Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development Commons™

Open Access. Powered by Scholars. Published by Universities.®

Discipline
Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 511 - 540 of 29309

Full-Text Articles in Teacher Education and Professional Development

Copyright Information Mar 2026

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

Go to article

Interview With Orca Award Winner David Forsythe, Unl Political Science; International Human Rights, Mark A. Griep, David Forsythe Mar 2026

Interview With Orca Award Winner David Forsythe, Unl Political Science; International Human Rights, Mark A. Griep, David Forsythe

UNL ORCA Interview Series

Prof. David Forsythe was awarded the ORCA in 1982. He was born in North Carolina and earned a bachelor’s in political science from Wake Forest University in Winston-Salem. Next, he earned a master’s and doctorate in Politics from Princeton University in New Jersey. In 1973, he joined UNL as an associate professor of political science and was soon promoted to full professor. In 1993, he became chair of his department and received the Charles J. Mach Distinguished Professorship of Political Science. He has authored, co-authored, or edited about 30 books on was International Human Rights, Law, and Politics, and has …

Go to article

From The Editors..., Thomastine Sarchet-Maher Mar 2026

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Go to article

Call For Manuscripts, Thomastine Sarchet-Maher Mar 2026

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Go to article

Interview With Orca Award Winner David Hage, Unl Chemistry; Drug-Protein Interactions, Mark Griep, David Hage Mar 2026

Interview With Orca Award Winner David Hage, Unl Chemistry; Drug-Protein Interactions, Mark Griep, David Hage

UNL ORCA Interview Series

Prof. David Hage was awarded the ORCA in 2018. He was born in La Crosse, Wisconsin, and earned a bachelor’s in chemistry at the University of Wisconsin in La Crosse. Next, he earned a doctorate from Iowa State University and did postdoctoral work at the Mayo Clinic in Rochester, Minnesota. In 1989, he joined UNL as an assistant professor of chemistry and quickly rose through the ranks. He has won many awards and, for the past 13 years, has been the James Hewet University Professor of Chemistry. Allow me to share some remarkable facts about Dave before we get into …

Go to article

Teaching Experience And Burnout During Remote Learning, Tony Durr, Nicole Graves, Patrick D. Hales Mar 2026

Teaching Experience And Burnout During Remote Learning, Tony Durr, Nicole Graves, Patrick D. Hales

Mid-Western Educational Researcher

During the spring of 2020 many K-12 teacher were forced to transition their classes to remote learning environments. This study examines the extent to which teaching experience related to symptoms of burnout reported by teachers when switching instruction to remote learning during the COVID-19 pandemic. Results indicated that years of teaching experience was a significant predictor of the emotional exhaustion component of burnout, with mid-career (β = 0.966, p ≤ .001) and veteran teachers (β = 1.085, p ≤ .01) reporting significantly higher levels of emotional exhaustion compared to novice teachers. These results indicate that novice teachers experienced less burnout …

Go to article

Self-Study In Learning And Teaching The Pythagorean Theorem, Julia Podolskiy, Ayse Ozturk Mar 2026

Self-Study In Learning And Teaching The Pythagorean Theorem, Julia Podolskiy, Ayse Ozturk

Knowledge and Creativity Expo

Old Dominion University undergrad student Julia Podolskiy performed self-study research on learning and teaching the Pythagorean Theorem. The poster provides purpose, methods, results, and future directions on how Julia Podolskiy's knowledge on the Pythagorean Theorem has improved over the course of a semester and how she plans to implement the theorem to her teaching.

