[MWERA] [External] MWER V34n4 is now published

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Mid-Western Educational Researcher
Volume 34, Issue 4
Editors’ Notes
This issue marks a change in leadership for the Mid-Western Educational Researcher. The journal will remain at BGSU for the next three years, and I will stay on the Editorial Team, but day-to-day management will move to Sherri Horner and Christy Galletta Horner. They will be tremendous in their new roles!

I have recently read essays about the crisis in peer review of scholarship. Authors noted that it is increasingly difficult to find peer reviewers willing to review manuscripts, and the arguments led me to the following conclusion. If I plan to publish one article in a year, then it is my ethical responsibility to review at least three manuscripts. If I publish two articles, I should review six. If I do not review manuscripts, the basic system of scholarly publishing breaks down because each manuscript should be reviewed by multiple reviewers. But the truth is that review work is time-consuming and often doesn’t “count” for much in our merit, promotion, and tenure. Nevertheless, quality scholarship requires both good research and good reviewing. I hope each of you who read and contribute to MWER will consider this ethical responsibility and offer your skills as a reviewer to our journal.

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

Feature Articles

Kathy House of Trimble County School District, Steve Miracle of Marshall County School District, and W. Kyle Ingle of the University of Louisville present The Implementation of Personalized Learning in a Rural School District: A Case Study<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-House-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=gso9xdrdGs5CPClqV3WRrlCMrSHVlyGbWjrsOn3xJ2I%3D&reserved=0>. They explored student and teachers’ experiences with the implementation of personalized learning in a rural Kentucky school district and found that implementation of personalized learning requires a collaborative process in which all stakeholders have an opportunity to understand the complexity of the personalized learning framework and what it needs for implementation.

Theresa Boehm Marsicek of Alverno College presents Literacy Experts as Classroom Teachers.<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-Marsicek-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=%2BL4lkMNK0g0oh8htCjg57oi%2F0cY3a%2FX9H7I3b0s4hno%3D&reserved=0> In this qualitative study, she explored the experiences, practices, and beliefs of early elementary classroom teachers who have supplementary literacy certification in order to determine their shared characteristics and changes to their practice after earning the literacy license. Findings have potential to impact school district policies for hiring and professional development as well as individual teacher decision-making around literacy expertise.

Natalie R Andzik, Gregory Conderman, David A. Walker, and Kristen Koehler of Northern Illinois University present Navigating an Undergraduate Teacher Licensure Program as a Non-Traditional Student.<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-Andzik-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=Z4ZJTT%2FvbLOVHRYnp7o3rOc48CFA%2BbxwnE9Q8fInbzg%3D&reserved=0> They surveyed non-traditional, undergraduate, teacher licensure candidates to determine if any relationship(s) existed between variables related to logistical decisions, supports received, or barriers faced/encountered during their programs. Authors offered suggestions to support the growing population of non-traditional teacher candidates.

Diana Janet Zaleski of the University of Illinois Springfield presents The Longitudinal Impact of COVID-19 on Teacher Well-Being<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-Zaleski-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=AhivQW0b4riRi4GgzwVtypxqdfNCvfe5OlDsYlJGWLU%3D&reserved=0>. The study surveyed public school teachers from across Illinois in the fall of 2019, 2020, and 2021, measuring teachers’ mental well-being using the Warwick-Edinburg Mental Well-Being Scale. Results found that on average, the mental well-being of public-school teachers significantly declined between the fall of 2019 and the fall of 2021.

Kristine M. Schutz, Rebecca Woodard, and Amanda R. Diaz of the University of Illinois at Chicago present The Complexity of Disrupting the “Struggling Reader” Label<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-Schutz-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=T3tQRBiF1udLBfF4hIVIkFdnEyL4ABhds7jCvRKuYlA%3D&reserved=0>:
The Potential for Cross-Pollinating Disability Studies and Dynamic Models of Comprehension in Literacy Teacher Education. This qualitative analysis explored the complex issues preservice teachers faced as they examined young readers’ sense-making through a reading assessment assignment.

Graduate Student Inquiry

Dara Bright, Yiyun “Kate” Fan, Chris Fornaro , Kristin L. K. Koskey, Toni A. May of Drexel University; Jonathan D. Bostic of Bowling Green State University; and Dolores Swineford of Evergreen Local Schools present Examining the Influence of COVID-19 on Elementary Mathematics Standardized Test Scores in a Rural Ohio School District<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue4%2FMWER-V34n4-Bright-GRADUATE-STUDENT-INQUIRY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=MG8vzxfRuEYu04lhHk6sJMjjJo140feKpR4hd%2Bi3uvo%3D&reserved=0>. This study tested for differences in mathematics performance on fourth grade standardized tests before and during COVID-19



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=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=wRgPXKA559rzXay%2Bf3w1dRajsdXK%2BPOnsef7P%2FDqsQI%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=05%7C01%7Cmwera%40listserv.ohio.edu%7C294718e79e8242e1dab108dae29a8edc%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638071451258708804%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=W8gjJPyYiCE9g3r0GDndhyY6Ir%2B6KVJBIbFZiSCwx1c%3D&reserved=0> pages.


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

Christy Galletta Horner

Sherri 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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