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Full-Text Articles in Teacher Education and Professional Development
Gamification And Game Mechanics In The Classroom: Most Enjoyable 55 Elements To Students, Jennifer Zakrzewski
Gamification And Game Mechanics In The Classroom: Most Enjoyable 55 Elements To Students, Jennifer Zakrzewski
Teacher Education Journal of South Carolina
Engaging students continues to be a struggle in education regardless of whether it is in the K-12 sector of the college classroom. In recent years, gaming has become more prevalent in education, but often these games are one-time or stand-alone. This article looks at gamification and the incorporation of a multitude of gaming elements to determine which elements increase motivation of students the most. Participants included a convenience sample from a Technology for Teacher's course required by the university. Data were collected through a pre and post-survey. Results from the study show that the social aspect of engaging with others …
Authentic Assessment Using Concept Mapping In Multiple Modes Of Instruction For A Special Education Teacher Education Course, Jeremy Lopuch, Christopher O'Brien
Authentic Assessment Using Concept Mapping In Multiple Modes Of Instruction For A Special Education Teacher Education Course, Jeremy Lopuch, Christopher O'Brien
Teacher Education Journal of South Carolina
The purpose of this study was to investigate the utility of concept maps to evaluate the depth of inquiry and knowledge for pre-service educators. Participants included undergraduate general education teacher candidates enrolled in an introductory special education course. Through the use of a pretest and posttest design, the authors collected quantitative and qualitative data using concepts to evaluate teacher candidate knowledge. Based on the results, the authors concluded concept maps were a practical tool to estimate essential conceptual knowledge. Implications and suggestions for future research will be discussed.
What Keeps Early-Career Special Education Teachers Going?, Matt Collier, Carol Hoyle, Amanda Walkup
What Keeps Early-Career Special Education Teachers Going?, Matt Collier, Carol Hoyle, Amanda Walkup
Teacher Education Journal of South Carolina
Our educational system continues to grapple with significant special education teacher job satisfaction, burnout, and attrition. While studies have identified factors related to burnout and attrition, there are not many studies focused upon identifying factors related to teacher success and retention. This study sought to identify such factors through qualitative analysis of surveys and interviews of graduates from a Southeastern university from 2016-2021. Identified factors included: support from others; support from self; support from the love of one's students; a general overload of work expectations; and eventual movement from special education teaching to a special education-related field.
Work-Life Balance (Wlb): Findings From Educators, Tena B. Crews, Tiffany M. Bordonada, Kelly Wilkinson
Work-Life Balance (Wlb): Findings From Educators, Tena B. Crews, Tiffany M. Bordonada, Kelly Wilkinson
Teacher Education Journal of South Carolina
Educators responded to a Work-Life Balance (WLB) survey which included the categories of workplace, wellness, self, and family. Survey results were analyzed using factor analysis and Spearman's Rho correlation coefficient. Females were more committed to work responsibilities, stressed about their workplace, and better at setting priorities. Males experienced more stress related disorders. A positive correlation resulted between wellness and workplace balance. Findings also indicated that administrators' behaviors appear to have a positive impact on educators' abilities to balance work responsibilities and personal lives.
Strategies To Empower General Education Teachers In The Individualized Education Program (Iep), Jeremy Lopuch, Mary Anne Fleury
Strategies To Empower General Education Teachers In The Individualized Education Program (Iep), Jeremy Lopuch, Mary Anne Fleury
Teacher Education Journal of South Carolina
Participation of general education teachers in the individualized education program is essential to maintain a successful inclusive program for students with disabilities. However, general education teachers often report a lack of engagement and agency in the process. The purpose of this article is to provide several tools to increase general educators' ownership of the IEP process to lead toward the success of students with disabilities within their classrooms.
Full Issue: Volume 17, Number 1, Summer 2024, Judith Collazo, Timothy Lintner
Full Issue: Volume 17, Number 1, Summer 2024, 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.
Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman
Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman
Teacher Education Journal of South Carolina
Throughout history, people of color have been misrepresented in different aspects of American life. The representation of people of color (POC) in American history has been discussed and criticized for decades (Chaudri & Schau, 2016; Giarrizzo, 2012). One educational tool that remains at the forefront of the issue is the textbook. American history textbooks influence students' perceptions and attitudes about history. Many students are taught American history with textbooks that include a limited narrative (Chaudri & Schau, 2016). When student access and learning tools are limited and disconnected from reality, we see the effects of misrepresentation and the cycle that …
A Call For Reorienting Joy In Educative Spaces, Benjamin Parker, Kathryn E. Parker
A Call For Reorienting Joy In Educative Spaces, Benjamin Parker, Kathryn E. Parker
Teacher Education Journal of South Carolina
In this manuscript, the authors examine the field of education's extended preoccupation with dreadful narratives. A qualitative analysis of educational research proposals is used to illustrate the limited representation of joy in scholarly research around educational spaces. Consideration is given to the roles that educational research and teacher preparation play in perpetuating deficit narratives and possible ways to reframe both the conversations we have around education as well as the field itself. Using Positive Psychology as an exemplar model, this manuscript calls for teacher educators to thoughtfully use joy as a construct in the preparation of future educators.
