Teacher Education Journal of South Carolina

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TEJSC 2020 Special Edition

Academic Continuity Amid Crisis

As an alarming new coronavirus spreads, education has experienced its global and local impact. Colleges and universities are facing difficult, often excruciating decisions: Will we close our campus? If so, what happens to students with nowhere to go? How can we move our courses online? How to plan for an ever-more-uncertain future?

Our goal, in a time of crisis and confusion, is to show you the full picture of how teacher education in SC is affected — and how it’s responding. We’re committed to providing the information and analysis you need, in the moment.

In an effort to answer your questions, we are shifting our spring edition of the TEJSC to an open submission (no deadline) format that will continually be updated on our website. The peer review process will be expedited so everyone on and around your campus can be thoroughly informed.

A How-To Guide for Going Online In the Age of COVID-19

By Erin D. Besser and Lillian G. Reeves, USC Aiken

Abstract: This guide was written to support faculty, teachers, and other educators who may be tasked with transitioning from face-to-face instruction to online instruction in the coming weeks. The first part of the guide highlights and evaluates the functionality of Learning Management Systems (LMS) and then suggests easy-to-use digital tools for building audio, video, and image content. The second part of the guide demonstrates how teacher educators can model course design and invite preservice teachers to build their confidence and skills to navigate similar, quickly changing teaching environments.

“Ayo, Teach! How High?”: Teacher Expectations as a Determinant for Student Success

By Dr. Walter Lee, USC Upstate

During COVID-19, the strength of relationships transcends any space and distance. In the absence of classrooms, desks, and smartboards, learning is expected to continue - rightfully so. Although laborious and new to many, learning can be accessible anywhere when blended with relationships and high expectations. This article captures the significance of high teacher expectations whether employed during in-person or online instruction. The first part of this article explains the relationship between student self-concept and self-efficacy then explores the theory of CARE for self-concept enhancement as a tool for teachers to support students in developing their self-images. The latter part of this article offers practical strategies for teachers to implement in their approach to online, distant learning.

Remote Teaching: Navigating the Complexities of Moving Classes Online…Indefinitely

By Dr. Brennan Davis, Columbia College

Over the past few weeks, the Coronavirus, or COVID-19, has changed the landscape of education across the globe. Mass school closures and the movement to remote teaching have sent parents, students and teachers into a state of confusion. This phenomenon has occurred at the college level as well. In South Carolina, public schools are closed, and colleges and universities have moved classes online indefinitely, sent students home, and left many professors and students with a lot of unanswered questions. We might not be able to predict exactly how long this unprecedented experience will last (or what will happen with graduation ceremonies, as so many students are asking), but we do have control over our individual responses to this event. We have the ability (and the obligation) to provide our students with compassion, consistency, and creativity as we all navigate online learning together.

Concept Mapping as a Flexible Tool for Evaluating Student Knowledge in Remote Learning Environments

By Dr. Jeremy Lopuch

Education Core, Winthrop University

The purpose of this article is to describe the procedures of concept mapping as an assessment tool in remote learning. First, the literature on the use of concept mapping is reviewed. Next, the preparation of the concept map for specific courses is outlined. Then, pretest and posttest steps are discussed. Finally, the article describes how instructors can use concept map assessment results to evaluate learning and reflect on future class adaptions.

Meeting the Needs of All Students in Online Coursework through the Universal Design for Learning Framework

By Melissa Martin, PhD, University of South Carolina, Aiken & Anna M. Brady, PhD, Erskine College

The purpose of this paper is to describe the Universal Design for Learning (UDL) framework as it applies to teaching online courses. Additionally, the authors provide strategies related to the three principles of UDL – Engagement, Representation, and Action/Expression. Integration of these principles into all courses, regardless of format, is critical as they help provide access to the content, tasks, and assessments to all learners.

Distance learning survival guide website:

Authentic project-based assessment utilizing the UDL model

Judith H. Collazo, Melissa Martin, University of South Carolina Aiken School of Education & Norah E. MacCuish, California Public Schools

This article was written for current (and future) public school elementary educators and teacher educators who endeavor to follow authentic distance learning practices during times of crisis and as P-20 schools evolve from traditional face-to-face to modified hybrid instruction.

Retaining Underrepresented Undergraduate Students Amid COVID 19: Proven Strategies for College Faculty

Dr. Tenisha L. Powell, Winthrop University; Dr. Koti Hubbard, Clemson University; Dr. Erin Hamel & Dr. Crystal P. Glover, Winthrop University

The arrival of COVID- 19 in the United States during the spring semester of the 2019- 2020 academic year forced many students in higher education to face new and unknown challenges, hardships, and stressors as they attempted to complete academic requirements, especially students from underrepresented populations. Now, more than ever before, it is critically imperative that underrepresented undergraduate student populations feel connected to and a sense of belongingness in their universities, colleges, and programs. This article describes several retention strategies that four faculty members implemented within their teacher education program. Each strategy aims to engage underrepresented student populations and elevate their sense of belonging during the COVID-19 crisis.

Modifying the Clinical Field Experience During COVID-19

Dr. Angela Danley & Dr. Carla Williams; University of Central Missouri

This article focuses on how a Midwestern university has shifted from the university coaches providing feedback to teacher candidates on their field experience to the mentoring teachers providing this necessary feedback for continued growth. With the change to the clinical model for the fall 2020 semester due to unprecedented times facing PreK-12 public institutions and teacher education programs, the faculty had to shift the responsibility over to the mentoring teacher for the source of feedback. An overview of the early childhood and elementary program is provided along with how the faculty modified the clinical experience to meet the practicum requirements during the pandemic.

To read the journal, click the drop-down menu from the Journal tab at the top of the page.

Please submit your manuscripts to the journal's interim editor, Dr.Reed Chewning, at reed.chewning@converse.edu.

As of the May 1, 2020 board meeting, the TEJSC will now have a rolling submission process (see image for details).

Manuscripts accepted for the journal will appear live on the journal page. At the end of the issue's timeline, all articles will be converted to the traditional journal PDF format.

As of the fall 2019 issue, the TEJSC accepts 73% of articles submitted.