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Full-Text Articles in Teacher Education and Professional Development
Creating An Innovative College Classroom Learning Space For 66 Preservice Teachers, Robin Franklin, Jacquelynn Pleis
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 …
Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis
Systematic Literature Review Of Experiences And Supports For Students 45 With Autism Spectrum Disorder Post Hoc: Findings Regarding Diversity And Implications For Research And Educator Preparation, Eric J. López, Mariya Davis
Teacher Education Journal of South Carolina
The following post hoc analysis examines cultural and/or linguistic information from a previous systematic literature review of 24 studies investigating demographic information, encounters, assists and suggestions of study participants enrolled in post-secondary education institutions with autism spectrum disorder (ASD). The analysis and discussion of results appeal for the need to not only include and focus on diversity but to refocus on cultural consciousness. Implications and future directions for research and for educator preparation programs are proposed.
Conflict In Preparation And Practice: The Rationales Of Beginning Special 57 Educators In South Carolina, Adam W. Jordan
Conflict In Preparation And Practice: The Rationales Of Beginning Special 57 Educators In South Carolina, Adam W. Jordan
Teacher Education Journal of South Carolina
Special education remains a field experiencing a critical shortage of highly qualified teachers. As such, research in the field has often focused on teacher retention and cause for "burn out." In this study, the rationales, or formally written and expressed purposes, of seven teachers in either their first or second year of teaching in a public school in the state of South Carolina were explored. This qualitative descriptive study utilized three data points: 1). A written rationale produced across multiple assignments during the participant's undergraduate experience, 2). Analysis of a written or described lesson plan which the participant felt reflected …
Increasing Collaborative Experiences: Strengthening The Process And 41 Proficiency Of Student Learning Through Group Work, Miranda Sigmon
Increasing Collaborative Experiences: Strengthening The Process And 41 Proficiency Of Student Learning Through Group Work, Miranda Sigmon
Teacher Education Journal of South Carolina
During the 2020-2021 school year, many changes to coursework were necessary as a result of pandemic restrictions. In reflecting on personal teaching experiences, student learning outcomes, and student reflections, positive outcomes were identified as unintentional results of these changes. Two specific assignments from different literacy-focused courses are discussed and reflected upon in recognizing the overarching need and benefit of increasing collaborative practices within the higher education classroom. In both examples provided, it is clear that modifying assignments to be completed collaboratively provided increased student discourse and experiences beyond individual readings and assignments to extend students' development and application of content …
Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Community Health Workers In Schools: Suggestions For Special Education 24 And Teacher Education Programs, Eric J. López, Oscar J. Muñoz, Eva Menchaca-López
Teacher Education Journal of South Carolina
The following article will discuss the increase in the under-identification of special education students from culturally and linguistically diverse communities. A model is recommended that incorporates the use of community health workers, the skills and knowledge of culturally responsive practices and developing trusted relationships in assisting members from diverse communities to be informed about special education and special education services. Suggestions for training and teacher education programs are discussed.
An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright
An Investigation Of Diversity In Education: 30 Perspectives Of Undergraduate Pre-Service Educators, Tracey Hunter-Doniger, Barnie Howell, Hannah Baker, Olivia Ladines, Jay Scott, Izzy Smith, Kinandah Williams, Dennis Wright
Teacher Education Journal of South Carolina
This paper discusses the diversity in education through the perspectives of undergraduate pre-service educators at a Southeastern University in the United States. These preservice teachers investigated the disparities in the public education system, such as diversity, White supremacy, and classroom environment. This paper provides a comprehensive overview, and some possible solutions to reform education, to make it more equitable to all students. The pre-service teachers' voices are highlighted throughout the paper to bring in the rich discussions that continued throughout the research study.
Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis
Expert Roles Reconsidered: What Was Learned About The Mentor/Intern 4 Experience During A Global Pandemic, Courtney Clayton, Kristina Peck, Christy Irish, Melissa Wells, Janine Davis
Teacher Education Journal of South Carolina
In the early months of 2020, the United States was hit with a pandemic of global proportions. Schools, including universities, were forced to close all on-campus activities. The campus where we teach was no exception. Therefore, our interns (student teachers) went from face-to-face classroom internships to virtual internships. Over the summer, we decided to examine how virtual instruction impacted our interns' year of student teaching, knowing that instruction at all schools for their internship year was going to start virtually, and, for the foreseeable future, be virtual. We focused on our mentor teachers' perceptions of what their interns were experiencing …
Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner
Full Issue: Volume 15, Number 2, Summer 2022, Judith Collazo, Christine Leblanc, Timothy Lintner
Teacher Education Journal of South Carolina
This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.
