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Articles 751 - 780 of 29309

Full-Text Articles in Teacher Education and Professional Development

Perceptions Of Required Elementary Education Courses For Special Education Majors, Sharon Sanders, Paula Schubert Mar 2026

Perceptions Of Required Elementary Education Courses For Special Education Majors, Sharon Sanders, Paula Schubert

Teacher Education Journal of South Carolina

Approximately half of the students receiving special education services currently spend 80% of their time in the regular classroom, often with the special education teacher acting as a co-teacher. The use of inclusion to provide access to the general curriculum for these students challenges institutions of higher education to revisit the preparation of future teachers. In this article, results are presented from a survey administered to special education majors by two university instructors. The results of the survey indicated an apparent lack of understanding of the collaboration required between special education and general education teachers and the role of content …

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Diverse Pathways In Teacher Preparation: South Carolina Technical To 4-Year College Teacher Certification Initiative, Stephen Thompson, Jane Zenger Mar 2026

Diverse Pathways In Teacher Preparation: South Carolina Technical To 4-Year College Teacher Certification Initiative, Stephen Thompson, Jane Zenger

Teacher Education Journal of South Carolina

Developing technical to 4-year college teacher certification pathways has the potential to help alleviate South Carolina teacher shortages, especially in rural and high poverty settings. This article describes one such partnership, Diverse Pathways in Teacher Preparation, and provides rationale for expanding similar partnerships across South Carolina. Recommendations for implementation are included, beginning with creation of course articulation agreements for education majors between institutions. In addition, this article describes other support systems needed such as specialized advisements, on-site mentoring, support for course development, and expansion of clinical field experiences for technical college students. To this point twenty-eight South Carolina institutions responded …

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The Pedagogical Implications Of School Choice Initiatives In South Carolina, A. Scott Henderson Mar 2026

The Pedagogical Implications Of School Choice Initiatives In South Carolina, A. Scott Henderson

Teacher Education Journal of South Carolina

School choice theory (SCT) is an important component of contemporary discussions about educational reform. For the past several years, South Carolina lawmakers have attempted to enact legislation based on SCT principles. These attempts, albeit unsuccessful, illustrate recurring concerns and suggest a need for teacher preparation programs to address more fully the pedagogical implications of school choice initiatives.

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Full Issue: Volume 2, 2009, Christopher Burkett Mar 2026

Full Issue: Volume 2, 2009, 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.

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Understanding The Coach Learning Environment In Formal, Field-Based Settings: A Self-Determination Theory Perspective, Jody L. Langdon, Shayla Snow Mar 2026

Understanding The Coach Learning Environment In Formal, Field-Based Settings: A Self-Determination Theory Perspective, Jody L. Langdon, Shayla Snow

Journal of Coach Development

Grounded in self-determination theory (SDT), the purpose of this study was two-fold: 1) to evaluate the psychometric properties of SDT-related measures in a sample of coach learners, and 2) to examine the relationships between need satisfaction and frustration, coach motivation, and engagement in training sessions.. A total of 796 coaches participated in the study, completing surveys measuring basic psychological need satisfaction and frustration, coaching motivation, and engagement. Aside from confirming the validity and reliability of measures for use among coach learners, findings indicate that satisfaction of basic psychological needs positively correlated with intrinsic motivation and engagement, while frustration of these …

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Problematizing The Critical Dimensions Of Whiteness With Educational Leaders, Lerita Yvette Cavness Mar 2026

Problematizing The Critical Dimensions Of Whiteness With Educational Leaders, Lerita Yvette Cavness

Electronic Theses and Dissertations

This action research examines whether and how whiteness is “weaponized” by a P-12 educational leader, the impact whiteness has on their identities, and whether engagement with Critical Whiteness Studies (CWS) will increase pro-equity behaviors. The research employs a layered mixed-methods approach, and a deductive analysis triangulation plan framed by the Critical Dimensions of Whiteness Model (CDWM). This N-of-1 case study included a four-phase intervention workshop series and one post interview. The findings identify how one educational leader engaged in the selfweaponization of whiteness. The findings identify that CWS supported by the CDWM is a disruptive but healing path to awareness …

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Bridging Professional Development Gaps In Pacrao Through Gamification, Chad Everett Saunders Mar 2026

Bridging Professional Development Gaps In Pacrao Through Gamification, Chad Everett Saunders

