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 691 - 720 of 29309

Full-Text Articles in Teacher Education and Professional Development

Middle-Level Principals’ Perception Of The Scheduling Configuration Needed For Social Studies Instruction, Kenneth E. Vogler, Audrey Allan, Susan Schramm-Pate Mar 2026

Middle-Level Principals’ Perception Of The Scheduling Configuration Needed For Social Studies Instruction, Kenneth E. Vogler, Audrey Allan, Susan Schramm-Pate

Teacher Education Journal of South Carolina

Principals' perceptions of curriculum and instruction issues are particularly relevant in today's era of testing and accountability. Using a survey instrument given to a representative sample of South Carolina public school middle-level principals, the study explored principals' perception of the type of scheduling configuration needed for social studies instruction. Results of this study suggest that there is no relationship between principals' perception of scheduling configurations used for social studies instruction and the schedule configuration used in their school. But, an association was found between principals' perception of how well students are prepared for next grade level in social studies and …

Go to article

The Impact Of International Clinical Experiences On Pre-Service Teacher Candidates: Understanding Self And Culture, Sandy Ayers, James Lane Mar 2026

The Impact Of International Clinical Experiences On Pre-Service Teacher Candidates: Understanding Self And Culture, Sandy Ayers, James Lane

Teacher Education Journal of South Carolina

This study investigated the impact of pre-service teachers completing field experiences at the International School of Helsinki (ISH), Finland and at International School of Ulaanbaatar located in Ulaanbaatar, Mongolia. The study focuses on the cultural perceptions of pre-service teachers before and after completing the experience as well as the benefits the teacher candidates incurred from teaching in an international setting. Findings showed that an international clinical experience did not dramatically change perceptions but did impact preservice teachers in terms of global understanding, connectedness and desire to become more worldly aware. In addition, participation in the experience resulted in a change …

Go to article

Principal Leadership Behavior And Principal Experience, Edward Cox, Tammy Martin Mar 2026

Principal Leadership Behavior And Principal Experience, Edward Cox, Tammy Martin

Teacher Education Journal of South Carolina

The purpose of this study was to determine if principal leadership behavior, perceived by principals and teachers, is related to principal longevity. Kouzes and Posner's Leadership Practices Inventory (2003) was used to measure perceptions of principal leadership behavior. Data were analyzed to determine principal and teacher perceptions of principal leadership behavior and further analyzed to investigate a relationship between principal leadership behavior and principal longevity. Principals and teachers rated principals' leadership behavior favorably with principal ratings higher than teachers. No relationship was found between principal leadership behavior and principal longevity. However, implications for leadership development and increased self-awareness were apparent.

Go to article

Lessons Learned From The Belize Writing Project, Margaret Walworth, Deirdre Ward Mar 2026

Lessons Learned From The Belize Writing Project, Margaret Walworth, Deirdre Ward

Teacher Education Journal of South Carolina

This article examines the development of the Belize writing project, an international service project between students in Georgia and Belize, Central America. The shift in the purpose and design of the project is chronicled and explained in terms of student and teacher needs. What began as a service project designed to provide reading materials for students in Belize has evolved into a writing project to support the development of students and teachers as readers and writers in both countries.

Go to article

Mathematics And Science Observation Instrument For New Standards, William R. Veal, Alice A. Sorensen Mar 2026

Mathematics And Science Observation Instrument For New Standards, William R. Veal, Alice A. Sorensen

Teacher Education Journal of South Carolina

Various national journals have published articles on mathematics and science teaching. However, assessment of these teachers is a topic that is not commonly published. This article discusses a science and mathematics partnership that the College of Charleston has successfully implemented with four local districts, which improves the content knowledge of their teachers that participate. The purpose of this article is to show how the Reformed Observation Teaching Protocol (RTOP) can be used as an appropriate assessment device to observe how teachers may adjust instruction to match new national mathematics and science standards. The 11 grant-participating teachers that were observed for …

Go to article

Collaboration And The New Generation Of Teachers: Do They Like It? Will They Use It? Does It Matter?, Sandra G. Mccloy Mar 2026

Collaboration And The New Generation Of Teachers: Do They Like It? Will They Use It? Does It Matter?, Sandra G. Mccloy

