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 631 - 660 of 29309

Full-Text Articles in Teacher Education and Professional Development

Year-Long Clinical Experiences: Preparation Versus Perspiration, Emma Savage-Davis, Suzanne Horn Mar 2026

Year-Long Clinical Experiences: Preparation Versus Perspiration, Emma Savage-Davis, Suzanne Horn

Teacher Education Journal of South Carolina

This study examines two education programs in two states and the piloting of a one-year internship for candidates, as opposed to the traditional semester of internship. After candidates completed the internship, all of the stakeholders were interviewed (candidates, university faculty, cooperating teachers, and administrators). The results were favorable. The benefits of a yearlong internship outweighed the drawbacks. Candidates gained confidence and comfort in the longer experience and their cooperating teachers and university faculty noticed that they felt much more prepared. Administrators reported that these interns show an increase of readiness to teach, which was exhibited during their first year of …

Go to article

The Math Homework Melee, Erik A. Lowry Mar 2026

The Math Homework Melee, Erik A. Lowry

Teacher Education Journal of South Carolina

Whether you ask parents, teachers or students, opinions vary between and among these groups... So, how should we handle homework in our classrooms? How do teachers design homework processes and procedures to support homework completion? Should we assign homework at all? If so, how often and how much? This article takes a look at these questions and strives to provide teachers with information to help them with make these decisions. To do this, the article takes a look at survey results from the field and ends with some questions to consider when it comes to implementation of homework practices.

Go to article

The Seriousness Of Humor In Educational Settings, Susan Fernandez Mar 2026

The Seriousness Of Humor In Educational Settings, Susan Fernandez

Teacher Education Journal of South Carolina

Humor is an often overlooked skill that has many benefits, including providing stress relief, maximizing brain capacity for learning, increasing creativity, improving communication skills, and creating an environment of trust (Morrison, 2008, p. 19). With the possible positive educational implications of humor in mind, this study began in a large public school of Miami-Dade County, Florida as a quantitative correlational examination of the role of elementary and middle school teachers' sense of humor and its impact on their students' achievement. Based on the results of this study, research on the effects of humor in educational settings proliferated into a qualitative …

Go to article

Reaching Diverse Students: One Veteran Teacher's Journey Toward Culturally Responsive Teaching, Brennan Davis Mar 2026

Reaching Diverse Students: One Veteran Teacher's Journey Toward Culturally Responsive Teaching, Brennan Davis

Teacher Education Journal of South Carolina

This qualitative action research study examined one high school teacher's experience in a book study focused on racial diversity with an overall aim toward achieving more equitable teaching practices. The findings demonstrated that the participant became more comfortable with discussing race/racism with his students and was able to disrupt his previous use of colorblindness. One way to prepare veteran teachers to reach diverse populations of students and to implement culturally responsive teaching practices is to give them opportunities to engage in ongoing critical self-examination of their diversity beliefs and deficit perspectives through text studies and critical conversations with colleagues.

Go to article

Joining Teacher Research And Data Informed Decision Making To Support Literacy Instruction, Joy Myers, Elizabeth Oakley Mar 2026

Joining Teacher Research And Data Informed Decision Making To Support Literacy Instruction, Joy Myers, Elizabeth Oakley

Teacher Education Journal of South Carolina

This article presents the findings of a joint study conducted by a first grade teacher and a university instructor. They examined the relationship between data informed decision making (DIDM) and teacher research because student achievement data has become the central driving force for instructional decisions related to literacy at many schools across the country. Findings suggest that when teachers use multiple ways of looking at various types of assessment data, everyone wins. Implications for how to incorporate yet balance DIDM in elementary classrooms are suggested for teachers and teacher educators.