Electronic Theses and Dissertations

This study examined the extent to which a gamified professional development platform can foster skill development, knowledge application, and engagement among members of the Pacific Association of Collegiate Registrars and Admissions Officers (PACRAO). Grounded in the principles of humanism (Rogers, 1969) and andragogy (Knowles, 1990), and operationalized through gamification (Kapp, 2012), this study evaluated whether game-based mechanics aligned with adult learners’ professional development needs within a geographically dispersed regional association. To address these constraints, a prototype gamified platform, PACRAO University, was developed to provide a flexible, self-paced, and contextually relevant learning environment. Using a quantitative, within-subjects repeated measures design, …

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A Mixed-Methods Study Of Teacher Collaboration In A Steam Professional Development Program, Katherine B. King, Justina R. Jackson, Talia C. Kessler, Meltem Alemdar Mar 2026

A Mixed-Methods Study Of Teacher Collaboration In A Steam Professional Development Program, Katherine B. King, Justina R. Jackson, Talia C. Kessler, Meltem Alemdar

Journal of STEM Teacher Education

Teacher collaboration can be a powerful but challenging practice for K-12 educators. This is particularly true in the context of STEAM (science, technology, engineering, arts, and math) education, in which disciplines are integrated through innovative, student-centered teaching strategies. A sequential explanatory mixed-methods approach was employed to understand the impacts of a 5-year STEAM professional development program on K-12 teachers’ collaboration efforts. Using quantitative and qualitative methods and social network analysis (SNA), the study explored the nature of STEAM collaboration and identified aspects that supported and hindered successful collaboration. Quantitative analyses demonstrated that, after participating in the program, the teachers engaged …

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Navigating Stem Integration: Instructional Strategies Employed By Teachers In High School Classrooms, Yousef Alrashdi, Paul Asunda Mar 2026

Navigating Stem Integration: Instructional Strategies Employed By Teachers In High School Classrooms, Yousef Alrashdi, Paul Asunda

Journal of STEM Teacher Education

This study examined the instructional strategies used by high school STEM teachers to incorporate real-world problem solving in their classroom teaching. A qualitative approach was utilized, and data was collected through teacher interviews, classroom observations, and documents. Thematic analysis was used to analyze data, and the following themes emerged: (a) there is no single instructional strategy, but teachers adapt their strategies to the context, (b) the importance of preparation using various sources and building on student’s prior knowledge, (c) a focus on asking "why" questions as a priority, (d) the necessity of making group work tangible, (e) the use of …

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“I’M So Hungry”: Assessing Stem Sensemaking Through Data-Informed Writing, Bailey Nafziger, Alesia Mickle Moldavan, Katie Brkich Mar 2026

“I’M So Hungry”: Assessing Stem Sensemaking Through Data-Informed Writing, Bailey Nafziger, Alesia Mickle Moldavan, Katie Brkich

Journal of STEM Teacher Education

To engage elementary learners in the complex task of STEM sensemaking, teachers must entice and inspire learners to ask questions, explore, and communicate their findings. This article shares a 5E/3D lesson designed and taught in our elementary science methods courses to model how preservice teachers can integrate literacy and mathematics into a science investigation for STEM sensemaking. We modified a traditional lesson on bird beak adaptations to have a differentiated, interdisciplinary writing component justified by data. We discuss why data-supported literacy is a non-negotiable in science education reforms and how teachers can differentiate tasks to make scientific writing more approachable …

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The Influence Of Alongside For Educators, An Ai Wellness Tool, On Educator Well-Being, Amanda Grell Mar 2026

The Influence Of Alongside For Educators, An Ai Wellness Tool, On Educator Well-Being, Amanda Grell

Doctorate in Education

Educator well-being has become an urgent concern in K-12 education, as educators continue to experience chronic stress, emotional exhaustion, and high levels of burnout. Despite these challenges, few school-based interventions offer timely, individualized support that addresses educators’ real-time emotional needs. This mixed-methods study examined the influence of the Alongside for Educators application on educator well-being within middle and high school settings. The purpose of this research was to explore how the tool supported educators across the Coping-Competence-Context (3Cs) framework, including experiences with the application, contextual factors shaping engagement, and changes in well-being. Qualitative findings from 10 interviews revealed that educators …

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Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration, Nabat Erdogan Mar 2026

Ai-Supported Reflective Practice: Redesigning Teacher Education Courses For Critical Ai Integration, Nabat Erdogan

Essays in Education

This article proposes AI-Supported Reflective Practice, a design framework that positions generative AI as a secondary evaluator and reflective partner in a graduate-level online ELL assessment course. Drawing on two redesigned assignments, an ELL writing evaluation and an assessment critique, the framework asks teacher candidates first to conduct independent analyses, then to elicit, compare, and critically interrogate AI-generated evaluations. These designs aim to cultivate critical AI literacy, professional judgment, and equity-centered interpretation, particularly for multilingual learners. The article discusses emerging benefits, challenges, and program-level implications, arguing that embedding AI within authentic disciplinary tasks can deepen, rather than erode, candidates’ ethical …