Teacher Education Journal of South Carolina

This exploratory study investigated the personal learning preference of students in an initial teacher education program in a small, private, liberal arts college in the southeast USA, and the likelihood that they would use collaborative learning strategies in their own future classrooms. It was hypothesized that Generation Y (age 30 and younger) teacher candidates would prefer independent learning activities to learning activities involving collaboration or cooperation. It was also hypothesized that these teacher candidates would indicate a preference for collaboration, versus cooperation or independent learning strategies, in their own future classrooms, regardless of their personal preference. The study participants were …

Go to article

Responding To Increased Enrollment In An Undergraduate Seminar: A Hybrid Approach, Nancy Luke, Kelly N. Tracy Mar 2026

Responding To Increased Enrollment In An Undergraduate Seminar: A Hybrid Approach, Nancy Luke, Kelly N. Tracy

Teacher Education Journal of South Carolina

Shrinking budgets and increasing enrollment can often mean growing class sizes. These larger numbers can have a negative effect on student achievement (Johnson, 2010; Kokkelenberg, et al., 2008) and student evaluations of courses and instructors (Bedard & Kuhn, 2008; Westerlund, 2008). Large class sizes may be particularly challenging for courses that are intended to be discussion-oriented seminars. One possible solution for this problem may be found through utilizing a hybrid format (Knapczyk & Hew,2007). In this article, the authors will share why and how they utilized the on-line platform , Blackboard, to redesign a traditionally face-to-face undergraduate seminar as a …

Go to article

A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century, Beth Powers-Costello Mar 2026

A Call For Dialogue And New Collaborations: Priorities For Teacher Education In South Carolina For The 21st Century, Beth Powers-Costello

Teacher Education Journal of South Carolina

Teaching and Teacher Education in South Carolina face particular challenges and opportunities based on our economic, political, and geographic contexts. For example, our state serves an increasingly diverse student population (e.g., race, class, family configuration etc.). The literature and data on this topic worldwide has received considerable attention. We as South Carolina educators not only need to respond to issues in our global community but also to our own local context as indicated by empirical research, theoretical literature, and the narratives of those we serve. This article suggests a possible starting point for dialogue among educators – particularly teacher educators …

Go to article

Transitioning To The Common Core Standards In South Carolina, Howard V. Coleman, Jeremy Dickerson Mar 2026

Transitioning To The Common Core Standards In South Carolina, Howard V. Coleman, Jeremy Dickerson

Teacher Education Journal of South Carolina

Large-scale planning is currently underway for school systems preparing to adopt the Common Core Standards for K-12 education. The adoption of these standards requires effort and coordination by all stakeholders in the educational system and places significant pressure on teachers and school leaders to ensure that the transition is efficient and effective. This article provides a brief context for the Common Core Standards, gives an overview of the transition process many schools are undertaking and concludes by describing how this transition is relevant to the preparation of new teachers and school leaders who are in university-level educator preparation programs.

Go to article

High School Advisory: Learning From The Mistakes, Linda Anast-May, James Bailey Mar 2026

High School Advisory: Learning From The Mistakes, Linda Anast-May, James Bailey

Teacher Education Journal of South Carolina

This study focused on students, teachers, and administrators' perceptions of the effectiveness of a newly implemented high school advisory program. Based on a comparative research design with quantitative analysis conducted during the spring 2010, the study finds significant differences in perceptions regarding the implementation and community aspects of the high school advisory program and not enough evidence to conclude that there was a difference in perceptions concerning the overall effectiveness of the program. It is the desire of the authors that the results of the study can assist administrators and staff in identifying and implementing any necessary changes for improvement …

Go to article

Full Issue: Volume 5, 2012, Christopher Burkett Mar 2026

Full Issue: Volume 5, 2012, 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

Elements Of Teaching Online: A Literature Review, Ron Knorr, Lienne Medford, Hem Paudel Mar 2026

Elements Of Teaching Online: A Literature Review, Ron Knorr, Lienne Medford, Hem Paudel

Teacher Education Journal of South Carolina

Online instruction and other distant learning modalities are becoming common in all areas of academia, including pre-service teacher preparation and continuing education for in-service teachers. This article is a review of pertinent research regarding online teaching and the attributes of that teaching venue. From this literature, the following elements were noted. Considerable thought and planning must go into the construction of an online course, including designing instruction, class interaction, assignments and assessments. Other factors, such as the validity of online scholarship and the role of the instructor, influence the online teaching environment. Benefits and challenges for instructor and student are …