Go to article

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

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

Teacher Education Journal of South Carolina

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

Go to article

Creating Blended Instruction Together: Working With English Teachers At An Alternative School, Suzanne Horn Mar 2026

Creating Blended Instruction Together: Working With English Teachers At An Alternative School, Suzanne Horn

Teacher Education Journal of South Carolina

This paper traces the work of a group of English teachers at an alternative school in the Southeastern United States. It follows their planning and implementation of blended instruction to impact differentiated instruction, student content growth, and improve instruction. Teachers used the Blendspace program to address administrative concerns to incorporate technology, while still maintaining their philosophical stance on teaching and learning. The challenges that these high school teachers faced were discussed, including mandated computer use, use of technology, and using technology to assist in working with students with attendance issues.

Go to article

Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students, Dionne V. Mclaughlin Mar 2026

Personalized Principal Leadership Practices: Leading Equitable, High Achieving Schools For African American And Latino Students, Dionne V. Mclaughlin

Teacher Education Journal of South Carolina

No abstract provided.

Go to article

Perceptions Of Principal Evaluative Feedback And Recognition, Edward Cox, Tammy Burnham, Brie Mcdaniel Mar 2026

Perceptions Of Principal Evaluative Feedback And Recognition, Edward Cox, Tammy Burnham, Brie Mcdaniel

Teacher Education Journal of South Carolina

Because teachers remain the top indicator of student achievement in the classroom, it is imperative that administrators focus on developing a teacher's skills and attributes (Darling-Hammond, 1984). Research indicates that the best qualified teachers are also the most dissatisfied (Darling-Hammond, Wise, & Klein, 1999). Consequently, the teacher attrition rate is alarming considering that 25% of teachers leave the field within three years and 40% leave the profession within five years (Skaalvik & Skaalvik, 2011). Due to the substantial teacher dissatisfaction and the importance of teacher effectiveness, coupled with the recent initiatives such as Every Student Succeeds Act, teacher evaluation continues …

Go to article

Budget Transparency And Teacher Retention In South Carolina, Henry Tran Mar 2026

Budget Transparency And Teacher Retention In South Carolina, Henry Tran

Teacher Education Journal of South Carolina

The public has increasingly pushed for more transparency on matters of school finance. One important financial tool utilized by schools are budgets and a lack of budget transparency can result in many detrimental outcomes including faculty distrust. If the distrust is severe, teachers may even leave their schools. This study examines the relationship between budget transparency and teacher retention in the state of South Carolina. Results suggest that the variables may be positively associated.

Go to article

Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?, Edwin Montijo, Timothy R. Nelson Mar 2026

Does Using A Graphing App Improve The Problem Solving Confidence Of Algebra Students?, Edwin Montijo, Timothy R. Nelson

Teacher Education Journal of South Carolina

As new technology in education emerges, research is necessary to assess the impact it is having on students' confidence to solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study was to examine the impact the Desmos graphing calculator has on the problem-solving confidence of Algebra students as compared to students who use a TI-83 Plus graphing calculator while controlling for students' math achievement scores. Five highly qualified teachers taught the same content to at least one control group (traditional calculator) and one experimental group (Desmos calculator) for a 12-week period. Students in both groups took the Problem …

Go to article

Full Issue: Volume 11, Number 1, Fall 2017, Julie Jones Mar 2026

Full Issue: Volume 11, Number 1, Fall 2017, 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.

Go to article

The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny Mar 2026

The Impact Of International Service Learning On Teacher Education Students Serving In A Third World Country, Seth E. Jenny, Geraldine C. Jenny

Teacher Education Journal of South Carolina

This study examined perceived outcomes associated with undergraduate teacher education students who were involved in an international service learning project with impoverished children in a third world country. Qualitative data collection methods guided the study which centered upon student attitudes, perceptions, and behaviors relating to international service learning as well as any individual learning regarding a possible deepened understanding of their personal worldview or valuing of diverse peoples. Findings indicated that the participants perceived several prior expectations which did not match reality, the diversity of the new loving culture was enjoyed, and several distinct individual changes occurred as a result …

Go to article

Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration, Carol G. Hoyle, Tracy N. West Mar 2026

Connecting Teacher Preparation With District Expectations: A Framework For Accreditation Collaboration, Carol G. Hoyle, Tracy N. West

