Department of Instruction and Teacher Education
College of Education
University of South Carolina
Columbia, South Carolina 29208
Phone: 803-777-5278
Fax: 803-777-7970
Email: kevinswick@scarolina.edu
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| 1968-1970 | University of Connecticut | Storrs, CT |
| Ph.D. Education (Curriculum/Parent/Family Education,
Early Childhood Education) Director, Urban Teacher Education Center (New London, CT) Dissertation: An analysis of an inner-city student teaching program: Implications for designing teacher education. | ||
| 1967-1968 | Northern Illinois University | Dekalb, IL |
| Graduate course work in Educational Evaluation Graduate Assistant: Supervision of Practicum Students | ||
| 1966-1967 | University of Cincinnati | Cincinnati, OH |
| Graduate course work in Educational Foundations | ||
| 1965-1966 | Bowling Green University | Bowling Green, OH |
| Master's In Education (Foundations/Elementary) Research Assistant, Philosophy of Education Program Internship on teaching strategies in elementary school classrooms Thesis: John Dewey's concept of morality and its implications for elementary education | ||
| 1961-1965 | Bowling Green University | Bowling Green, OH |
| B.A. in History and Speech |
| 1976-1998 | University of South Carolina | Columbia, SC |
| Associate Professor, Early Childhood Education (1976-1979) Professor, Early Childhood Education (1979-present) Chair, Early Childhood Education Department (1979-1981) Coordinator, Early Childhood Program (1981-1984) Director, University Children's Center (1986-1991) Director, Ed.S. in Teaching Degree (1993-1998) Director, USC - SLATE Project ( 1998-1999) Developed: *Parent involvement program component, *Ed.S. in Teaching Degree proposal (chaired), *Early Childhood Education Summer Institute (Now in its 21st. year, Chaired: College Curriculum Committee, State Early Childhood Assessment Program, University Child Care Committee, Tenure and Promotion Committee, Dean's Advisory Team | ||
| 1970-1976 | Southern Illinois University | Carbondale, IL |
| Assistant Professor, Elementary/Early Childhood (1970-1974) Associate Professor, Elementary/Early Childhood (1974-1976) Director, University Head Start Program (1972-1974) Developed: Courses on parent involvement, multicultural learning, affective learning, rural schools, and an honors seminar on Abraham Maslow. Chaired: College Advisory Team, College Appeals Committee, Department Chair Selection Committee, Department Curriculum Committee, University Teacher Education Council. | ||
| 1968-1970 | University of Connecticut | Storrs, CT |
| Instructor, Elementary Teacher Education Program Director, New London Student Teaching Center | ||
| 1967-1968 | Northern Illinois University | Dekalb, IL |
| Teaching Associate, Elementary Practicum Courses | ||
| 1966-1967 | Blue Ash Elementary School | Cincinnati, OH |
| Teacher (7th Grade Social Studies) | ||
| 1964-1966 | Bowling Green Public Schools | Bowling Green, OH |
| Graduate Internship (1965-1966) Student Teaching (1964-1965) |
Southern Early Childhood Association
Additional Professional Involvement
*Kevin J. Swick. (1993) Strengthening parents and families during the early childhood years. Champaign, IL: Stipes.
*Kevin J. Swick & Stephen Graves. (1993). Empowering at-risk families during the early childhood years. Washington, DC: National Education Association.
*Kevin J. Swick. (1992). An early childhood school-home learning design: Strategies and resources. Champaign, IL: Stipes.
*Kevin J. Swick. (1991). Teacher-partnerships in early childhood education. Washington, DC: National Education Association.
*Kevin J. Swick. (1991). Discipline: Toward positive student behavior. Washington, DC: National Education Association.
*Kevin J. Swick. (1989). Stress and teaching. Washington, DC: National Education Association.
*Kevin J. Swick. (1987). Perspectives on understanding and working with families. Champaign, IL: Stipes.
*Kevin J. Swick. (1987). Parents and teachers as discipline shapers. Washington, DC: National Education Association.
*Kevin J. Swick. (1987). Readings on multicltural learning in early childhood education. Little Rock, AR: Southern Early Childhood Association.
*Kevin J. Swick. (1987). Disruptive student behavior in the classroom. Second Edition. Washington, DC: National Education Association.
