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Full-Text Articles in Teacher Education and Professional Development

A Compendium Of Sound-Symbol Correspondences In English: More Revelations About The Challenge Of Teaching, Learning, And Applying Phonics, David Reinking, Sharon L. Reinking Apr 2026

A Compendium Of Sound-Symbol Correspondences In English: More Revelations About The Challenge Of Teaching, Learning, And Applying Phonics, David Reinking, Sharon L. Reinking

Publications

In 2022, we published an article in The Journal of Reading Recovery entitled, “Why phonics (in English) is so difficult to teach, learn, and apply: What caregivers and teach- ers need to know” (Reinking & Reinking, 2022) The article outlined the unique challenges of mastering the diverse, irregular correspon- dences between letters and sounds (phonics) in English compared to the regularity of many other alphabetic languages We provided examples and explained how the complexity of English spelling creates and amplifies difficulties in teaching, learning, and applying phonics Our purpose was not to question the importance and viabil- ity of teaching …

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What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough Apr 2026

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

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Want To Be A Higher Education President? A Comparative Case Study Of The Traits, Attributes, And Skills Of Four Current Higher Education Presidents, Brian C. Nees Apr 2026

Want To Be A Higher Education President? A Comparative Case Study Of The Traits, Attributes, And Skills Of Four Current Higher Education Presidents, Brian C. Nees

Teacher Education, Educational Leadership & Policy ETDs

This qualitative study is a comparative case study of higher education presidents. It examines how current higher education presidents described the essential traits, attributes, and skills of the position and whether these presidents have always possessed them or acquired them over time and through experience. This topic is essential, as it appears that presidents are leaving their positions sooner, and this research provides incoming presidents with preparation advice and current presidents with advice to help them stay in their positions longer. The data were obtained through resumes, a trait questionnaire, and interviews with current higher education presidents. These three data …

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“I Should’Ve Listened!”: Lived Experiences Of Postsecondary Transitions Among Students With Emotional And Behavioral Disorders From Non-Traditional High Schools, Kristen De Rose Apr 2026

“I Should’Ve Listened!”: Lived Experiences Of Postsecondary Transitions Among Students With Emotional And Behavioral Disorders From Non-Traditional High Schools, Kristen De Rose

Dissertations

This phenomenological study explored the lived experiences of former students with EBD who attended a non-traditional high school. Eight semi-structured individual interviews were conducted to understand how students experienced emotional and academic supports during high school and throughout the transition into adulthood. Results revealed that participants appreciated attending a non-traditional school for its school connectedness, emotional and instructional supports, and school-based counseling. Additionally, findings suggest the school did not prepare them for the transition to post-secondary life. These findings suggest that emotional and academic support for students with EBD in non-traditional high school settings positively affected students’ sense of success …

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Examining The Impact Of Restorative Practices On Student Behavior, Discipline, And Relationships In A K–5 Elementary School, Kathleen Tomaszewski Apr 2026

Examining The Impact Of Restorative Practices On Student Behavior, Discipline, And Relationships In A K–5 Elementary School, Kathleen Tomaszewski

Dissertations

This study examined the implementation of restorative practices in a K–5 elementary school and their influence on student behavior, disciplinary actions, and teacher–student relationships. Restorative practices in schools focus on building a positive school climate and addressing student behavior through community and relationship-building rather than punitive measures. The rationale for the study was grounded in concerns regarding the use of exclusionary discipline practices and the need for proactive, student-centered approaches to improving school climate. Two main research questions guided the inquiry: To what extent do restorative practices impact student referrals and disciplinary actions in a K-5 elementary school? How do …

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The Vital Role Of Communication In Elementary Education: Strategies For Bridging Language, Cultural, And Diversity Gaps To Strengthen Family-School Partnerships, Daniel H. Rack Apr 2026

The Vital Role Of Communication In Elementary Education: Strategies For Bridging Language, Cultural, And Diversity Gaps To Strengthen Family-School Partnerships, Daniel H. Rack

Dissertations

This study examines how communication systems in elementary schools influence equitable family engagement within a linguistically and culturally diverse, Title I context. The purpose of this research is to evaluate how communication practices support or limit access, participation, and partnership between schools and families. The overarching research question guiding this study is: How do current communication systems support or constrain equitable family engagement? A convergent mixed-methods design was utilized to collect and analyze both quantitative and qualitative data. Data sources included educator surveys, family surveys, and focus group interviews, allowing for a comprehensive understanding of communication practices from multiple stakeholder …