Go to article

What Do Preservice Teachers Know About The Scoring And Interpretation Of A Reading Fluency Assessment?, Miranda L. Sigmon, Jeremy Lopuch Mar 2026

What Do Preservice Teachers Know About The Scoring And Interpretation Of A Reading Fluency Assessment?, Miranda L. Sigmon, Jeremy Lopuch

Teacher Education Journal of South Carolina

Literacy instruction is a crucial topic in preparing future educators. Literacy skills are a continued concern as reported by the nation's proficiency scores (NAEP, 2024). Teacher preparation regarding effective literacy instruction should involve literacy assessment, including the purpose, administering, scoring, and interpretation of assessment data. This study addressed the following question: what is preservice teachers' knowledge, accuracy in scoring, and analysis of results for a reading fluency assessment? Participants learned about oral reading fluency (ORF) assessment, practiced administering and scoring, and noted strengths and weaknesses of assessment data from a recorded second-grade assessment. Results show understanding of the assessment tool …

Go to article

Stoicism For Teacher Well-Being, Jessica L. Richardi Mar 2026

Stoicism For Teacher Well-Being, Jessica L. Richardi

Teacher Education Journal of South Carolina

An approach to improving educator retention is to promote teacher well-being. The ancient Greek philosophy of Stoicism is an apt resource for teachers to mine for tools to maintain emotional equanimity. Stoic principles underlie modern cognitive behavioral therapy, and recent studies examining the relationship between stoic attitudes and wellness have yielded promising results. Importantly, Stoicism is accessible, practical, and adaptable to teachers' needs. While Stoicism cannot eradicate the very real challenges teachers face day-to-day, adopting stoic practices can help individual educators protect their well-being while on the job.

Go to article

Pre-Service Teacher Perceptions, Katie Swart Mar 2026

Pre-Service Teacher Perceptions, Katie Swart

Teacher Education Journal of South Carolina

Several studies over the past five decades have shown that when families are involved in their child's education, it improves academic achievement (Barger et al., 2019). Beyond academic achievement, family and community engagement is also associated with better behavior, increased attendance and graduation rates, social skills, and mental health (Hiatt-Michael, 2001). Educator preparation programs (EPPs) can play a vital role in shaping pre-service teachers' knowledge, attitudes, beliefs, and values (Darling-Hammond & Baratz-Snowden, 2007). Moreover, researchers claim that teachers' beliefs are among the most important predictors of their classroom behaviors and practices (Buchanan et al, 1998; Vartuli, 1999). As such, pre-service …

Go to article

Lessons Learned From Field Experiences Of Special Education Preservice Teachers During A Pandemic, Rhonda D. Miller, Meaghan S. Avery, Nicole Uphold, Jamia Thomas-Richmond Mar 2026

Lessons Learned From Field Experiences Of Special Education Preservice Teachers During A Pandemic, Rhonda D. Miller, Meaghan S. Avery, Nicole Uphold, Jamia Thomas-Richmond

Teacher Education Journal of South Carolina

Field experiences provide opportunities for preservice teachers to apply instructional procedures and theories in authentic classroom settings (Leko & Brownell, 2011). The ever-changing landscape of public school classrooms makes teacher preparation a challenge. In this study, ten participants, special education preservice teachers (PSTs) in the semester before student teaching, recorded their experiences from their field experiences during a pandemic. We explored the types of activities that PSTs engaged in, the challenges that they faced, and lessons that were learned as a result of the experience. Results showed a reduced number of hours in the field, challenges with instructional practices and …

Go to article

Using Constructivist Practices To Build Preservice Teachers' Understanding Of Personalized, Competency-Based Learning, Lindsay Yearta, Lisa Harris, Julia Wilkins, Christine Lotter Mar 2026

Using Constructivist Practices To Build Preservice Teachers' Understanding Of Personalized, Competency-Based Learning, Lindsay Yearta, Lisa Harris, Julia Wilkins, Christine Lotter

Teacher Education Journal of South Carolina

As teacher educators, we have always been certain of the active, iterative nature of learning, and we strive to facilitate experiences that allow our preservice teachers to learn in robust, authentic ways. When, three teacher educators from three universities situated in a southeastern state and one education associate from a state department of education, started working together in the fall of 2022 with the desire to help our preservice teachers better understand personalized, competency-based learning (PCBL), we knew how important it would be to center our learners and, in doing so, facilitate active, reflective learning experiences for them...