Go to article

Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma, Dolores A. Stegelin, Luciano Cecconi, Andrea Pintus, Rossana Allegri Mar 2026

Teachers' Perceptions Of The Use Of The Global Guidelines Assessment Tool In Italy: Blending Assessment And Teacher Training In The Kindergartens Of Parma, Dolores A. Stegelin, Luciano Cecconi, Andrea Pintus, Rossana Allegri

Teacher Education Journal of South Carolina

The growing emphasis on accountability in educational settings requires teacher educators to develop effective and relevant strategies to prepare pre-service teachers and to support in-service teachers in the area of assessment. This article presents a creative in-service teacher training project in Parma, Italy that engages kindergarten teachers in the use of a global assessment tool for the purpose of professional development, improved learning environments, and enhanced teacher self-assessment and critical thinking. The project stems from a collaborative research project between teacher educators in South Carolina and Reggio Emilia, Italy.

Go to article

School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson Mar 2026

School District And University Partnership: Vested Interest In School Leaders, Linda Anast-May, Cynthia Elsberry, Jeremy Dickerson

Teacher Education Journal of South Carolina

School-university partnerships have become important in the reform efforts to develop the next generation of school leaders. Researchers have encouraged collaborative partnerships between all stakeholders involved in principal preparation. However, partners rarely have a blueprint or roadmap to guide their efforts. Designing a partnership can be labor-intensive. This paper reports on the process and successes of one school district and a university as they developed a collaborative partnership to prepare future and practicing leaders.

Go to article

Are We Doing The Smart Thing In Teacher Education?, Linda Karges-Bone Mar 2026

Are We Doing The Smart Thing In Teacher Education?, Linda Karges-Bone

Teacher Education Journal of South Carolina

Technology has been idolized as the BEST of the best practices, and teachers are now routinely evaluated on their ability to use technology in the classroom. In fact, many districts expect daily, consistent use of high tech features such as Smart© or Promethean© boards. Is this engaging or enabling? Has “high tech” shoved “high touch” teaching into the background? This essay explores that question with humor and some real concern. As educators charged with preparing teachers for the 21st century classroom, have we narrowed our focus too much?

Go to article

More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller Mar 2026

More Than Waving A Magic Wand: Pitfalls Of Student Response System Technology Integration, Lisa D. Waller

Teacher Education Journal of South Carolina

This study investigated teachers' availability of student response system (SRS) technology, how they were trained to use the technology, and how often and in what capacity the technology was used. The sample consisted of 481 teachers from schools in North Carolina and Tennessee. Findings reveal that a majority of teachers do not regularly use SRS technology in their instruction and have limited training on the technology. Although it's available, teachers are either unaware of its availability or unsure how to operate it. Suggestions are given regarding availability, time, training, and administrative support for technology use.

Go to article

Teachers' Perceptions Of Assessment Uses And Necessity In Teaching, Kay Hanson Mar 2026

Teachers' Perceptions Of Assessment Uses And Necessity In Teaching, Kay Hanson

Teacher Education Journal of South Carolina

Teacher knowledge, performance, and competence are coming under increased scrutiny because of assessment-laden mandates such as No Child Left Behind and Response to Intervention. While considerable research has focused on teacher practices, limited research has been done on teachers' perceptions regarding the usefulness and necessity of utilizing assessment for instructional purposes despite the fact that teacher perceptions impact performance. This paper presents the results of a study on the assessment practices and perceptions of in-service classroom teachers.

Go to article

Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear Mar 2026

Assessing Twelve Dimensions Of Supervision In Mentoring Practice: Understanding The Gap Between Current Vs. Preferred Realities, Zach Kelehear

Teacher Education Journal of South Carolina

Observing classrooms and providing teachers with feedback is an important responsibility for instructional leaders and mentors in American schools (Zepeda, 2007; Pajak, 2003; Glickman 2002). Although the nature of that feedback and the perceived roles of the supervisor (e.g., summative vs. formative) have varied through the years (Hazi & Arrendo-Ruzinski, 2008; Glanz, 1998; Reitzug, 1997), there is a consensus that teachers need feedback that is timely and provides guidance. Mentoring may be the effective mechanism to offer such instructional support (Ingersoll & Kralik, 2004; Reiman, 1999).