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The First 3 Years: Novice Teacher Perspectives On Staying In Education, Tammy M. Allen Apr 2026

The First 3 Years: Novice Teacher Perspectives On Staying In Education, Tammy M. Allen

Electronic Theses and Dissertations

Teacher attrition presents a persistent challenge for educational systems, with novice teachers leaving the profession at disproportionately high rates during their first 5 years. Rural schools face compounded difficulties in recruiting and retaining qualified educators due to geographic isolation, limited resources, and additional workload demands. The purpose of this qualitative study was to investigate novice secondary teachers’ perceptions of factors influencing their intent to remain in education. In this study, self-determination theory, which examines autonomy, competence, and relatedness as psychological needs supporting intrinsic motivation, and four capital theory, which addresses human, social, structural, and positive psychological capital as interconnected components …

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Deferred Action Theory As A Framework For Adaptive Educational Procurement: Navigating Uncertainty And Digital Transformation In Education Systems, Herdiana Herdiana, B. Yuliarto Nugroho, Andreo Wahyudi Atmoko Mar 2026

Deferred Action Theory As A Framework For Adaptive Educational Procurement: Navigating Uncertainty And Digital Transformation In Education Systems, Herdiana Herdiana, B. Yuliarto Nugroho, Andreo Wahyudi Atmoko

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Public procurement constitutes a significant portion of national expenditure and directly affects economic growth, service delivery, and governance quality. In Indonesia, education sector procurement absorbs more than half of the allocated budget but remains vulnerable to inefficiencies, rigid procedures, and corruption risks. This study aims to conceptualize an adaptive framework for Public Procurement Business Process Management (PP-BPM) that addresses environmental uncertainty, digital transformation, and governance challenges. This conceptual study integrates Deferred Action Theory (DAT), Emergent Business Processes (EBP), and Business Process Management (BPM) to develop a multi-level framework for procurement. The analysis covers strategic, managerial, and operational dimensions, emphasizing deferment …

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Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole Mar 2026

Community Engagement Through Robotics Mentoring – Unlv, First Nv, And High School Robotics Teams, Brendan O'Toole

Community Engagement Expo Research Posters

The UNLV Robotics Mentorship program includes a two-semester course that trains students to support local high school FIRST Robotics Competition (FRC) teams. ‘ME 464 Robotics Mentoring I’ provides training in design, mentoring,  fabrication, and programming. ‘ME 465 Robotics Mentoring II’, pairs students with local high school teams to serve as technical mentors for the competition season.

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Teachers’ Use Of Student Voice In Behaviour Management Practices: An Exploratory Study, Sue Thompson, Ellen Larsen Mar 2026

Teachers’ Use Of Student Voice In Behaviour Management Practices: An Exploratory Study, Sue Thompson, Ellen Larsen

Australian Journal of Teacher Education

The importance of effective classroom management practices in schools has been well-documented in the literature. However, at a time when research points to the importance of engaging student voice across teaching and learning practice, student voice has not been a focus of behaviour management practice, particularly in mainstream classrooms. This paper reports on a study exploring teachers’ understandings and experiences of incorporating student voice into behaviour management practice at one Australian primary school. Survey data collected from 14 teachers were analysed using simple descriptive statistics and thematic analysis. While teachers were generally supportive of embedding student voice in behaviour management …

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From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez Mar 2026

From Arrival To Opportunity: A Policy Analysis For Supporting Newly Arrived English Learners In California, Valeria Gabrielli, Stephanie Mendoza Hernandez

School of Public Policy Capstones

Newly arrived immigrant students, commonly referred to as “newcomers,” represent a notable portion of the English Learner (EL) population in California’s K–12 public schools. As of Fall 2023, the California Department of Education reported that newcomers comprised 3.27% of total student enrollment. Although enrollment is projected to decline in the near term, the potential for future increases highlights the need for sustainable, evidence-based support systems. This study examines how California K–12 public schools with large EL populations provide academic and trauma-informed support services to newcomer students, with a particular focus on early intervention in grades K–5. Using the Bardach policy …

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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.

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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 …

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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.

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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.

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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 …

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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 …

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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.

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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 …

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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 …

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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.

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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 …

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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...

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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 …

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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 …

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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 …

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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.

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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 …

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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.

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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 …

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