Teacher Education Journal of South Carolina

Special education teachers must be prepared for the demands of the public school classroom. Teacher education programs have a responsibility to ensure that pre-service teacher candidates are able to translate current research into practice, and the specialty program accreditation procedures help guide this process. This article overviews a framework that utilizes collaboration as the vehicle for ensuring this occurs. Results of a state survey of special education district administrators are provided with implications for program improvements and ongoing accreditation practices. As teacher education accreditation is based on multiple sources of data, a model that incorporates the input of public school …

Go to article

Conference Attendance As Professional Development Or English Education Students, Margaret J. Godbey Mar 2026

Conference Attendance As Professional Development Or English Education Students, Margaret J. Godbey

Teacher Education Journal of South Carolina

English Education students who attended a National Council of Teachers of English (NCTE) conference seemed to develop increased confidence and professional identity through the experience of traveling to and attending a national conference. Including conference attendance in the methods class may be one way to address the problem of early-career attrition by encouraging pre-service teachers to establish a network of relationships and resources that extend beyond the college classroom.

Go to article

Evaluating A Special Education Teacher Program: The Relationships Between Graduates’ Standardized Test And Course Grade Performances, Holly Pae Mar 2026

Evaluating A Special Education Teacher Program: The Relationships Between Graduates’ Standardized Test And Course Grade Performances, Holly Pae

Teacher Education Journal of South Carolina

Special Education Teacher preparation programs face great challenges in assuring that their graduates are prepared for the demands of today's classrooms. This research examines the test and grade results earned by 91 currently employed teachers that completed the same certification program in Learning Disabilities. The results of this multivariate analysis found a level of significance between course grades and test scores. These outcomes suggest recommendations for program improvement by identifying conditions that positively impact candidates' achievement and teacher competency. The findings support the need for content-base coursework in special education, offering field-based experiences tied to the courses' content curricula, and …

Go to article

The South Carolina Principal Applicant Pool: Are Principal Preparation Students Ready To Take Lead?, Henry Tran Mar 2026

The South Carolina Principal Applicant Pool: Are Principal Preparation Students Ready To Take Lead?, Henry Tran

Teacher Education Journal of South Carolina

School districts have long struggled with filling principal positions with qualified personnel. While administrative certification programs continue to certify new potential principals, many who graduate from such programs do not apply for principal positions. This descriptive study seeks to explore SC education leadership students' (n=34) perspectives on numerous issues pertaining to why this may be. The largest barrier cited was long hours on the job. In addition, inquiry is made to ascertain what may make the position more attractive to prospective principals. Results are discussed.

Go to article

Implementing Web-Based Instructional Technologies To Support And Improve Math Achievement, Howard V. Coleman, Jeremy Dickerson Mar 2026

Implementing Web-Based Instructional Technologies To Support And Improve Math Achievement, Howard V. Coleman, Jeremy Dickerson

Teacher Education Journal of South Carolina

This paper presents a case study review of a public school's effort to improve student math achievement scores. The implementation process reviewed in this case study occurred in a public school that had become increasingly concerned about its elementary students' low math scores on in-class assessments and standardized tests. The public school's leadership team in this case study was interested in focusing on providing digital instructional support for all students, and in specifically targeting students needing math intervention. The digital instructional support was to be used to complement, rather than replace teachers' lesson plans and classroom activities. A K-5th grade …

Go to article

Principals' Personality And Instructional Leadership Behavior, Edward Cox, W. Burke Royster Mar 2026

Principals' Personality And Instructional Leadership Behavior, Edward Cox, W. Burke Royster

Teacher Education Journal of South Carolina

This quantitative study examines the relationship between the leadership personality of a principal and the perception of that principal as an instructional leader. More specifically it seeks to determine if a principal's dominant personality characteristic, as defined by a four quadrant analysis, relates to the faculty's perception of that principal's instructional leadership. That perception is also examined in light of principal experience and grade level of the school. The results of this study indicate that a principal's predominant personality characteristic does not impact that individual's perception as an instructional leader by the faculty. A weak to moderate relationship between the …