Go to article

Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary Mar 2026

Constructing A Culture Of Assessment: Building An Assessment System In Teacher Education, Cynthia Bolton-Gary

Teacher Education Journal of South Carolina

This paper investigated the processes used to construct a culture of assessment among faculty, students, and stakeholders. Using a constructivist approach, participants were encouraged to develop skills in data collection, assessment reporting, and using evidence to make data-driven instructional decisions and program planning. Results indicated that enabling faculty to create and use an assessment system laid the foundation for a culture of assessment that can ultimately lead to innovative curricular changes–thereby reaching beyond assessment mandates to a culture of assessment.

Go to article

First-Year Teacher Burnout: A Collaborative Approach To A Complex Problem, Daniel J. Ilagan Mar 2026

First-Year Teacher Burnout: A Collaborative Approach To A Complex Problem, Daniel J. Ilagan

Teacher Education Journal of South Carolina

Forty-six percent of the nation's teachers are expected to leave the profession by their fifth year in the classroom. In South Carolina, an average of 5,700 teachers per year leave the field of education. This translates to a yearly turnover rate of approximately 10.1% for the state. A recent mixed-methods study examined novice teachers' self-reported burnout levels. 101 first-year teachers (60%) from Palmetto School District (pseudonym) responded to an online survey that contained a demographic questionnaire and the Maslach Burnout Inventory. In addition, six first-year teachers agreed to be interviewed four times throughout the school year. In the quantitative phase, …

Go to article

Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell Mar 2026

Preservice Teacher Disposition Assessment: Options And Efficacy, Joyce Shanks, Carol Angell

Teacher Education Journal of South Carolina

This paper documents the attempt to assess teacher candidates' professional dispositions and analyze the efficacy of the tools used to measure dispositions. Teacher dispositions assessment is increasingly valued along with teacher candidate knowledge and skill assessment. The researchers analyze data from three disposition assessment tools including a candidate self-assessment, a cooperating teacher assessment, and a candidate portfolio assessment. The purpose of the paper is to analyze the efficacy of these disposition assessment tools and make recommendations for disposition assessment in teacher education programs.

Go to article

Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt Mar 2026

Comparing Elementary And Middle School Classrooms: Teachers Make The Difference, Emma Savage-Davis, Richard H. Costner, Nancy J. Ratcliff, Cathy R. Jones, Heather Sheehan, Michelle Scott, Gilbert H. Hunt

Teacher Education Journal of South Carolina

This paper investigates the differences found n elementary grade classrooms compared to middle grade classrooms. Based on a comparative research design with quantitative analysis conducted over three consecutive academic semesters, the study found that individual teaching skills had far greater impact on classroom climate than grade level had. Research findings provide implications for effective teaching and learning across the curriculum.

Go to article

The Decision To Teach: Comparing Mongolian And South Carolinian Teacher Candidates, Lynne S. Noble, D. Odgerel Mar 2026

The Decision To Teach: Comparing Mongolian And South Carolinian Teacher Candidates, Lynne S. Noble, D. Odgerel

Teacher Education Journal of South Carolina

The authors had a unique opportunity to survey students in South Carolina and Mongolia regarding their motivation to become teachers and the characteristics they believed they possessed that would ensure their success as very good teachers. The realities of teacher education and teaching careers in the two localities were assumed to presage differences in motivation and perceived characteristics. However, more similarities than differences were apparent in the students' answers. The few disparities can be attributed to explicit differences in culture and tradition, not necessarily the differences in training and teaching environments.

Go to article

Take Charge: Assigning Class Roles And Responsibilities To African American Male Students To Raise Student Achievement, Kristen Taylor Nicholson Mar 2026

Take Charge: Assigning Class Roles And Responsibilities To African American Male Students To Raise Student Achievement, Kristen Taylor Nicholson

Teacher Education Journal of South Carolina

This action research study focused on how the implementation of classroom roles and responsibilities affected fifth grade African American male students' achievement within their learning environment. This study grew from a need to enhance the achievement of this group within the school, as based on previous standardized test data as well as classroom observations and fall discipline data. The assignment and facilitation of roles and responsibilities within the learning environment encouraged a common productive space and an ownership of the learning to shift and be shared among all members. The teacher and students identified areas of need, designed jobs, applied …

Go to article

Early College High School Initiatives: Reflections From A South Carolina Program, Howard V. Coleman, Jeremy Dickerson, Fred Crawford Mar 2026