Go to article

Highlighting Leadership Competencies On Principal Practices In A Rural School District, Shannon Goodacre, Jeremy Watts Mar 2026

Highlighting Leadership Competencies On Principal Practices In A Rural School District, Shannon Goodacre, Jeremy Watts

Teacher Education Journal of South Carolina

The purpose of this research was to describe how high school principals in rural, high-performing high schools in Fee County Schools practice leadership to promote a positive school environment. The emphases on high-performing schools and a rural school district are inclusive to why these leaders were chosen. Assuming the leaders who influence the learning environment in these schools could be considered experts, the researchers endeavored to understand what these experts notice about their leadership methods that positively affect the learning environment. The goal of the study was to determine what skills high school principals employ to promote a positive learning …

Go to article

Using Concept Maps And Reflective Narratives As Authentic Assessment Of Readiness For Inclusive Classrooms, Jeremy Lopuch, Christopher O'Brien, Debra Lockwood, Sequita Lipscomb Mar 2026

Using Concept Maps And Reflective Narratives As Authentic Assessment Of Readiness For Inclusive Classrooms, Jeremy Lopuch, Christopher O'Brien, Debra Lockwood, Sequita Lipscomb

Teacher Education Journal of South Carolina

The purpose of this study was to continue a line of inquiry into the usefulness of quantitative and qualitative analyses and interpretations of concept maps for assessing preservice teacher candidates' knowledge of inclusive teaching. Specifically, there is little published data on the qualitative analysis of concept maps measuring instructional knowledge and skills associated with teaching in inclusive classrooms. Using a convenience sample of 13 teacher candidates enrolled in a teacher education program, participants were asked to create a concept map of their knowledge about students with disabilities and a reflective narrative statement on the first and last day of the …

Go to article

Dare We Imagine The Future Of Scate?, Benjamin Parker Mar 2026

Dare We Imagine The Future Of Scate?, Benjamin Parker

Teacher Education Journal of South Carolina

As the newly elected President of the South Carolina Association of Teacher Educators, I have troubled myself with the task of communicating my vision for the future of our organization. It is with great honor and respect for those who have forged the path to our present state that I ask that we collectively endeavor to imagine how a united and energized group of educational experts can positively affect change by embracing a mantra of, “what if?”. In service of that goal, I humbly ask you for two things; an open-mind toward the usefulness of futurism as an orienting approach …

Go to article

Full Issue: Volume 19, Number 1, Winter 2025, Judith Collazo, Suzanne Horn Mar 2026

Full Issue: Volume 19, Number 1, Winter 2025, Judith Collazo, Suzanne Horn

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

Go to article

Ideas And Activities For Strengthening Multilingual Learners' Academic Vocabulary, Jennifer Altieri Mar 2026

Ideas And Activities For Strengthening Multilingual Learners' Academic Vocabulary, Jennifer Altieri

Teacher Education Journal of South Carolina

Research suggests that while the number of multilingual students in schools is growing, there continues to be an achievement gap. Often, the difficulty is related to reading comprehension and, more specifically, vocabulary. Given the fact that academic language takes longer to develop than social language skills, it is important that multilingual learners receive additional support related to developing academic language. Content-specific vocabulary development plays a key role in academic language. This article discusses the types of vocabulary terms that are important to teach, suggestions for ways to create a classroom environment conducive to developing the terms, and specific activities which …

Go to article

From Childhood Reads To Classroom Needs: Reading, Identity, And Emotional Navigation Of A Black Woman Scholar In Education, Samantha Asbury Mar 2026

From Childhood Reads To Classroom Needs: Reading, Identity, And Emotional Navigation Of A Black Woman Scholar In Education, Samantha Asbury

Teacher Education Journal of South Carolina

This qualitative study examines how a Black woman college student navigates academic stress, racialized gender expectations, and emotional well-being in a predominantly White Education program. Using Critical Race Theory, the study explores how identity-affirming reading practices and intentional social media boundaries serve as both resistance and survival strategies. Findings reveal how systemic marginalization demands emotional labor from Black women while also highlighting their resilience, agency, and creative coping strategies. The study calls for more culturally responsive practices that nurture rather than diminish marginalized students' voices and wellbeing.

