educators to develop effective and relevant strategies to prepare pre-service teachers and to support in-service teachers in the area of assessment. This article presents a creative in-service teacher training project in Parma, Italy that engages kindergarten teachers in the use of a global assessment tool for the purpose of professional development, improved learning environments, and enhanced teacher self-assessment and critical thinking. The project stems from a collaborative research project between teacher educators in South Carolina and Reggio Emilia, Italy.
School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson
School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson
Teacher Education Journal of South Carolina
School-university partnerships have become important in the reform efforts to develop the next generation of school leaders. Researchers have encouraged collaborative partnerships between all stakeholders involved in principal preparation. However, partners rarely have a blueprint or roadmap to guide their efforts. Designing a partnership can be labor-intensive. This paper reports on the process and successes of one school district and a university as they developed a collaborative partnership to prepare future and practicing leaders.
Are We Doing The Smart Thing In Teacher Education?, Linda Karges-Bone
Are We Doing The Smart Thing In Teacher Education?, Linda Karges-Bone
Teacher Education Journal of South Carolina
Technology has been idolized as the BEST of the best practices, and teachers are now routinely evaluated on their ability to use technology in the classroom. In fact, many districts expect daily, consistent use of high tech features such as Smart© or Promethean© boards. Is this engaging or enabling? Has “high tech” shoved “high touch” teaching into the background? This essay explores that question with humor and some real concern. As educators charged with preparing teachers for the 21st century classroom, have we narrowed our focus too much?
More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller
More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller
Teacher Education Journal of South Carolina
This study investigated teachers' availability of student response system (SRS) technology, how they were trained to use the technology, and how often and in what capacity the technology was used. The sample consisted of 481 teachers from schools in North Carolina and Tennessee. Findings reveal that a majority of teachers do not regularly use SRS technology in their instruction and have limited training on the technology. Although it's available, teachers are either unaware of its availability or unsure how to operate it. Suggestions are given regarding availability, time, training, and administrative support for technology use.
Teachers' Perceptions Of Assessment Uses And Necessity In Teaching, Kay Hanson
Teachers' Perceptions Of Assessment Uses And Necessity In Teaching, Kay Hanson
Teacher Education Journal of South Carolina
Teacher knowledge, performance, and competence are coming under increased scrutiny because of assessment-laden mandates such as No Child Left Behind and Response to Intervention. While considerable research has focused on teacher practices, limited research has been done on teachers' perceptions regarding the usefulness and necessity of utilizing assessment for instructional purposes despite the fact that teacher perceptions impact performance. This paper presents the results of a study on the assessment practices and perceptions of in-service classroom teachers.
Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear
Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear
Teacher Education Journal of South Carolina
Observing classrooms and providing teachers with feedback is an important responsibility for instructional leaders and mentors in American schools (Zepeda, 2007; Pajak, 2003; Glickman 2002). Although the nature of that feedback and the perceived roles of the supervisor (e.g., summative vs. formative) have varied through the years (Hazi & Arrendo-Ruzinski, 2008; Glanz, 1998; Reitzug, 1997), there is a consensus that teachers need feedback that is timely and provides guidance. Mentoring may be the effective mechanism to offer such instructional support (Ingersoll & Kralik, 2004; Reiman, 1999).
Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary
Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary
Teacher Education Journal of South Carolina
This paper investigated the processes used to construct a culture of assessment among faculty, students, and stakeholders. Using a constructivist approach, participants were encouraged to develop skills in data collection, assessment reporting, and using evidence to make data-driven instructional decisions and program planning. Results indicated that enabling faculty to create and use an assessment system laid the foundation for a culture of assessment that can ultimately lead to innovative curricular changes–thereby reaching beyond assessment mandates to a culture of assessment.