Early College High School Initiatives: Reflections From A South Carolina Program, Howard V. Coleman, Jeremy Dickerson, Fred Crawford

Teacher Education Journal of South Carolina

This paper presents information on an early college high school initiative (ECHI) program at Greenville Technical Charter High School (GTCHS) in Greenville, South Carolina and reflects on connections to teacher and school leader preparation programs. Over a three-year period, site visits, survey reviews, state report cards and grant assessment reports were used to analyze GTCHS' early college curriculum, student achievement in high school and college coursework. The data and findings revealed that GTCHS can be viewed as having a high amount of success in many areas, including academic achievement, moving students into collegiate-level work and preparing students for success in …

Go to article

When School Leaders Are In Denial: The Role Of Teacher Education Programs In Preparing Teachers To Combat Homophobia, Joseph R. Jones Mar 2026

When School Leaders Are In Denial: The Role Of Teacher Education Programs In Preparing Teachers To Combat Homophobia, Joseph R. Jones

Teacher Education Journal of South Carolina

As this study and other research literature indicates, homophobia and homophobic bullying is a tremendous problem in our schools. In the past, educators have attempted to address this challenge through a “top-down” administrative process. However, because of covert heterocentricity and unwillingness, administration may not be a viable avenue in some school districts. Thus, it is imperative for teacher education programs to begin addressing the possible ramifications of not having a supportive administration when attempting to create change in local school systems. This article examines how one group of teachers perceived homophobia in their schools and how their administration impacted the …

Go to article

Full Issue: Volume 4, 2011, Christopher Burkett Mar 2026

Full Issue: Volume 4, 2011, 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

From Recruitment To Retention: An Administrator Resource Toolkit For Supporting Industry-To-Classroom Cte Teachers, Lisa M. Rudzinski Mar 2026

From Recruitment To Retention: An Administrator Resource Toolkit For Supporting Industry-To-Classroom Cte Teachers, Lisa M. Rudzinski

Morehead State Theses and Dissertations

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Ernst and Sara Lane Volgenau College of Education at Morehead State University by Lisa M. Rudzinski Salvisa on March 24, 2026.

Go to article

The Classroom Assessment Self-Efficacy Survey For Preservice Teachers: A Validation Study, Yiyun Fan, Timothy Folger, Connor Sondergeld, Toni A. May, Gregory E. Stone Mar 2026

The Classroom Assessment Self-Efficacy Survey For Preservice Teachers: A Validation Study, Yiyun Fan, Timothy Folger, Connor Sondergeld, Toni A. May, Gregory E. Stone

Mid-Western Educational Researcher

Preservice teachers often lack confidence in classroom assessment, highlighting the need for robust tools to measure assessment self-efficacy. The Classroom Assessment Self-Efficacy Survey (CASES) was designed to address this need. It comprises 24 items across two subscales: Evaluating Others’ Confidence (EOC) and Personal Performance Confidence (PPC). This study examined the psychometric properties of CASES using 223 responses from preservice teachers. Rasch modeling and other statistical techniques were applied to evaluate validity evidence based on response processes, internal structure, and relations to other variables. Results showed that CASES functioned as intended. Rating scale use was consistent with expectations, and reliability and …

Go to article

Project Create: State-Wide Partnership For Producing Highly Qualified Special Education Teachers, Joe P. Sutton, Holly A. Pae, Shirley C. Bausmith, Dava M. O'Connor, Susan D. Rurant Mar 2026

Project Create: State-Wide Partnership For Producing Highly Qualified Special Education Teachers, Joe P. Sutton, Holly A. Pae, Shirley C. Bausmith, Dava M. O'Connor, Susan D. Rurant

Teacher Education Journal of South Carolina

The highly qualified teacher mandate introduced under the No Child Left Behind Act of 2001 exacerbated the already well-documented shortage of special educators nationwide. With almost 40% of its special education teachers holding emergency/provisional licenses at the time, South Carolina faced a great challenge in meeting new accreditation requirements. This article examines how Project CREATE (Centers for the Re-education and Advancement of Teachers in special Education), a personnel preparation initiative funded by the South Carolina Department of Education (SCDE), refortified the State’s special education teacher force. Project success attributed chiefly to collaboration among SCDE, local education agencies, and institutions of …

Go to article

First Prev Next Last