Go to article

From Third Grade To The State House: An Interview With Mr. Craig King, Rebecca Raab Mar 2026

From Third Grade To The State House: An Interview With Mr. Craig King, Rebecca Raab

Teacher Education Journal of South Carolina

This interview with SCATE member Mr. Craig King—former third-grade teacher, advocate, public speaker, and founder of Craig King Group—offers a powerful exploration of what it means to lead through service in today's educational landscape. Mr. King currently serves as the Columbia College Call Me MiSTER Site Coordinator and the Director of Teacher Leadership for the Palmetto State Teachers Association (PSTA), where he mentors aspiring educators and champions teacher voices at the local and state levels. Recently named one of South Carolina's "12 Black Leaders to Know." In this conversation with Dr. Rebecca Raab, Mr. King underscores the importance of teacher …

Go to article

Pre-Service Teachers’ Academic Success: Paying Attention To The Importance Of Basic Literacy Skills For Future Teachers, Nan Li, Jada Williams Mar 2026

Pre-Service Teachers’ Academic Success: Paying Attention To The Importance Of Basic Literacy Skills For Future Teachers, Nan Li, Jada Williams

Teacher Education Journal of South Carolina

The A-Nation-at-Risk report in 1983 shocked the nation. This report was an open letter to the American public. "America as a nation is at risk and that our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world" (Park, 2022, p. 9). An important reason was that American students lagged behind the P-12 students of other nations in the third international literacy competition. The U.S students were ranked lower than 40 other nations.

Go to article

Technology In The Classroom: Opportunity Or Obstacle?, Amariya Benson, Kinzly Cohen, Gretchen Whitman Mar 2026

Technology In The Classroom: Opportunity Or Obstacle?, Amariya Benson, Kinzly Cohen, Gretchen Whitman

Teacher Education Journal of South Carolina

The issue of technology in the classroom holds much significance because technology is continuing to advance at a rapid pace. As it is being woven more and more into the fabric of classroom learning, its impact is becoming increasingly profound. This growing integration needs to be studied because it brings up significant questions regarding the most effective ways to support and enhance the learning process with each new digital advancement...

Go to article

Teacher Retention: Supporting New Teachers, Kathy Sobolewski, Amanda Butler, Jennifer Zakrzewski Mar 2026

Teacher Retention: Supporting New Teachers, Kathy Sobolewski, Amanda Butler, Jennifer Zakrzewski

Teacher Education Journal of South Carolina

Our nation is undergoing a severe shortage of teachers. According to Think Impact, K-12 classroom teachers are the most burned out in comparison to every other profession, with about 40% of teachers leaving the education field in the first five years (Craft, 2024). Starrett et al. (2023) identified school factors such as dissatisfaction with the school administration, work-life balance, and school discipline problems as reasons for teachers to choose a second career. The researchers also found that class size and limited autonomy are strongly associated with emotional exhaustion, thus contributing to teachers exiting the field...

Go to article

The Teachers Are Gritty, Austin M. Hitt, Suzanne Horn Mar 2026

The Teachers Are Gritty, Austin M. Hitt, Suzanne Horn

Teacher Education Journal of South Carolina

In this study, researchers explored whether the GRIT survey (Duckworth, 2016), predicted whether teacher education students would be successful in their program of study and student teaching. The GRIT survey was used to judge if West Point students would succeed in graduating from their program. Through quantitative analysis, the researchers found in this study that teacher education students who were in their final year of education were gritty. Students with high grit accomplished their goal of graduating and receiving a license to teach. The students with high grit were also successful on the instrument (state rubric) that measured their teaching …

Go to article

Does Story Time Matter?, Stacy Burr, Emma Wells Davis Mar 2026

Does Story Time Matter?, Stacy Burr, Emma Wells Davis

Teacher Education Journal of South Carolina

Four decades ago, author Harry Allard captivated young readers through his classic book, Miss Nelson is Missing! Miss Nelson was a young teacher whose students took advantage of her calm demeanor and nice nature, which in turn, summoned her inverse, Ms. Viola Swamp, the meanest substitute teacher in the world. Just as the adored Miss Nelson mysteriously vanished, another essential component of classrooms has slowly diminished. This missing piece, reading aloud to students, is a vitally important element of literacy instruction, paving the path to academic success...