Go to article

Face-To-Face Or Cyberspace? The Evolution Of Science Inquiry Professional Development And The Impact Of Teacher Attitudes About New Curriculum, Kimberly Carroll Mar 2026

Face-To-Face Or Cyberspace? The Evolution Of Science Inquiry Professional Development And The Impact Of Teacher Attitudes About New Curriculum, Kimberly Carroll

Teacher Education Journal of South Carolina

Today's students often have choices in the way they learn new things. When choices are given, attitudes about learning often improve. What happens when teachers are given choices? This article provides the research data of a pilot study conducted with grades three through eight science teachers regarding their preferred method of professional development. Using the Revised Science Attitude Scale, (RSAS), (Bitner, 1994, Thompson & Shrigley, 1986), the researcher determined the mode of professional development type (face-to-face vs online) resulted in no impact on teacher attitudes about teaching science inquiry. Results support a null hypothesis and provide significant information for determining …

Go to article

Full Issue: Volume 9, 2016, Christopher Burkett Mar 2026

Full Issue: Volume 9, 2016, 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.

Go to article

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

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

Current Issues in Middle Level Education

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

Go to article

Attracting Early Childhood Teachers To South Carolina’S High Needs Rural Districts: Loan Repayment Vs. Tuition Subsidy, Henry Tran, Alison M. Hogue, Amanda M. Moon Mar 2026

Attracting Early Childhood Teachers To South Carolina’S High Needs Rural Districts: Loan Repayment Vs. Tuition Subsidy, Henry Tran, Alison M. Hogue, Amanda M. Moon

Teacher Education Journal of South Carolina

South Carolina (SC) has enacted a rural teaching initiative designed to provide financial incentives to attract teachers to their high needs rural districts. The plans have components that address both loan repayments and tuition subsidies; however, it is unknown which of the two options may be more incentivizing. Our analysis suggests that a reframing of the loan repayment to a tuition subsidy is not associated with stronger preference for teaching for at least five years in rural high needs districts. However, we uncovered positive associations between respondents' degree of confidence in their own self-efficacy (b=1.24, p=.008) and general openness to …

Go to article

Transitioning To Act Standards In South Carolina Schools: Insights And Techniques For School Districts, Howard V. Coleman, Jeremy Dickerson, Cindy Ambrose, Edi Cox, Dottie Brown Mar 2026

Transitioning To Act Standards In South Carolina Schools: Insights And Techniques For School Districts, Howard V. Coleman, Jeremy Dickerson, Cindy Ambrose, Edi Cox, Dottie Brown

Teacher Education Journal of South Carolina

The adoption of ACT Standards in South Carolina for the 2015/2016 school year is requiring rapid and systemic change for teachers, local school leaders, district administrators, and university teacher/administrator preparation programs. This article presents descriptions of the new standards and assessments, provides an overview of the current transition to ACT Standards, and emphasizes the importance of planning and implementing relevant, high quality professional development for teachers and local school leaders. The article concludes with examples of techniques from the Horry County Schools ACT planning and implementation process.

Go to article

Building Problem Solving Skills, Gary Bradley Mar 2026

Building Problem Solving Skills, Gary Bradley

Teacher Education Journal of South Carolina

Elementary, middle-grades, and secondary preservice teachers engaged in mathematics methods courses whose focus was problem solving interacted with non-routine problems during the semester-long. To assess the efficacy of the problem-solving focus, the preservice teachers were given a non-routine problem at the beginning of the course and the same non-routine problem at the end of the course. Although some growth in problem solving strategies was seen, there was no increase in the number of correct answers to the problem. The findings indicate no significance between the math background or efficacy of the preservice teachers on their effective use of problem solving …

Go to article

Understanding English Language Learners: A Qualitative Study Of Teacher Candidates Teaching In Another Country, Culture, And Context, Lee Vartanian Mar 2026