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Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth Mar 2026

Literacy And Equity: Exploring Teachers’ Lived Experiences Of Georgia Black Boys’ Difficulties With Reading Comprehension And Word Recognition, Roselle M. Caruth

Doctor of Education Program Dissertations

The National Assessment of Educational Progress (NAEP) data shows that since 1992, Black male students in Georgia’s fourth through eighth grades have consistently scored low on reading assessments (The Nation’s Report Card, 2022c). Low reading achievement contributes to a persistent underachievement gap for Black boys, leading to unfavorable academic outcomes such as difficulty in phonological processing, limited fluency and comprehension, slow development of linguistic skills, lower proficiency in basic reading, and higher rates of high school dropout (Russell & Drake Shiffler, 2019; Tatum, 2024a; Washington et al., 2019). The purpose of this qualitative phenomenological study was to explore how teachers …

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The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning, Scott H. Sorvaag Mar 2026

The Ai Litmus Test: Humanize, Deepen, And Delight K12 Learning, Scott H. Sorvaag

Essays in Education

This article introduces the AI Litmus Test, a practical framework designed to help educators evaluate when artificial intelligence meaningfully enhances K–12 learning. Grounded in a human-centered leadership stance, the framework asserts that effective AI use in schools must humanize learning, deepen student thinking, and reduce unnecessary burdens. Through conceptual framing, implementation guidance, and classroom snapshots, the article shows how AI can support connection, cognitive rigor, and joy when used with intentional pedagogical and ethical design. It also highlights risks such as dehumanization, cognitive offloading, and over‑automation, offering safeguards including verification routines, human‑authored feedback, and transparent ethics notes. The article concludes …

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Development Of A Problem-Based Learning Model Assisted By The Interactive Canva Application To Improve Critical Thinking And Collaboration Skills Of Fourth Grade Elementary School Students, Fitri Dwi Utami, Heris Hendriana, Galih Dani Septyan Rahayu Mar 2026

Development Of A Problem-Based Learning Model Assisted By The Interactive Canva Application To Improve Critical Thinking And Collaboration Skills Of Fourth Grade Elementary School Students, Fitri Dwi Utami, Heris Hendriana, Galih Dani Septyan Rahayu

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Penelitian ini dimotivasi oleh rendahnya kemampuan berpikir kritis dan kolaborasi siswa kelas empat sekolah dasar yang disebabkan oleh pembelajaran konvensional dan kurangnya penggunaan media pembelajaran interaktif. Studi ini bertujuan untuk mengembangkan model Pembelajaran Berbasis Masalah (PBL) yang dibantu oleh aplikasi interaktif Canva yang layak dan efektif untuk meningkatkan kemampuan berpikir kritis dan kolaborasi siswa. Metode penelitian yang digunakan adalah model Penelitian dan Pengembangan (R&D) Borg & Gall yang meliputi tahapan analisis kebutuhan, perencanaan, pengembangan produk, validasi ahli, revisi produk, dan uji lapangan. Subjek penelitian terdiri dari 21 siswa pada uji terbatas, 30 siswa pada uji luas, dan 60 siswa pada …

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Exploring The Roles Of The Coach Developer: A Uscce White Paper, Christine Nash, Melissa Thompson, Sean Dahlin, Andrea Woodburn, Jeremy Elliott Mar 2026

Exploring The Roles Of The Coach Developer: A Uscce White Paper, Christine Nash, Melissa Thompson, Sean Dahlin, Andrea Woodburn, Jeremy Elliott

Journal of Coach Development

Organizational white papers serve as a mechanism for strategic communication and to establish thought leadership, build credibility, and drive informed decision-making across stakeholder groups. It is the belief of the USCCE that the official launch of the Journal of Coach Development offers the appropriate outlet and timing to publish this official stance of the organization to explore the multiple roles of the coach developer. As the field continues to evolve, our shared understanding of the roles and responsibilities of those serving to support the growth and development of sport coaches will be essential. Further, as a critical focus of the …

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The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities, Louise B. Jennings Mar 2026

The Growth Of Latino Students In South Carolina Public Schools: Challenges And Opportunities, Louise B. Jennings

Teacher Education Journal of South Carolina

This article provides data regarding Latinos in South Carolina schools, discusses some of the educational challenges involved, then offers recommendations for policy and practice that support not only Latino learners, but all our students and communities.

