[MWERA] [External] Mid-Western Educational Researcher V34n3 is published!

[MWERA List]

Use caution with links and attachments.
Mid-Western Educational Researcher
Volume 34, Issue 3
Editors’ Notes
Happy Fall! We have just returned from another excellent annual conference of the Mid-Western Educational Research Association held in Cincinnati, Ohio. The entire MWERA Executive Board – and especially Dr. Rashmi Sharma, who served as the Program Chair for this year’s conference – deserves a round of applause for all of their work!

The Editorial Team from Bowling Green State University is pleased to present this third issue of the Mid-Western Educational Researcher for 2022. There are four research articles and two commentaries in this issue. Once again, this issue demonstrates the broad base of educational research that exemplifies the Mid-Western Educational Research Association.

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

MWERA 2021 Distinguished Paper
Angie L. Miller of the Indiana University Bloomington was awarded the MWERA 2021 Distinguished Paper for her work Achievement Goal Orientation as a Predictor of High-Impact Practice Participation for Postsecondary Student<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Miller-DISTINGUISHED-PAPER.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479042196%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=AcKhwAj1%2FOwI3l97Ljo%2B6CxxlUIAz6nSKydIYGw28Nc%3D&reserved=0>s. Her study used the 2x2 achievement goal orientation as a framework for exploring high-impact practice (HIP) participation for approximately 8,000 college students across 15 different institutions participating in the National Survey of Student Engagement. Through a series of binary logistic regression analyses, results suggested that students who employ a mastery-approach orientation are more likely to partake in a variety of beneficial HIPs, such as learning communities, research with faculty, service learning, study abroad, culminating experience, and formal leadership roles.

Feature Articles


Michelle Salmona of the Institute for Mixed Methods Research and the University of Canberra, Australia, Dan Kaczynski of Central Michigan University, and Eli Lieber of the University of California at Los Angeles present Improving Research Practices through User Insights of Qualitative and Mixed Methods Data Analysis Technology<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Salmona-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479042196%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=S%2BPQGWVv9edXhCQ4CEvEMJIQPJde31vFybo3PCwQExI%3D&reserved=0>. Their study examined current social science qualitative and mixed methods research practices in the adoption and use of data management and analysis technology. Results identified a need for greater technological and methodological support from universities.

John M. Murray from Colorado Christian University presents Development of the Charter School Teacher Development Inventory<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Murray-FEATURE-ARTICLE.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479042196%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=zm3idWvNeDJ66EILPGUogU9%2FhurxLWdg1XGES75TjAU%3D&reserved=0>. The inventory was designed to measure the professional learning opportunities available in U.S. charter schools, with items derived from a review of relevant literature and intended to gather information on how frequently U.S. charter schools employ various professional development methods. The final form of the inventory was completed by 2428 charter school administrators. Exploratory and confirmatory factor analyses suggested that there is support for a five-factor instrument that assesses professional development practices in charter schools.

Graduate Student Inquiry

Timothy D. Folger of Bowling Green State University, along with faculty advisors Audrey Conway Roberts, and Jonathan D. Bostic, present a Graduate Student Inquiry called Examining School Accountability: Discriminating Schools' A-F Report Card Grades<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Folger-GRADUATE-STUDENT-INQUIRY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479042196%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=rjyGKP7AZRWgICsRfBPZCep4Z%2FaSAlXs18C3d26zaRM%3D&reserved=0>. This mixed-methods study (a) examined the predictive ability of non-achievement-based variables (i.e., students’ social background) on school districts’ report card letter grade in Ohio, and (b) explored educators’ perceptions of report card grades. Results suggested that social background and community demographic variables have a significant impact on school accountability.

Commentaries

Bert Peterson, Robert Bligh, and Daniel H. Robinson of the University of Texas at Arlington offer a commentary called Consistent Federal Educational Reform Failure: A Case Study of Nebraska from 2010-2019<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Peterson-COMMENTARY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479198432%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=XbyDNhvnZKp553Ec32bNLpa%2FuoEUgWYpnkD3teiCtm8%3D&reserved=0>. They argue that continued unsuccessful reform efforts have ignored the warning in the Coleman Report in 1966 that education has relatively little influence on student achievement compared to factors outside of school. Authors focus on the state of Nebraska’s responses to federal initiatives designed to improve the “lowest performing” schools.

Maximilian Bonnici of West Virginia University and Bryan Dewsbury of Florida International University present their commentary Implementing the Perkins V Career and Technical Education Act for the Advancement of STEM Careers Among Tribal Communities<https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue3%2FMWER-V34n3-Bonnici-COMMENTARY.pdf&data=05%7C01%7Cmwera%40listserv.ohio.edu%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479198432%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=spYdKsxHZgNaCqXfhM6XNvE5b%2BkII5RifViim2aPYyU%3D&reserved=0>. Career and technical education courses, funded by a 2018 re-authorization known as the Strengthening Career and Technical Education for the 21st Century Act, provide an opportunity for advancing science, technology, engineering, and mathematics (STEM) careers in the United States. The article takes a close look at the conditions and implications of the re-authorized “Perkins V” for the advancement and promotion of career and technical education courses among tribal communities.


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%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479198432%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=L31oOB7o4KOKsICWwB6WcBwxFKCsVbnVTdrY1D1A%2BO4%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%7Caee1b7d174f34fc85a1508dabb4881be%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C638028217479198432%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=f4zLPt1nmL2v4e1S1u2um6eaz5L%2FcBuLXjcdzfyNoMI%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

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.ohio.edu/pipermail/mwera/attachments/20221031/b643cd2a/attachment.html>