First-Year Teacher Burnout: A Collaborative Approach To A Complex Problem, Daniel J. Ilagan
First-Year Teacher Burnout: A Collaborative Approach To A Complex Problem, Daniel J. Ilagan
Teacher Education Journal of South Carolina
Forty-six percent of the nation's teachers are expected to leave the profession by their fifth year in the classroom. In South Carolina, an average of 5,700 teachers per year leave the field of education. This translates to a yearly turnover rate of approximately 10.1% for the state. A recent mixed-methods study examined novice teachers' self-reported burnout levels. 101 first-year teachers (60%) from Palmetto School District (pseudonym) responded to an online survey that contained a demographic questionnaire and the Maslach Burnout Inventory. In addition, six first-year teachers agreed to be interviewed four times throughout the school year. In the quantitative phase, …
Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell
Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell
Teacher Education Journal of South Carolina
This paper documents the attempt to assess teacher candidates' professional dispositions and analyze the efficacy of the tools used to measure dispositions. Teacher dispositions assessment is increasingly valued along with teacher candidate knowledge and skill assessment. The researchers analyze data from three disposition assessment tools including a candidate self-assessment, a cooperating teacher assessment, and a candidate portfolio assessment. The purpose of the paper is to analyze the efficacy of these disposition assessment tools and make recommendations for disposition assessment in teacher education programs.
Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt
Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt
Teacher Education Journal of South Carolina
This paper investigates the differences found n elementary grade classrooms compared to middle grade classrooms. Based on a comparative research design with quantitative analysis conducted over three consecutive academic semesters, the study found that individual teaching skills had far greater impact on classroom climate than grade level had. Research findings provide implications for effective teaching and learning across the curriculum.
The Decision To Teach: Comparing Mongolian And South Carolinian Teacher Candidates, Lynne S. Noble, D. Odgerel
The Decision To Teach: Comparing Mongolian And South Carolinian Teacher Candidates, Lynne S. Noble, D. Odgerel
Teacher Education Journal of South Carolina
The authors had a unique opportunity to survey students in South Carolina and Mongolia regarding their motivation to become teachers and the characteristics they believed they possessed that would ensure their success as very good teachers. The realities of teacher education and teaching careers in the two localities were assumed to presage differences in motivation and perceived characteristics. However, more similarities than differences were apparent in the students' answers. The few disparities can be attributed to explicit differences in culture and tradition, not necessarily the differences in training and teaching environments.
Take Charge: Assigning Class Roles And Responsibilities To African American Male Students To Raise Student Achievement, Kristen Taylor Nicholson
Take Charge: Assigning Class Roles And Responsibilities To African American Male Students To Raise Student Achievement, Kristen Taylor Nicholson
Teacher Education Journal of South Carolina
This action research study focused on how the implementation of classroom roles and responsibilities affected fifth grade African American male students' achievement within their learning environment. This study grew from a need to enhance the achievement of this group within the school, as based on previous standardized test data as well as classroom observations and fall discipline data. The assignment and facilitation of roles and responsibilities within the learning environment encouraged a common productive space and an ownership of the learning to shift and be shared among all members. The teacher and students identified areas of need, designed jobs, applied …
Early College High School Initiatives: Reflections From A South Carolina Program, Howard V. Coleman, Jeremy Dickerson, Fred Crawford
Early College High School Initiatives: Reflections From A South Carolina Program, Howard V. Coleman, Jeremy Dickerson, Fred Crawford
Teacher Education Journal of South Carolina
This paper presents information on an early college high school initiative (ECHI) program at Greenville Technical Charter High School (GTCHS) in Greenville, South Carolina and reflects on connections to teacher and school leader preparation programs. Over a three-year period, site visits, survey reviews, state report cards and grant assessment reports were used to analyze GTCHS' early college curriculum, student achievement in high school and college coursework. The data and findings revealed that GTCHS can be viewed as having a high amount of success in many areas, including academic achievement, moving students into collegiate-level work and preparing students for success in …
When School Leaders Are In Denial: The Role Of Teacher Education Programs In Preparing Teachers To Combat Homophobia, Joseph R. Jones
When School Leaders Are In Denial: The Role Of Teacher Education Programs In Preparing Teachers To Combat Homophobia, Joseph R. Jones
Teacher Education Journal of South Carolina