Understanding English Language Learners: A Qualitative Study Of Teacher Candidates Teaching In Another Country, Culture, And Context, Lee Vartanian

Teacher Education Journal of South Carolina

Regardless of the influx of English Language Learners (ELLs) in public schools, many pre-service and in-service teachers are underprepared to teach them (O'Neal, Ringler, & Rodriguez, 2008). Study abroad experiences, that include a teaching component, may provide an option for teacher candidates wishing to increase their ability to teach ELLs. In May 2014, nine teacher candidates from South Carolina taught for two weeks in an elementary school in central Guatemala. This qualitative study focused on how the experience of teaching in a new country, culture, and context impacted participant perceptions of effective teaching practice, the diverse needs of children, and …

Go to article

Influences Of Prior Experiences And Current Teaching Contexts On New Teachers’ Use Of Manipulatives For Math Instruction, Elizabeth Lee Johnson Mar 2026

Influences Of Prior Experiences And Current Teaching Contexts On New Teachers’ Use Of Manipulatives For Math Instruction, Elizabeth Lee Johnson

Teacher Education Journal of South Carolina

In order to develop mathematical proficiency, students need access to a variety of representations to make sense of mathematical ideas. This case study documents the perceived influences on three novice elementary teachers' use of math manipulatives for teaching mathematics. Three sources of data were collected: video-recorded lessons, interviews, and a focus group. Analyses indicated that, although concrete representations were accessible to all three teachers, they were the least used among the available representations. While participating teachers shared similar pre-service experiences in relation to their coursework and internship, there were substantive differences between them in relation to how they viewed adopted …

Go to article

Evaluating Teacher Preparation In Assessment Lite, Tara L. R. Beziat, Bridget K. Coleman Mar 2026

Evaluating Teacher Preparation In Assessment Lite, Tara L. R. Beziat, Bridget K. Coleman

Teacher Education Journal of South Carolina

Classroom assessment literacy is a vital part of pre-service teachers' preparation as it allows them to monitor student progress and document their effect on student learning. We conducted two studies that measured participants' knowledge of standards-based classroom assessment strategies during their teacher preparation. Results revealed that pre-service teachers lack assessment literacy, despite completing undergraduate, introductory courses in classroom assessment. Secondary education majors and those who have been admitted to a program show a greater knowledge of assessment practices. Suggestions for improving pre-service teachers' preparation are discussed.

Go to article

A Rubric For Revitalizing Teacher Reflection, Todd Cherner, Marcie Ellerbe, Elena Andrei Mar 2026

A Rubric For Revitalizing Teacher Reflection, Todd Cherner, Marcie Ellerbe, Elena Andrei

Teacher Education Journal of South Carolina

The notion that teachers must be “reflective practitioners” has long been supported by research, and teacher education programs typically promote reflection as one of their central tenets. Additionally, several rubrics have been created and used to evaluate pre-service teachers' reflection. The challenge, however, is that few of these rubrics are research-based or have been validated. In response, this article presents a narrative that explains how three teacher educators came together and used qualitative research methods to construct and validate a rubric designed to evaluate pre-service teachers' reflections. This rubric can be adopted by teacher educators to assess the quality of …

Go to article

The Science Edtpa: Emphasis On Inquiry, D. Michelle Rogers, Lisa Barron Mar 2026

The Science Edtpa: Emphasis On Inquiry, D. Michelle Rogers, Lisa Barron

Teacher Education Journal of South Carolina

edTPA is a performance-based assessment used to evaluate the teaching skills of pre-service teacher candidates. The Middle Childhood Science and Secondary Science edTPA assessments require that students are engaged in specific skills of scientific inquiry. While inquiry has been a focus of science education reform at the national level for years, there is little evidence to show that inquiry is common in the K-12 classroom. This article explains what inquiry is, why it is valuable, and why its inclusion poses a challenge and opportunity for new teachers being assessed with edTPA. The authors also provide suggestions to help college faculty …

Go to article

First Prev Next Last