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, …
Classroom Management Scenarios: From Theory To Practice, William Gary Cole
Classroom Management Scenarios: From Theory To Practice, William Gary Cole
Teacher Education Journal of South Carolina
This article presents a powerful and engrossing method for engaging pre-service teachers in meaningful discussions about classroom management. The author details the use of perspective-taking scenarios, which are short vignettes based on real-life classroom management dilemmas faced by teachers. Processes for encouraging deep, transformative discussions and tips for writing classroom management scenarios are described. The author postulates that pre-service teachers can become more confident and capable classroom managers by hosting lively and wide-ranging discussions about actions to take when faced with specific classroom management situations.
Religion And The Public Schools: Guidelines For South Carolina Teacher Educators And Principals, Michelle Román, Thomas Mcdaniel
Religion And The Public Schools: Guidelines For South Carolina Teacher Educators And Principals, Michelle Román, Thomas Mcdaniel
Teacher Education Journal of South Carolina
This article examines past and current legal cases relating to the Constitution's First Amendment's requirements for public schools in the area of religion. As a follow-up to the article we published in the fall issue of this journal titled "The First Amendment Goes to School," it also offers guidance to school administrators and teacher educators in South Carolina to help them comply with these legal requirements for educators now established by court rulings. Landmark and other cases are used to define both the freedoms and limits to those freedoms for educators and their students.
The Influence Of Flexible Seating On College Students' Comfort And Engagement Levels, Robin Franklin, Jacquelynn Pleis
The Influence Of Flexible Seating On College Students' Comfort And Engagement Levels, Robin Franklin, Jacquelynn Pleis
Teacher Education Journal of South Carolina
Considering upgrades and changes in seating and physical design within the college classroom is often challenging in higher education. When designing a dedicated learning space at the university level, collaboration areas with flexible seating options should be considered a priority (Hare & Dillon, 2016). According to Burgeson (2017), providing flexible seating options K-12 within a student-centered approach to teaching and learning increases student engagement when given the choice of seating options. The researchers wondered if that would be true for college-level students and designed an action research study to understand this phenomenon. Student choice and voice were critical elements of …
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.
Building Individual Relationships With Students In Today's Classrooms, Kelley Mayer White, Katie Swart
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, …
It's A Team Effort: Building Teacher Resilience In Pre-Service Teachers, Lindsay M. Simmons, Kimberly Mccuiston
It's A Team Effort: Building Teacher Resilience In Pre-Service Teachers, Lindsay M. Simmons, Kimberly Mccuiston
Teacher Education Journal of South Carolina
The authors address the role institutions of higher education play in building teacher resilience among pre-service teachers. Within teacher preparation programs, there are opportunities for pre-service teachers to learn skills and strategies that build teacher resiliency. Embedding opportunities in coursework and field experiences, the institution of higher education can scaffold the skills and strategies that promote self-advocacy, leading to teacher resiliency. Additionally, the authors discuss how ongoing professional development and effective mentoring can contribute to teacher retention.
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.