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Chartering A New Course: Educational Initiatives Common Among Sc Charter Schools, Julie P. Jones, Paul J. Riccomini Mar 2026

Chartering A New Course: Educational Initiatives Common Among Sc Charter Schools, Julie P. Jones, Paul J. Riccomini

Teacher Education Journal of South Carolina

South Carolina is ranked 24th in the nation for the number of charter schools in the state, with most of these schools opening in the last 10 years. This manuscript analyzes 7 common educational initiatives among SC charter schools: (a) small class size, (b) strong focus on technology, (c) advocating education of the whole child/ arts education, (d) required community service, (e) required parental involvement, (f) uniforms or uniformed dress, and (g) inquiry/project based curriculum. Description and analysis of each component is provided along with specific notes from schools which incorporate it.

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Starting Early: Building A Systemic Approach To Universal Pre-Kindergarten In South Carolina, Cathy R. Jones Mar 2026

Starting Early: Building A Systemic Approach To Universal Pre-Kindergarten In South Carolina, Cathy R. Jones

Teacher Education Journal of South Carolina

A well-funded, universally available, voluntary pre-kindergarten program for South Carolina’s three- and four-yearold children could be fundamental to positively changing educational and social outcomes for its children. Research on brain development and the benefits of early childhood education highlight the value of enriched pre-kindergarten environments for children. South Carolina’s state funded pre-kindergarten scored nine out of ten on an indicator scale for quality. However, in 2007, less than 40% of four-year-olds and 1% of three-year-olds in the state had access to state funded pre-kindergarten.

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From The Classroom To The Computer, Tina S. Herzberg, Laura M. Hooks Mar 2026

From The Classroom To The Computer, Tina S. Herzberg, Laura M. Hooks

Teacher Education Journal of South Carolina

This article investigates the increased use of technology to provide distance education within the School of Education at the University of South Carolina (USC) Upstate. Interestingly, graduate education programs have been receptive to distance learning and now offer various courses each semester via distance education. This has allowed the university to provide flexibility and attracted graduate students throughout the Upstate region. Currently, there is a need for faculty in undergraduate programs at USC Upstate to explore if and how methodology courses could be developed as distance education courses while maintaining academic integrity.

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Local Knowledge And Its Implications For Teacher Education In South Carolina, A. Scott Henderson, Cathryn A. Stevens Mar 2026

Local Knowledge And Its Implications For Teacher Education In South Carolina, A. Scott Henderson, Cathryn A. Stevens

Teacher Education Journal of South Carolina

During 2005-2006, the Richard Riley Institute of Government, Politics, and Public Leadership at Furman University conducted focus-group interviews of parents, students, teachers, business leaders, school officials, and district administrators to collect data concerning the state of public education in South Carolina. Analysis of the results suggests that the state’s teacher preparation programs should continue and/or enhance their efforts in the areas of early childhood education, one-on-one tutoring techniques, adult/parent education, reading pedagogies, dropout prevention strategies, and curricular alignment/articulation.

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Teaching With Differences In Mind: What A Difference It Makes, Sally Mcclellan, M. Evelyn Fields Mar 2026

Teaching With Differences In Mind: What A Difference It Makes, Sally Mcclellan, M. Evelyn Fields

Teacher Education Journal of South Carolina

Many factors contributing to the achievement gap are complex and not easily resolved. Teachers in elementary school, however, who have a solid understanding of pedagogical content knowledge can meet the diverse needs of all students when instruction is provided based upon the unique differences of students.

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Initial Partnerships For Priority Schools: Icare, G. Fred Woodworth, Sandra F. Mclendon Mar 2026

Initial Partnerships For Priority Schools: Icare, G. Fred Woodworth, Sandra F. Mclendon

Teacher Education Journal of South Carolina

In 2007, Jim Rex became Superintendent of Education and began to re-invent education in South Carolina. One of his first directives was to establish Palmetto Priority Schools—schools that had an Unsatisfactory rating more than three consecutive years. As a result of this directive, businesses and universities forged partnerships with the schools.

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Civil Rights History In South Carolina And The Question Of Meaning: Tools For Closing The Achievement Gap?, E. Doyle Stevick Mar 2026

Civil Rights History In South Carolina And The Question Of Meaning: Tools For Closing The Achievement Gap?, E. Doyle Stevick

Teacher Education Journal of South Carolina

Schools seldom convey the purpose of education to students, and are poorly suited to be responsive to students’ purposes. Yet meaning is a crucial factor in whether students achieve in school. If schools can find ways to nurture a purpose for learning in students who do not have one, schooling can be transformed. In South Carolina, with its history of racism in education, exposure to the local and ongoing struggles for civil rights and a good education could potentially provide such meaning, and narrow the achievement gap.