*Kevin J. Swick. (1987). Student stress: A classroom management system. Washington, DC: National Education Association.
*Kevin J. Swick. (1984). Inviting parents into the young child's world. Champaign, IL: Stipes.
*Kevin J. Swick. (1982). Involving children in parenting/caring experiences. Dubuque, IW: Kendall-Hunt.
*Kevin J. Swick, R. Eleanor Duff, & Carol Flake. (1981). Parent Involvement: Strategies for early childhood educators. Champaign, IL: Stipes.
*Kevin J. Swick. (1979). Parenting. Washington, DC: National Education Association.
*Kevin J. Swick, R. Eleanor Duff, & Carol Flake. (1979). Strategies for developing effective school-home relationships. Atlanta, GA: Humanics.
*Kevin J. Swick & R. Eleanor Duff. (1978). The parent-teacher bond. Dubuque, IW: Kendall-Hunt.
*Kevin J. Swick. (1975). Affective learning in elementary and early childhood education. Champaign, IL: Stipes.
*Kevin J. Swick. (1990). The child in the community. In D. Quisenberry & S. Robinson. (Eds.). Readings from childhood education. Olney, MD: Association for Childhood Education International.
*Kevin J. Swick. (1989). Strengthening families for the journey. In D. Blazer. (Ed.). Faith development in early childhood education. Kansas City, MO: Sheed & Ward.
*Kevin J. Swick. (1988). Managing classroom stress. In S. Goffin & S. Vartuli. (Eds.). Little Rock, AR: Southern Early Childhood Association.
*Kevin J. Swick. (1985). Focus on parents' needs and responsibilities. In K. Powers. (Ed.). Lives of families. Little Rock, AR: Southern Early Childhood Association.
*Kevin J. Swick. (1985). Early childhood education. In J. Mangeri. (Ed.). Excellence in Education. Ft. Worth, TX: Texas Christian University Press.
*Kevin J. Swick. (1981). Guidelines for experienced teachers. In R. Gilstrap. (Ed.). Toward self-discipline. Olney, MD: Association for Childhood Education International.
*Kevin J. Swick & R. Grafwallner, et. al. (1997). On board early: Building strong family-school relations," Early Childhood Education Journal, 14, 269-273.
*Kevin J. Swick. (1997). Involving families in the professional preparation of educators," The Clearing House, 70, 265-268.
Kevin J. Swick. (1997). Strengthening homeless families and their young children," Dimensions of Early Childhood, 25, 29-34.
*Kevin J. Swick. (1996). Building healthy families: Early childhood educators can make a difference. Journal of Instructional Psychology, 23, 75-80.
Kevin J. Swick. (1996). Early childhood teachers reconstruct their views about homeless families. Journal of Early Childhood Teacher Education, 17, 26-36.
*Kevin J. Swick. (1996). Teacher strategies for working with homeless families. The Clearing House, 69, 293-296.
*Kevin J. Swick. (1996). Early childhood parent education/family literacy as prevention of school failure strategy. Occasional Papers, 1-8.
*Kevin J. Swick, (1995). What parents really want from family involvement programs. Day Care and Early Education, 22, 20-23.
*Kevin J. Swick. (1995). The socialization of beginning teachers. Journal of Early Childhood Teacher Education, 16, 13-17.
*Kevin J. Swick, G. Boutte, and I. Van Scoy. (1995). Families and schools: Building multicultural values together. Childhood Education, 72, 75-79.
*Kevin J. Swick & G. Boutte. (1995). Family involvement in early multicultural learning. (Eric Digest on Elementary and Early Childhood Education, Urbana, Illinois) ED 380 240.
*Kevin J. Swick. (1994). Family involvement: An empowerment perspective. Dimensions of Early Childhood, 22, 10-13.
*Kevin J. Swick. (1994). African American children and school readiness. Instructional Psychology, Summer.
*Kevin J. Swick. (1993). Cultural sensitivity: How important is it for effective home visits? Day Care and Early Education, 20, 11-14.
*Kevin J. Swick. (1992). An early childhood math/computer parent involvement design. Journal of Rural and Small Schools, Winter, 2-5. *Kevin J. Swick. (1990). Computer education for parents of preschoolers. Educational Technology, 18, 39-45.
