[MWERA] MWER V32n3 published

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Mid-Western Educational Researcher
Volume 32, Issue 3
Editors’ Notes
We are pleased to present 2020’s fall issue of the Mid-Western Educational Researcher. There are five feature articles in this issue that present the important scholarship that is the hallmark of the Mid-Western Educational Research Association.

While the 2020 Annual Meeting of the Mid-Western Educational Research Association was postponed until 2021 due to the COVID-19 pandemic, MWERA president Laney Bender-Slack of Xavier University facilitated free online sessions to help us all stay connected to our professional organization. Our Editorial Team offered one of these presentations to help future authors, reviewers, and editors become more acquainted with the inner workings of our journal. We were pleased to be able to help scholars prepare to submit to the journal.

Thank you for your continued support of our association and our journal. Be well.

MWERA 2019 Distinguished Paper
Min Xiao, Kelly D. Bradley, and Jungmin Lee of the University of Kentucky present the winner of the MWERA 2019 Conference Distinguished Paper. Their work, Exploring the Relationship between Student Involvement and First-to-second Year Retention at Four-year Postsecondary Institutions<https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue3%2FV32n3-Xiao-DISTINGUISHED-PAPER.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082248002%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=GvEIOZ6pAdYO07ChIr1QjiQNoR1fIPNzSr%2BtDErs%2Fa4%3D&reserved=0>, was selected from all of the papers presented at the conference. Using data from the Education Longitudinal Study of 2002, they investigated the relationships between first-to-second fall retention and student involvement indicators. Results showed that student-advisor interaction, student-faculty interaction, extracurricular activities participation, and library utilization were positively associated with first-to-second fall retention.

Feature Article
Katherine Brodeur, Kristina N. LaVenia, Christy Galletta Horner, and Tracy Huziak-Clark of
Bowling Green State University present their study Interrupting the Pattern: Knowing Why and Respecting Who We Teach<https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue3%2FV32n3-Brodeur-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082248002%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=myfRn4OJ%2Bf6jpZ0ig6IxSw%2BtiHlnsV%2FplClF9Kwkeds%3D&reserved=0>. This mixed methods study examined pre- and in-service teachers’ perceptions of Culturally Responsive Pedagogy (CRP) and self-efficacy. Both pre-service and in-service teachers participated in professional development. Dependent-samples t-tests revealed positive and statistically significant changes in participants’ CRP self-efficacy. Qualitative analyses demonstrated that participants worked to better understand their core values (know why they teach), identified a need to better understand their students (respect who they teach), and recognized high expectations for all students as a core principle of CRP.

Graduate Student Inquiry
Sung-ae Kim and Trish Morita-Mullaney of Purdue University present When Preparation Matters: A Mixed Method Study of In-Service Teacher Preparation to Serve English Learners<https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue3%2FV32n3-Kim-GRADUATE-STUDENT-INQUIRY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082248002%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2BJMkjztHOB%2BzwTOe%2FvmAFwl5cQxgNZjqKhm8KVMKtAs%3D&reserved=0>. In this mixed methods study, authors examined the role of self-efficacy in relationship to in-service teachers’ capacities to serve English learners (ELs) based on years of teaching experience, professional development preparation, and English as a Second Language (ESL) licensure. They found that teachers with high levels of preparation and related English as a second language (ESL) licensure have the highest levels of efficacy and are able to address the needs of ELs within their curriculum selection, instructional differentiation and interpretation of classroom-based assessments

Commentary
Christopher Engledowl and David Rutledge of New Mexico State University offer a commentary called National Policies: Catalyst for Teacher Preparation Program Enrollment and Completion Decline?<https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue3%2FV32n3-Engledowl-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082248002%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2FxfkcOXf1ZG07O6Cs73mV2vePIDiPoWET7ZnYEifbsw%3D&reserved=0> They identify a trend in teacher preparation program enrollment and completion rates from 2000–2017 and contextualize it alongside national education policies, such as No Child Left Behind, Race to the Top, and the Common Core State Standards. Authors discuss the potential of these policies as catalysts for substantial declines in teacher education. Using a local context in New Mexico as an example, they discuss how such policies may be impacting teacher production.

Voices from the Classroom

Ami Butler, now with Western Governor’s University, and Debra Miretzky, from Western Illinois University, present Funds of Knowledge and Early Literacy: A Mixed Methods Study<https://nam03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue3%2FV32n3-Butler-VOICES-FROM-THE-CLASSROOM.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082248002%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=RjmMIpntm1L0eKhb24sGHwIyXvvyj%2BbXHFcPhvqDVXI%3D&reserved=0>. This teacher-directed research project examined one Hispanic family’s support of their young children’s early literacy development in the home. Findings indicated that the family possessed extensive “Funds of Knowledge,” which proved useful not only at home but in the classroom.

Opportunities with MWER

As always, MWER’s editors continue to look for strong scholarship, both quantitative and qualitative, and extend an invitation to you to submit your work for publication, to serve as a reviewer for the journal, or to do both. The editors continue to aim to offer a timely review and publication process. Please see the information for authors <https://nam03.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-authors.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082257989%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2Bas4y4CCkcPXXmidwc6deEZnOjhhpnkkybz03Z%2B8wfU%3D&reserved=0> and information for reviewers <https://nam03.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-reviewers.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C357173533257434fa1ae08d87f36ac27%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637399220082257989%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=Xec48ifGXGfkJU79dB6xrojz5ne%2F2yxALtf74zaQYN0%3D&reserved=0> pages.


MWER Editorial Team (2019 – 2022)
Brooks R. Vostal, Editor
Jonathan Bostic

Christy Galletta Horner

Jeanne Novak

MWER1922 at gmail.com<mailto:MWER1922 at gmail.com>



Brooks R. Vostal, Ph.D.
School of Counseling and Special Education
Bowling Green State University
405A Education Building
Bowling Green, OH 43403-0001
419-372-7278 (voice)
419-372-8265 (fax)
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