Implementing Web-Based Instructional Technologies to Support and Improve Math Achievement

This paper presents a case study review of a public school\u27s 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\u27 low math scores on in-class assessments and standardized tests. The public school\u27s 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\u27 lesson plans and classroom activities. A K-5th grade math instructional assistant software program was selected to support and complement classroom instruction. The initial results of the web-based instructional assistant program on improving student math achievement appear to be promising. Student growth measures and reflections on initiating, developing and monitoring the math instructional support program are presented and discussed

I Never Would have Expected it! Changing Perceptions through Cross-Cultural Experiences

As the U.S. population continues to diversify, cross-cultural interactions are increasingly common. Preconceptions of other cultural groups influence those interactions. In this article, two teacher educators interview ten college students, discussing how experiences in a cross-cultural tutoring program changed their perceptions and beliefs about working with culturally diverse elementary students. The college students identify several aspects of the tutoring program impacting their overall educational experience

Examining the Effects of Professional Development on Students’ Attitudes, Experiences with Inquiry, and Content Knowledge

Professional development for in-service teachers is an issue of statewide and national concern. This study is part of a larger research project that investigates the effects of a professional development experience on high school biology teachers\u27 content knowledge, teaching efficacy, and ability to develop and implement inquiry-based instruction, as well as student performance and interest in science. This study specifically focuses on data collected from high school students taking biology from teachers involved in the professional development. Pre-and post measures on the Attitutes Towards Science Inventory and on a survey used to characterize experiences with practices associated with inquiry were collected from the students. In addition, standardized test scores of students taught by teachers in the program were compared with those of other students. The findings indicate no significant differences between students in these groups in terms of standardized test scores. However, postitive changes were noted in terms of students attitutes and interest in science as well as experience with practices associated with inquiry. In light of findings from other data collected, evaluating professional development programs with student performance on standardized tests is shown to be limiting

School newspapers: A key to democracy

This paper discusses the importance of rebuilding journalism programs in high schools as a way to help preserve democratic ideals in our society at large. Since effective high school journalism programs teach students who serve as newspaper staff members to be responsible gatherers of information as well as discerning researchers, these student newspaper staff members are also more likely to apply a discriminating point of view or a perceptive mindset when they become adults. In addition, a strong high school newspaper program will engage the student body in open dialogue and give voice to the many different perspectives in any high school. As students learn to interact responsibly and wisely with their high school newspapers, they will learn how to become responsible and active participants in our democratic society as adults

The Value of Incorporating Research Methods in Undergraduate Teacher Preparation Programs

Teacher preparation programs play a pivotal role in shaping future educators, equipping them with the skills and knowledge necessary to foster student learning and success. A growing body of literature underscores the importance of integrating research methods into these programs. By incorporating research training, teacher preparation programs help future educators analyze data, evaluate the quality of research studies, and apply findings to their teaching..

Full Issue: Volume 4, 2011

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

A Call for Dialogue and New Collaborations: Priorities for Teacher Education in South Carolina for the 21st Century

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 and those who work directly with pre-service teachers. The author analyzes key findings from several key books, articles, and research reports to suggest a starting point for dialogue and invites other educators in our state to engage with her and other colleagues in our state and nation to consider possible solutions and innovations based on our current challenges and opportunities

Teaching the Whole Child Through Project Based Learning

This paper describes in detail the current teaching practices integrating Project Based Learning with explicit examples of projects administered at the gateway grades of 4th, 8th, and 12th grade, respectively. Incorporating Project Based Learning at a local independent school in Columbia, South Carolina, offers students the opportunity to demonstrate their cumulative knowledge at each gateway grade while allowing students to integrate the arts into their exhibition of mastery

Preparing to Teach for Social Justice: An Analysis of Preservice Teachers\u27 Beliefs

This article examines preservice teachers\u27 attitudes and beliefs about teaching for social justice. Students responded to a given prompt pertaining to social justice, and then completed The Learning to Teach for Social Justice – Beliefs Scale. This instrument consisted of 12-point Likert Type scale items. A mixed method approach was used to collect and analyze thedata focusing on descriptive statistics for the quantitative aspect and emerging themes for thequalitative. Results indicate that preservice teachers clearly displayed and articulated a good understanding of what it means to teach for social justice

Classroom Management Scenarios: From Theory to Practice

This article presents a powerful and engrossing method for engaging pre-service teachers in meaningful discussions about classroom management. The author details the use of perspective-taking scenarios, which are short vignettes based on real-life classroom management dilemmas faced by teachers. Processes for encouraging deep, transformative discussions and tips for writing classroom management scenarios are described. The author postulates that pre-service teachers can become more confident and capable classroom managers by hosting lively and wide-ranging discussions about actions to take when faced with specific classroom management situations