*Kevin J. Swick. (1990). Parental efficacy and children's social competence. Instructional Psychology, 27, 24-32.
*Kevin J. Swick. (1989). Parental efficacy and social competence in young children. Dimensions of Early Childhood, 17, 25-26.
*Kevin J. Swick. (1989). Characteristics of kindergarten teachers who promote parent involvement. Early Childhood Research Quarterly, 4, 19-30.
*Kevin J. Swick. (1989). Understanding and relating to transformed families. Dimensions of Early Childhood, 17, 8-11.
*Kevin J. Swick. (1988). Parental efficacy and involvement: Influences on children. Childhood Education, 65, 37-41.
*Kevin J. Swick. (1988). Rural teachers integrate technology into early childhood education. The Rural Educator, 10, 19-23.
*Kevin J. Swick. (1988). A teacher education design for integrating math-technology concepts into the early childhood curriculum. Action in Teacher Education, 10, 57-64.
*Kevin J. Swick. (1988). The relationship between Otitis Media and learning problems in young children. Dimensions of Early Childhood, 16, 14-15.
*Kevin J. Swick. (1987). An innovative program proposal for career teachers. Contemporary Education, 58, 192-196.
*Kevin J. Swick. (1987). Managing classroom stress. Dimensions of Early Childhood, 15, 9-12.
*Kevin J. Swick. (1987). Teacher reports on parental efficacy/ involvement relationships. Instructional Psychology, 14, 125-132.
*Kevin J. Swick. (1987). Personality dimensions of prospective teachers. The Teacher Educator, 22, 2-8.
*Kevin J. Swick. (1986). Parents as models in children's cultural development. The Clearing House, 60, 72-75.
*Kevin J. Swick & Stephen Graves. (1986). Locus of control and interpersonal support as related to parenting. Childhood Education, 63, 41-49.
*Kevin J. Swick. (1986). The relationship of parental locus of control, interpersonal support, and the young child's level of developmental functioning in a preschool setting. Instructional Psychology, 13, 153-159.
*Kevin J. Swick. (1985). Critical issues in parent education. Dimensions of Early Childhood, 14, 4-7.
*Kevin J. Swick. (1985). Cultural influences on parenting: Implications for parent educators. Instructional Psychology, 12, 80-85.
*Kevin J. Swick. (1985). Fathers, family policy, and the school's role. Contemporary Education, 56, 22-25.
*Kevin J. Swick & P. Harris. (1985). Improving teacher communication: Focus on clarity and questioning skills. The Clearing House, 59, 13-16.
*Kevin J. Swick & L. Manning. (1985). Father involvement: Rationale and strategies. Educational Horizons, 63, 135-136.
*Kevin J. Swick & S. Robinson. (1985). Instituting change in early childhood education. Action in Teacher Education, 6, 47-51.
*Kevin J. Swick. (1984). Family functioning, parenting, and parent involvement practices. Instructional Psychology, 11, 79-88.
*Kevin J. Swick. (1984). On the cutting edge: Elementary education. Today's Education, Annual Edition, 48-49.
*Kevin J. Swick, M. Brown, & T. Watson. (1983). The relatonship of parents' support to children's school achievement. Child Welfare, 62, 175-180.
*Kevin J. Swick. (1983). When teachers become real teachers. Momentum, 54, 42-43.
*Kevin J. Swick. (1983). Parent education: Focus on parent's needs and reponsibilities. Dimensions of Early Childhood, 11, 9-12.
*Kevin J. Swick. (1983). Father involvement in home and school. Childhood Education, 60, 128-135.
*Kevin J. Swick. (1982). Severe hearing losses in infancy: Is language development imparied? Childhood Education, 59, 46-51.
*Kevin J. Swick. (1982). Parent-child perceptions of their ecological context as related to child performance in school. Instructional Psychology, 9, 168-175.
*Kevin J. Swick. (1982). Business and industry as facilitators of community life. Childhood Education, 59, 80-86.
*Kevin J. Swick. (1981). Relationships between home support and reading readiness for kindergarten children. Instructional Psychology, 8, 83-87.
*Kevin J. Swick. (1981). The work place as a family support system. Day Care and Early Education, 9, 7-11.
*Kevin J. Swick & M. Brown. (1981). The neighorbood as a support system for children and families. The Clearing House, 54, 350-353.