As this study and other research literature indicates, homophobia and homophobic bullying is a tremendous problem in our schools. In the past, educators have attempted to address this challenge through a “top-down” administrative process. However, because of covert heterocentricity and unwillingness, administration may not be a viable avenue in some school districts. Thus, it is imperative for teacher education programs to begin addressing the possible ramifications of not having a supportive administration when attempting to create change in local school systems. This article examines how one group of teachers perceived homophobia in their schools and how their administration impacted the …
Full Issue: Volume 4, 2011, Christopher Burkett
Full Issue: Volume 4, 2011, Christopher Burkett
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
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
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 …
Professional Development And American History Textbooks: A Case Study From Teachers' Perspective, Farzana Sultana, Robert Petrulis
Professional Development And American History Textbooks: A Case Study From Teachers' Perspective, Farzana Sultana, Robert Petrulis
Teacher Education Journal of South Carolina
This study investigates the influence of teachers' involvement in a grant-funded American history professional development process in their use of American history textbooks and other resources in their classrooms at primary and secondary school level. As a part of classroom observations in one school district, participant teachers were observed regarding the conduct of their history classes. Focus group interviews were conducted to collect in-depth qualitative data on their views regarding the usefulness of a range of teaching resources. The results suggest that participation in professional development classes had changed the types of resources the teachers used and the ways in …
Classroom Climate And Teacher Effectiveness: A Study Of Second-Grade Classrooms, Nancy Ratcliff, Cathy Jones, Emma Savage-Davis, Heather Sheehan, Gilbert Hunt
Classroom Climate And Teacher Effectiveness: A Study Of Second-Grade Classrooms, Nancy Ratcliff, Cathy Jones, Emma Savage-Davis, Heather Sheehan, Gilbert Hunt
Teacher Education Journal of South Carolina
This paper investigates the differences that exist between the climates in second-grade classrooms where teachers are perceived as needs improvement by their principals and in classrooms where teachers are perceived as strong by the same principals. Based on a comparative research design with quantitative analysis conducted during the fall semester of the 2008 school year, the study finds significant differences in classroom management, teacher and student interactions, questioning, and student time- on-task. Research findings provide implications to help improve both pre-service and in-service training of elementary school teachers.
Early Childhood Pre-Service Teachers' Perceptions Of Scientists At Work, Tenisha L. Powell, Susan Green
Early Childhood Pre-Service Teachers' Perceptions Of Scientists At Work, Tenisha L. Powell, Susan Green
Teacher Education Journal of South Carolina
Early childhood teachers play a vital role in creating young children’s perceptions about science and scientists. Stereotypical perceptions of scientists and science may be detrimental to young children because these beliefs limit the possibility that science is accessible to all. To assist children in broadening their thinking about science, teachers must first gain knowledge about their own beliefs and perceptions. Several researchers have found that "teachers tend to teach in the same ways in which they were taught when they were students" (Finson, Thomas & Pedersen, 2006). In this study, 33 early childhood pre-service teachers were asked to "draw a …
A Pilot Study: Capturing Online Dispositions And Summative Evaluation Of Educational Field Experiences, Michael H. Murphy, Gina Barton, Judith Neufeld
A Pilot Study: Capturing Online Dispositions And Summative Evaluation Of Educational Field Experiences, Michael H. Murphy, Gina Barton, Judith Neufeld
Teacher Education Journal of South Carolina
In 2009 the Department of Teacher Education at Lander University created a small collaborative assessment team to construct an online evaluation tool for their clinical candidates. The primary intent of the team was twofold. First, the team needed to create a single tool that reflected the Department of Teacher Education’s conceptual framework and that could capture data from teacher candidates, host cooperating teachers, and university supervisors, (stakeholders) in both the field and clinical experiences. Second, the team needed to create a database that would store candidates’ clinical data in a way that was easy to manipulate and aggregate in order …
How To Use Second Life® As A Teaching Strategy For Sexual Health Education, Fredanna A.D. M'Cormack, David P. Aguilar, John F. Yannessa, Chandrika F. Johnson
How To Use Second Life® As A Teaching Strategy For Sexual Health Education, Fredanna A.D. M'Cormack, David P. Aguilar, John F. Yannessa, Chandrika F. Johnson
Teacher Education Journal of South Carolina
The multi-user virtual environment (MUVE), known as Second Life (SL™) has been used extensively for educational purposes. Yet less studied are applications of this environment to health education topics. Equally lacking are clear instructions to guide the educator in both establishing this useful learning environment, and an application of the environment to educational topics that can be difficult to discuss face to face. The objectives for this manuscript include the development of an understanding of the technical parameters necessary to use Second Life, and methods to apply sexual health education content within the Second Life virtual world. The target audience …
Foreign Language-Immersion Education In South Carolina: Prospects, Kara D. Brown, Xiaohui Wu, Sarahi Paz
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.
