Abstract
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.
Recommended Citation
Henderson, A. Scott and Stevens, Cathryn A.
(2008)
"Local Knowledge and Its Implications for Teacher Education in South Carolina,"
Teacher Education Journal of South Carolina: Vol. 1:
No.
1, Article 13.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol1/iss1/13