Engaging The In-Person Student Online: Modifying Courses For Covid-19, Jennifer Zakrzewski
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.
The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren
The Role Of Syntax In North Carolina's Science Of Reading Policies, Melissa Wren
Teacher Education Journal of South Carolina
The purpose of this paper is to explain how a rich understanding of syntax has the potential to contribute to teacher agency within Science of Reading policies. This paper begins with a discussion of the relationship between the Science of Reading and North Carolina’s Excellent Schools Act of 2021. Next, existing literature related to syntax and literacy theories is discussed. This section is followed by an examination of how syntax is represented in competencies for preservice teachers and elementary students in North Carolina. After that, evidence-based practices to support syntax are explained. Finally, a discussion of how stakeholders may juxtapose …
Roadblocks To Retention In Teacher Education Programs, Tamara Pack, Tod Kenney, Carol Hoyle
Roadblocks To Retention In Teacher Education Programs, Tamara Pack, Tod Kenney, Carol Hoyle
Teacher Education Journal of South Carolina
This study reviewed student performance outcomes of two cohorts of preservice teacher candidates to identify the factors that contribute to attrition in a university teacher preparation program. A quantitative analysis of Grade Point Averages (GPAs) suggests that low grades in general education courses may negatively impact a candidate’s self-efficacy towards completing the high stakes testing requirement of the Praxis Core exam and therefore serve as early indicators. Proactive measures to address systemic roadblocks are shared.
Ensuring Excellence: Using Concept Maps To Evaluate Preservice Teacher Understanding Of Differentiated Instruction, Jeremy Lopuch, Debra Lockwood
Ensuring Excellence: Using Concept Maps To Evaluate Preservice Teacher Understanding Of Differentiated Instruction, Jeremy Lopuch, Debra Lockwood
Teacher Education Journal of South Carolina
The purpose of this investigation is to examine the usefulness of concept maps to assess course content knowledge for teacher candidates. Participants included undergraduate special education preservice students in a class on differentiation instructional strategies. A pretest and posttest design were used to administer concept maps as a form of differentiated assessment to teacher candidates in the course. Based on the results, the authors concluded concept maps were potentially a useful method to measure student knowledge. Implications and suggestions for future research will be discussed.
Parents Of Students With Disabilities' Perceptions Of At-Home District Support During The Covid-19 Crisis, Carol Hoyle, Matthew Collier, Nita Brewer
Parents Of Students With Disabilities' Perceptions Of At-Home District Support During The Covid-19 Crisis, Carol Hoyle, Matthew Collier, Nita Brewer
Teacher Education Journal of South Carolina
During the COVID-19 pandemic, special education instruction has been greatly impacted. Parents have faced numerous challenges as educational services became home-based. This study was designed to gather the experiences of parents or caregivers of students with individualized education programs (IEPs) provided home educational supports by their child’s school district during this pandemic. Qualitative and quantitative analysis were completed and the survey results are presented in order to assist educators as they modify and make plans for providing home/online instruction for students with IEPs.
Preservice Teachers' Perceived Self-Efficacy After Engaging In Mock Interviews, Robin K. Franklin, Justin Mitchell
Preservice Teachers' Perceived Self-Efficacy After Engaging In Mock Interviews, Robin K. Franklin, Justin Mitchell
Teacher Education Journal of South Carolina
This mixedmethods action research study examined the impact mock interviews had on pre-service teachers’ perceptions related to professional job interviewing when implemented within a college of education’s early childhood and elementary senior education methods block. Face-to-face mock interviews were added in hopes to enhance teaching methods in the College of Education’s undergraduate senior block and empower future educators toward excellence in the field of education. The results from the study included both quantitative Likert scale and qualitative constructed response survey items. After interpreting the quantitative and qualitative data separately, the researchers examined areas of intersection from the data to distill …
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
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 …
The Unlikely Outcome Of A Struggling Kindergartner: A Cognitive Rags-To-Riches Tale, Amanda M. Butler
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.
Family Home Connection In A Covid-19 World, Anna Brady, Jamia Richmond
Family Home Connection In A Covid-19 World, Anna Brady, Jamia Richmond
Teacher Education Journal of South Carolina
The purpose of this article is to address best practices for building home-school partnerships following the onset of the COVID—19 pandemic. The authors also discuss what teachers and schools can do to build trust and maintain strong communication with families during the COVID—19 pandemic and during virtual schooling. The authors draw upon their experiences as both educators and siblings of people with disabilities to share research-based strategies that can help teachers effectively partner with the families of their students.