*Kevin J. Swick & E. Duff. (1981). An assessment procedure for use in developing a parent involvement program. Kappa Delta Pi Record, 17, 102-105.
*Kevin J. Swick, C. Flake, & G. Raymond. (1980). The first step: Establishing parent-teacher communication in the IEP conference. Teaching Exceptional Children, Summer, 144-146.
*Kevin J. Swick. (1980). Teachers, students, parents: They need each other. Middle School Journal, 11, 3-4+29.
*Kevin J. Swick & P. Hanley. (1980). Meeting the continuing education needs of foster parents. The Clearing House, 53, 385-389.
*Kevin J. Swick. (1980). Perspectives on family-assisted learning. Children Our Concern, 5, 3-8.
*Kevin J. Swick. (1980). Parent education in the 1980's. Journal of Children and Youth, Fall, 2-8.
*Kevin J. Swick. (1980). Child abuse: Perspectives for helping professionals. Kappa Delta Pi Record, 17, 48-51.
*Kevin J. Swick. (1979). Community resource use in early childhood education. Education, 99, 330-332.
*Kevin J. Swick. (1979). Home support and language development in young children. Instructional Psychology, 6, 19-24.
*Kevin J. Swick. (1979). Mixed messages on human usefulness. Momentum, 10, 4-9.
*Kevin J. Swick. (1979). Toward a meaningful family-school relationship. The Clearing House, 53, 97-100.
*Kevin J. Swick. (1978). Parent-teacher interaction: A developmental process. The Clearing House, 51, 265-267.
*Kevin J. Swick. (1978). The parenting team: Concept, process, and product. Dimensions, 6, 53-59.
*Kevin J. Swick. (1976). Affective learning materials and activities for classroom teachers. Illinois School Research, 13, 23-26.
*Kevin J. Swick. (1976). Affective learning for the real world. Language Arts, 53, 160-162.
*Kevin J. Swick. (1976). Considerations and techniques for team planning. Middle School Journal, 7, 10-13.
*Kevin J. Swick. (1975). Preservice and inservice teachers' perceptions of children: A review of research. Illinois School Research, 12, 37-42.
*Kevin J. Swick. (1975). Family grouping: Extending involvement through intercultural activities. Instructional Psychology, 2, 33-34.
*Kevin J. Swick. (1975). Multi-racial, affective learning: An in-service approach for teachers and parents. Reading Improvement, 12, 225-227.
*Kevin J. Swick. (1974). Do your children know what you're thinking? Teacher, 91, 38-40.
*Kevin J. Swick & E. Duff. (1974). Use of primary level tutors as an instructional resource. Reading Improvement, 11, 39-44.
*Kevin J. Swick (1974). Challenging pre-service and in-service teachers' perceptions of minority group children. The Journal of Negro Education, 18, 194-202.
*Kevin J. Swick. (1973). Parents and children in the home environment: Process and product implications for the school setting. Education, 93, 379-381.
*Kevin J. Swick. (1973). Exploring the perceptions of disadvantaged preschool children toward familiar and unfamiliar surroundings. Education, 93, 123-127.
*Kevin J. Swick. (1973). Indirect teacher behaviors and the creative teacher. Elementary English, 50, 544-546.
*Kevin J. Swick. (1973). Questioning and learning. The Clearning House, 47, 567-568.
*Kevin J. Swick & C. Ross. (1972). Challenging perceptions of black and white. The Clearing House, 46, 482-486.
*Kevin J. Swick & C. Ross. (1972). Student teachers react to the urban experience. Journal of Teacher Education, Winter, 3-9.
*Kevin J. Swick. (1972). Profitable aspects of urban education programs. The Negro Educational Review, 23, 24-28.
*Kevin J. Swick & C. Ross. (1972). Success in the inner city: A three factor analysis of the impact of an experimental inner city training program on student teachers. Journal of Nego Education, 41, 12-15.
*Kevin J. Swick. (1971). Urban practice teaching residence center. Integrated Education, 9, 44-47.
*Kevin J. Swick & C. Ross. (1969). An explanatory study in the development of positive changes in student-teacher attitudes toward inner-city teaching. Education and Urban Society, 2, 112-118.
Field and Specialized Courses for Schools/Agencies