[MWERA] MWER Volume 33, number 1 published

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Mid-Western Educational Researcher
Volume 33, Issue 1
Editors’ Notes
The Editorial Team is pleased to present the 2021 Spring issue of the Mid-Western Educational Researcher. There are three feature articles in this issue, as well as two commentaries, that present the important scholarship that is the hallmark of the Mid-Western Educational Research Association.

We are pleased to draw your attention to the call for proposals for the Mid-Western Educational Research Association Annual Meeting, to be held in Cincinnati, Ohio from October 13th – 15th, 2021. This year’s theme is The Power of Educational Research: Impacting Change. The link for proposal submission is here: https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2Fprogram-information.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544094607%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=jFHa6Y0eBUmpxZJDS9%2FjWaVO%2FebYtmbAI7LiEK2nQ9o%3D&reserved=0

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



MWERA 2019 Distinguished Paper


Leah Wasburn-Moses of Miami University in Ohio present the winner of the MWERA 2020 Online Conference Distinguished Paper: Ethics in Partnership in Teacher Education<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-WasburnMoses-DISTINGUISHED-PAPER.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544094607%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=u0uvitTXqTeHD3uZ44G%2FFRWUil6r3%2F2pka4zFPtkGlY%3D&reserved=0>. This article reports results of a nationwide study examining ethics in partnership in teacher education in a representative sample of 248 institutions of higher education. Implications include the need to examine and understand common dilemmas encountered in the field and consider developing field-specific guidelines and strategies.


Feature Articles

Margaret Schauer of John Carroll University in Ohio presents Race IS a Big Deal: The Childhood Experiences of White, Female Teachers and the Development of Critical Consciousness to “See, Judge and Act”<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-Schauer-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544094607%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=ELAreg3w5WwWR8emfoM%2FRZUtNUyDWsOEzvyhLi0VcH0%3D&reserved=0>. She explores the stories of White, female teachers to understand moments of critical consciousness around race during childhood experiences that may have supported strong relationships with students of color in their teaching careers. Findings include colorblind and White privileged stances from childhood that became more critical as participants began teaching students of color and adopted culturally relevant pedagogies and practices to meet their students’ needs.

Tara Kaczorowski, Sonia M. Kline of Illinois State University present their study on Teachers’ Perceptions of Preparedness to Teach Students with Disabilities.<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-Kaczorowski-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544094607%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=OZIJnRfd5TYpzWqndwwznQ4a31fHX7agGXn2BmRdgck%3D&reserved=0>.<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-Kaczorowski-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544104598%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=LtIp%2FDh0Onh8zarCoUJRfzk1guNXVqIso74OLu4cgtQ%3D&reserved=0> This study utilized a multi-method survey design to examine and compare general and special education teachers’ perceived preparedness to teach students with disabilities as well as the experiences each group believes contributed to that preparedness. Special education teachers’ rated themselves as more prepared for both instruction and social inclusion of students with disabilities than general education teachers, both after completing their undergraduate programs and after gaining teaching experience.
Commentaries

Amy Bacevich of Northern Kentucky University offers a scholarly commentary arguing for Revising “Field Experience” in the Pandemic Period and Beyond.<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-Bacevich-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544104598%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=NXA1KSs1DCtg2%2FCH5JjHhf%2Be8tNAv9qYayNNYJUz9yM%3D&reserved=0> This commentary argues for a conception of field experience as practice rather than context. When applied across programs, this conception could help situate “field experience” across the teacher education curriculum, regardless of the physical spaces in which novices are working and studying. The author advocates a focus on essential instructional routines, especially those that engage P-12 students with rigor and can be used flexibly to teach important content, within a 3-stage developmental framework to engage novices in learning those instructional routines with increasing sophistication.

Bagmi Das of The George Washington University and Beth H. Gilfillan of Bowling Green State University offer a commentary called Utilizing Family Systems Theory in College Readiness Counseling<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue1%2FMWER-V33n1-Das-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544104598%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=WDHIWgweX1aQO9Q58N77V63gZvNzNhyNBpMFxvWyjC4%3D&reserved=0>. Authors argue that school counselors will be able to better prepare students and their families for the college readiness process through understanding and implementing concepts from Family Systems Theory. They propose a new framework to utilize these concepts and guide school counselor-student-family interactions: the READ-E framework to incorporate Family Systems Theory into college readiness counseling for K-12 students.



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://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-authors.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544104598%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=cKR5DsQfI20GUVWGolUNRWW67oRqysCzeBMXJsf26wY%3D&reserved=0> and information for reviewers <https://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-reviewers.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544104598%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=y3JxYyV4yjD%2F%2BgaJ6Kn%2FdUF5wITHssHsor6V%2FaoauFY%3D&reserved=0> pages.


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

Christy Galletta Horner

Kristina LaVenia

Jeanne Novak

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



Brooks R. Vostal, PhD, BCBA (he/him/his)
School of Counseling and Special Education
Bowling Green State University
405A Education Building
Bowling Green, OH 43403-0001
419-372-7278

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