Full Issue: Volume 15, Number 1, Fall 2021, Judy Beck, Susan Fernandez
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.
Teaching About The Industrial Revolution Using Local Landmarks: Engaging Students With Community History, Wren Bareiss, Rebecca Mueller, Ann Merryman
Teaching About The Industrial Revolution Using Local Landmarks: Engaging Students With Community History, Wren Bareiss, Rebecca Mueller, Ann Merryman
Teacher Education Journal of South Carolina
No abstract provided.
Full Issue: Volume 14, Number 2, Spring 2021, Judy Beck, Susan Fernandez
Full Issue: Volume 14, Number 2, Spring 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.
Using Icons To Create Online Course Cohesion, Lillian Reeves
Using Icons To Create Online Course Cohesion, Lillian Reeves
Teacher Education Journal of South Carolina
When attempting to make digital content more engaging, it can be challenging to know where to start. Drawing on the implementation practices of Dixson et al. (2016) and Livingston and Shaw (2019), this article shares the author's first experiences and reflections on using icons to create narrative course structure and offers suggested resources for bringing visually engaging icons to online learning environments.
Science Teaching Self-Efficacy: Experiential Learning For Middle Level Preservice Teachers, Michiko Mcclary, Hershell N. Proctor-Walden, Nathan Chaplin Iii
Science Teaching Self-Efficacy: Experiential Learning For Middle Level Preservice Teachers, Michiko Mcclary, Hershell N. Proctor-Walden, Nathan Chaplin Iii
Teacher Education Journal of South Carolina
The study aim was to determine whether participation in an experiential learning activity had an impact on preservice teachers' science teaching self-efficacy. Four preservice middle level mathematics and science teachers attending a small, private, four-year liberal arts, historically black college or university participated in the study. They attended a one-week STEM institute facilitated by subject matter experts to investigate and practice STEM pedagogical strategies. We used a mixed-methods design incorporating quantitative (pre-post survey comparisons) and qualitative data (reflection essays and a focus group) to examine the impact of participating in an experiential learning activity on preservice teachers' preparation to teach …
A Matter Of Time: Rethinking The Rti Process For English Language Learners, Eric J. López, Mariya T. Davis
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.
Preparing Culturally Responsive Teachers: Preservice Teacher Attitudes Toward Linguistic Diversity In The Classroom, Winston Vaughan
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.
Learning To Think Fast And Slow: The Impact Of A Cognitive-Based Curriculum For An Introductory Education Course, Austin M. Hitt Ii
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 …
Teaching Planning Strategies To Elementary Students: Implications For Educators, Melissa Martin
Teaching Planning Strategies To Elementary Students: Implications For Educators, Melissa Martin
Teacher Education Journal of South Carolina
The purpose of this study was to examine the writing achievement [as measured by the Test of Written Language-IV (TOWL-4); Hammill & Larsen, 2009], and writing fluency (as measured by Total Words Written) of at-risk elementary students (N = 61). Researchers also examined the types of planning strategies employed by participants. Based on standardized scoring procedures of the TOWL-IV, results suggest students demonstrated average writing abilities. Further analyses suggest that students sampled had a lower writing fluency than national writing norms. Analyses of planning strategies indicated a majority of students (54%) showed some evidence of planning during the prewriting stage …
Comparing Face-To-Face And Distance Supervision: Examining The View Of Teacher Candidates, Nicole M. Uphold
Comparing Face-To-Face And Distance Supervision: Examining The View Of Teacher Candidates, Nicole M. Uphold
Teacher Education Journal of South Carolina
This study examined teacher candidates' perceptions of face-to-face and distance supervision. Teacher candidates enrolled in a multicategorical special education preparation program participated in both face-to-face and distance supervision of their teaching at their field experience. Teacher candidates preferred the face-to-face supervision. Challenges to distance supervision and suggestions for overcoming these will be discussed in this paper.
Difficult Discussions: Critical Conversations As A Culturally Sustaining Teaching Practice In The College Classroom, Crystal Glover, Sherell Fuller
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. …
Seeing Is Believing: Repeated Reading And Video Self-Modeling To Improve Reading, Jeremy Lopuch
Seeing Is Believing: Repeated Reading And Video Self-Modeling To Improve Reading, Jeremy Lopuch
Teacher Education Journal of South Carolina
The purpose of this article is to describe the procedures of repeated reading and video self-modeling to improve reading outcomes for struggling students. An illustrated case study will be used to outline the individual steps of the intervention package. Information is also provided so teachers can evaluate the effectiveness of the procedures with individual students.
Full Issue: Volume 13, Number 1, Fall 2019, Julie Jones
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.