Go to article

Full Issue: Volume 18, Number 2, Spring 2025, Judith Collazo, Suzanne Horn Mar 2026

Full Issue: Volume 18, Number 2, Spring 2025, Judith Collazo, Suzanne Horn

Teacher Education Journal of South Carolina

This file contains the full issue of TEJSC, including front matter, table of contents, editorial notes, and articles.

Go to article

Confessions Of A School Nerd: A Chat With Dr. Susan Fernandez, Rebecca Raab Mar 2026

Confessions Of A School Nerd: A Chat With Dr. Susan Fernandez, Rebecca Raab

Teacher Education Journal of South Carolina

The topic of book bans has become a common discussion point, as schools and districts field an increasing number of complaints and challenges to the books students can access in school libraries. In South Carolina, book reviews and subsequent removal of selected books by school leaders have turned into a routine experience. However, starting in the fall semesters schools and school districts in the state also have the potential to have books removed as part of a state panel's book review process. Previously these decisions were made only by the school and district. Through these school, county, and new state-level …

Go to article

Banned Books And The Impact On K-12 Classroom Teaching, Suzanne Horn, Kristal Curry, Anthony Setari Mar 2026

Banned Books And The Impact On K-12 Classroom Teaching, Suzanne Horn, Kristal Curry, Anthony Setari

Teacher Education Journal of South Carolina

Desiree Lewis, a second-grade teacher at Marshall Elementary School in Orangeburg, South Carolina, embodies the spirit of mentorship and excellence in education. A proud graduate of Claflin University and South Carolina State University, she has remained deeply connected to her roots, teaching in the same school she attended as a child. Recently honored as a SCATE Cooperating Teacher of the Year, Desiree's passion for shaping the next generation of educators shines through her work with student teachers. In this interview, Desiree reflects on her own educational journey and the critical role cooperating teachers play in preparing future educators. Her insights …

Go to article

The Power Of Mentorship: Lessons From A Scate Cooperating Teacher Of The Year, Rebecca Raab Mar 2026

The Power Of Mentorship: Lessons From A Scate Cooperating Teacher Of The Year, Rebecca Raab

Teacher Education Journal of South Carolina

Augmentative and alternative communication (AAC) is vital for students with complex communication needs, but its success in classrooms requires collaboration between AAC users, educators, and speech-language pathologists (SLPs). This review examines existing literature on AAC integration through SLP-educator collaboration, addressing barriers and strategies for effective implementation. An extensive literature search identified 16 studies on AAC and SLP-educator collaboration highlighting barriers, facilitators, and strategies to improve the partnerships, enhancing AAC use in classrooms. Successful AAC integration requires robust collaboration, and future research should focus on targeted interprofessional training and evaluating the impact of improved collaboration on AAC outcomes in classrooms.

Go to article

Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success, Alexis Lawton Mar 2026

Boosting Aac Use: A Scoping Review Of Collaborating With Educators For Classroom Success, Alexis Lawton

Teacher Education Journal of South Carolina

Specific studies on South Carolina teachers showed that reasons for declining teacher retention and recruitment include concerns about low salary, school-level issues, and working conditions (Devers, Duyar, & Buchanan, 2024; South Carolina Teacher Retention Study, 2020; South Carolina Teacher, 2023). Even though teacher health has a significant impact on teacher retention (Casely-Hayford, et al., 2022), it is not present in discussions of teacher working conditions (Merrill, 2021). Instead, teacher health (both physical and mental) is often embedded in discussions of teacher burnout (Madigan, Kim, Glandorf, & Kavanagh, 2023) and teacher stress generally (Lazarus & Folkman, 1987; Kyriacou, 2001; Prilleltensky et …

Go to article

Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman Mar 2026

Are People Of Color Accurately Represented In American History?, Alexis Sibley, Gretchen Whitman

Teacher Education Journal of South Carolina

If education is the steppingstone to one's compass of identity, how is it that the history of a certain race is left out? People of Color are not being properly represented in American history. Omitting the history of an entire race, or races, tells students that they are not important. This pattern creates problems for all of society because students are not fully educated about the history and struggles, therefore dooming them to repeat the mistakes of the past...

Go to article

First Prev Next Last