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Action Research: Extending Habits Of Mind To Reinvent Teaching Landscapes, Pamela Jewett Mar 2026

Action Research: Extending Habits Of Mind To Reinvent Teaching Landscapes, Pamela Jewett

Teacher Education Journal of South Carolina

This article describes the habits of mind that three middle-school teachers developed after taking two action research classes, “Introduction to Action Research” in which they learned about action research and “Seminar in Action Research” in which they conducted an action research study that explored a significant teaching question. Not surprising in courses of this nature, the teachers learned concrete facts and processes specific to conducting action research. However, in this article I describe how the habits of mind that the teachers developed across the year helped them reinvent their definition of teaching to include being researchers.

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Reinventing The Educational Landscape In South Carolina Through E-Mentoring, Diana L. Treahy, Steven Thomas, Genevieve H. Hay Mar 2026

Reinventing The Educational Landscape In South Carolina Through E-Mentoring, Diana L. Treahy, Steven Thomas, Genevieve H. Hay

Teacher Education Journal of South Carolina

The paper describes the development and implementation of an online mentoring program for students at low performing middle schools. These middle level students were mentored by preservice education students at the College of Charleston in Charleston, South Carolina. A comparison of the e-mentoring model versus traditional face-to-face mentoring is discussed. Positive outcomes of the program are described providing support for future development, expansion, and implementation of the model. Program development suggestions are provided as a guide for educators who would like to implement an e-mentoring program at their institution.

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The Dilemma Of Disposition Assessment: An Exploration Of Teacher Candidate Perception, Joyce Shanks, Pamela Wash, Judy Beck Mar 2026

The Dilemma Of Disposition Assessment: An Exploration Of Teacher Candidate Perception, Joyce Shanks, Pamela Wash, Judy Beck

Teacher Education Journal of South Carolina

This paper presents research on how one teacher education program is assessing dispositions. Data instruments include teacher candidate self assessment, cooperating teacher assessment, and teacher candidate questionnaires. Results indicate that teacher candidates assess themselves lower than their cooperating teachers though they think the field experiences help develop their dispositions.

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Integrating A Teachers’ Instructional Practices Online Database (Tipod) In Pre-Service Teacher Preparation, Dodi Hodges, Gayle Disney, Judy Engelhard Mar 2026

Integrating A Teachers’ Instructional Practices Online Database (Tipod) In Pre-Service Teacher Preparation, Dodi Hodges, Gayle Disney, Judy Engelhard

Teacher Education Journal of South Carolina

The Teachers’ Instructional Practices Online Database (TIPOD) is a project designed for use with pre-service teacher candidates at Coastal Carolina University (CCU). The project requires teacher candidates to research evidence-based strategies from peer-reviewed journals and submit them to an online database that teachers can use in their classrooms. Currently under construction and used for the first time in Spring 2008, TIPOD is an outgrowth of a sister project, the Instructional Practices Online Database (ISOD), which was implemented at Bowling Green State University in 2003 by the senior author. This paper presents the purpose and description of TIPOD, steps for implementation, …

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Teachers Who Seriously Considered Leaving The Profession But Ultimately Chose To Stay, Greta G. Freeman Mar 2026

Teachers Who Seriously Considered Leaving The Profession But Ultimately Chose To Stay, Greta G. Freeman

Teacher Education Journal of South Carolina

In an effort to provide information to help understand and slow the rapid turnover and decline of quality educational professionals and to aid in the quest to stock our classrooms with the very best teacher educators, this research examined public school teachers who at some point in their career seriously considered leaving the profession, but for one or more of the reasons described in this study, ultimately chose to stay. This phenomenological case study focused on a sample of twenty-five kindergarten through grade five teachers employed by one Western North Carolina school district. A series of written and oral responses …

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Multicultural Education And Diversity: Essential To Reforming The Landscape For Preservice Teachers, Cheryl Warner, Frankie Keels Williams, Kathleen V. Davis Mar 2026

Multicultural Education And Diversity: Essential To Reforming The Landscape For Preservice Teachers, Cheryl Warner, Frankie Keels Williams, Kathleen V. Davis

Teacher Education Journal of South Carolina

Preservice teacher education students should be definitive in their understandings about aspects of multicultural education and diversity. This article provides an analysis of the perceptions of preservice teacher education students regarding opportunities in the curriculum to enhance their understanding of multiculturalism and diversity. Based on the findings from the study, there is a convincing call for teacher education programs to help preservice teachers develop their knowledge, skills, and dispositions to teach diverse students. Specific strategies are presented for reforming the landscape for the preservice teacher education curriculum.

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