Listening To Practicing School Principals: Re-Designing Principal Internships, Linda Anast-May, Barbara Chesler Buckner
Listening To Practicing School Principals: Re-Designing Principal Internships, Linda Anast-May, Barbara Chesler Buckner
Teacher Education Journal of South Carolina
According to a published report by the Southern Regional Education Board (SREB) entitled Good Principals Aren’t Born – They’re Mentored, “the sad state of many aspiring-principal mentoring programs is indefensible in an era when schools constantly need strong leaders, adept at strategies that motivate people and elevate achievement for all groups of students” (2007, p. 9). Principal mentoring has become important in the reform efforts to develop future educational leaders. This study focused on practicing principals’ perceptions of their own internship experiences and activities and the effectiveness of their mentorship. It is the desire of the authors that others might …
Toward Equity Pedagogy For School Mathematics: An Investigation Of Preservice Teachers' Conceptions, Delayne Y. Johnson
Toward Equity Pedagogy For School Mathematics: An Investigation Of Preservice Teachers' Conceptions, Delayne Y. Johnson
Teacher Education Journal of South Carolina
The purpose of this study was to investigate preservice teachers’ conceptions of equity in the context of school mathematics. Findings indicate that preservice teachers hold narrow conceptions of equity and require support from their teacher education programs in developing the knowledge-base and skills to be prepared to provide instruction that addresses extant disparities in diverse students’ mathematics experience, achievement, and performance. Considerations for integrating equity in mathematics teacher preparation are discussed.
Integrating Sustainability Into A Foundation Course In K-12 Teacher Education, Lorraine Dejong
Integrating Sustainability Into A Foundation Course In K-12 Teacher Education, Lorraine Dejong
Teacher Education Journal of South Carolina
The purpose of this article is to describe how a required foundation course in Human Development, taken by all students seeking K-12 teacher certification, integrated issues related to sustainability throughout the entire course. The article describes objectives, content topics, readings, assignments, and class activities that were added to the course to provide teacher candidates with ongoing opportunities to see connections between content related to human growth and development, teaching and sustainability. The adaptations reflect a basic belief that in order for future teachers to develop deep understanding and valuing for a sustainable earth, issues related to sustainability must be integrated …
Career Pathways: Accountability For Secondary Students With Learning Disabilities, Gayle Disney
Career Pathways: Accountability For Secondary Students With Learning Disabilities, Gayle Disney
Teacher Education Journal of South Carolina
The career pathways mandate in South Carolina schools is especially important for students with specific learning disabilities (SLD or LD). The majority of students with LD need extra support throughout the postsecondary planning process, a point that is often inadvertently overlooked by their teachers and support personnel. This paper will elaborate on the career preparation needs of high school students with LD; outline similarities in federal and state mandates regarding career awareness and preparation for students in South Carolina; and discuss the importance of collaboration in teacher education programs and in schools to prepare students with learning disabilities for transition …
Fertilizing Critical Thinkers With Questioning, Reflection, And Metacognition, Janis Mcwayne, Tracy E. Meetze, Shirley Carr Bausmith, Daljit Kaur
Fertilizing Critical Thinkers With Questioning, Reflection, And Metacognition, Janis Mcwayne, Tracy E. Meetze, Shirley Carr Bausmith, Daljit Kaur
Teacher Education Journal of South Carolina
At a southeastern liberal arts university, a qualitative research course was offered to graduate students who taught in a rural impoverished public school setting. The intent of the course was to teach them how to use qualitative methods to improve teaching and assessment of their students. There is a learning curve associated with fully implementing qualitative methods. Within a year after course completion, we interviewed the teachers individually and then conducted a focus group with all participants to learn how they were implementing and evaluating their qualitative skills. The findings revealed they have used qualitative methods to assist their students …