Cooperating Teacher Interjection In Student Teacher Lecture: The Purpose Of Interruption, Suzanne Horn, Kristal Curry
Cooperating Teacher Interjection In Student Teacher Lecture: The Purpose Of Interruption, Suzanne Horn, Kristal Curry
Teacher Education Journal of South Carolina
Using lecture is a standard method of teaching that offers students information the teacher would like the whole class to know. In this study, the researchers examined student teachers' lecture transcripts and identified when and why cooperating teachers inserted themselves into their lessons. The researchers used Post's (2007) work as the conceptual framework to analyze insertions by the cooperating teacher. This topic was investigated by the researchers who are faculty in the teacher education department after several student teachers reported that cooperating teachers were inserting themselves into the lessons they were teaching. As teacher educators, we wanted to explore how …
Teacher Mentoring And Teacher Well-Being, Kayla D. King, Keonya C. Booker
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 …
The Center For Educator Recruitment, Retention, & Advancement's Active Programs To Support The Growth And Promotion Of Teacher Educators In South Carolina, Lindsay M. Simmons, Polly G. Haselden, August Stelzer
The Center For Educator Recruitment, Retention, & Advancement's Active Programs To Support The Growth And Promotion Of Teacher Educators In South Carolina, Lindsay M. Simmons, Polly G. Haselden, August Stelzer
Teacher Education Journal of South Carolina
The Center for Educator Recruitment, Retention, & Advancement (CERRA) is currently the oldest program of teacher recruitment in the United States. It was established in 1985 by the Commission on Higher Education based on concerns of South Carolina's teacher supply and a need for a centralized place to recruit teachers. The mission of CERRA is to recruit, retain, and advance South Carolina Educators (CERRA, 2022). Currently, the nation faces a critical shortage of male and minority educators, as well as academically gifted students who are attracted to pursuing a degree in the field of education. CERRA is an established program …
Proficiency And Pedagogy: Preparing Preservice Teachers Of Early Literacy By Uncovering Knowledge Gaps While Developing Effective Teacher Practices, Miranda Sigmon
Teacher Education Journal of South Carolina
There is a push within literacy education for strengthening explicit phonics instruction. State- level training and legislation have been implemented to provide teachers with professional development to deepen their understanding of phonics and expand effective instructional practices for explicit phonics instruction. This same training is needed within university programs training pre-service teachers. Within the early literacy methods course, undergraduate teaching majors learn about phonics skills as one component of effective literacy instruction. Pre-assessment data collected on phonics skills provided insight for teaching needs. After teaching lessons on phonics skills and explicit phonics instruction for multiple weeks, students were assessed on …
Full Issue: Volume 16, Number 2, Summer 2023, Judith Collazo, Christine Leblanc, Timothy Lintner
Full Issue: Volume 16, Number 2, Summer 2023, 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.
Creating A Teacher Preparation Diversity, Equity, And Inclusion Course: Three Assessments For Effective Instruction., Mary-Celeste Schreuder, Lauren Adams
Creating A Teacher Preparation Diversity, Equity, And Inclusion Course: Three Assessments For Effective Instruction., Mary-Celeste Schreuder, Lauren Adams
Teacher Education Journal of South Carolina
In January of 2022, I (Mary-Celeste) walked into the first meeting of EDUC 210: Communication in Diverse Classrooms, a required course for education majors. I asked the 30 students to complete a Google survey with questions related to their own identities and beliefs about teaching for diversity. A hush fell over the class as each student worked through the survey. After a few minutes, one young woman raised her hand to ask me a question. She was confused about the survey question asking how she identified her sexuality – offered answers included heterosexual, gay, lesbian, pansexual, etc. She pointed to …
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
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 …
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.
The First Amendment Goes To School: Guidelines For Public School Administrators, Michelle Román, Thomas R. Mcdaniel
The First Amendment Goes To School: Guidelines For Public School Administrators, Michelle Román, Thomas R. Mcdaniel
Teacher Education Journal of South Carolina
This article examines past and current legal cases relating to the importance of the Constitution's First Amendment for public schools and offers guidance to school administrators and teacher educators in South Carolina to help them comply with requirements pertinent to this Amendment. Landmark and other cases are used to define both the freedoms and limits to those freedoms for educators. Three guidelines outline specific administrator responsibilities derived from state laws and court rulings.
More Resilient Than I Thought: Examining The Stress Of Teaching Through Covid-19, Rebecca Mueller
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 …
The Influence Of Induction Programs On Novice Teacher Retention, Kate Colwell, Timothy R. Nelson
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 …
Preparing To Teach For Social Justice: An Analysis Of Preservice Teachers' Beliefs, Winston E. Vaughan
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.
Teaching In The Pandemic: What Best Practices Have We Learned From Teacher Educators To Facilitate Students' Learning?, Nan Li, Courtney Howard
Teaching In The Pandemic: What Best Practices Have We Learned From Teacher Educators To Facilitate Students' Learning?, Nan Li, Courtney Howard
Teacher Education Journal of South Carolina
The COVID 19 pandemic as a global crisis brought an extraordinary challenge to all walks of life, including teaching and learning. A particular challenge was the sudden shift from face-to-face instruction to teaching online (Hodges et al., 2020; Houlden & Veletsianos, 2020; Rapanta et al., 2020). This paper discusses key findings from a qualitative survey study. The purpose was to determine the best pedagogies for online learning that we have ascertained from the unprecedented process of swiftly changing from face-to-face learning to online in educator preparation programs. Some best practices are discussed considering the findings.
Full Issue: Volume 16, Number 1, Winter 2022, Judith Collazo, Christine Leblanc, Timothy Lintner
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.