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<b><i><span style="font-size:14.0pt;mso-bidi-font-size:12.0pt;font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi">Mid-Western

 Educational Researcher<o:p> </o:p></span></i></b></p>

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<b><span style="font-size:14.0pt;mso-bidi-font-size:12.0pt;font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;color:black;mso-themecolor:text1">Volume

 32, Issue 3</span></b><b><span style="font-size:14.0pt;mso-bidi-font-size:12.0pt;font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi"><o:p> </o:p></span></b></p>

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<b><span style="font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi">Editors</span></b><b><span style="mso-ascii-font-family:TimesNewRomanPS-BoldItalicMT">’</span></b><b><span style="font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi">

 Notes<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif">We are pleased to present 2020’s fall issue of the

<i>Mid-Western Educational Researcher.</i> There are five feature articles in this issue that present the important scholarship that is the hallmark of the Mid-Western Educational Research Association.<o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif"><o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif">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.<o:p> </o:p></span></p>

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<o:p> </o:p></p>

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<span style="font-family:"Times New Roman",serif">Thank you for your continued support of our association and our journal. Be well.<o:p> </o:p></span></p>

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<b><i><span style="font-size:14.0pt;mso-bidi-font-size:12.0pt;font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi"><o:p> </o:p></span></i></b></p>

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<b><span style="font-family:"Times New Roman",serif">MWERA 2019 Distinguished Paper<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif">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,

<b><i><span style="color:black;mso-themecolor:text1"><a href="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%7C637399220082317965%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=8w1AxPguUkd6cxEmMOZ4n%2FOSWTVxtQdMcVXFJ5Xm1M8%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Xiao-DISTINGUISHED-PAPER.pdf" shash="LgYQps7VAukNDnqNwAD4p1VRJ3S645NjK6FOwwGF2Z5s+gdhQGyq1jnW7Z2scMf6wXQF+tBONRrvSeMZ58tJfc69FvGb4njLVbE/tHjzbz+QbdShxllQQPtDS6fzbz/4TqXaO0VSuOHaqGQ6tq0maMa1nr6bBGSD20epQPLuKwk=" title="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Xiao-DISTINGUISHED-PAPER.pdf">Exploring the Relationship

between Student Involvement and First-to-second Year Retention at Four-year Postsecondary Institutions</a><span style="color:black;mso-themecolor:text1">, was selected from all of the papers presented at the conference.

</span>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.<o:p> </o:p></span></p>

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<b><span style="font-family:"Times New Roman",serif"><o:p> </o:p></span></b></p>

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<b><span style="font-family:"Times New Roman",serif">Feature Article<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif;color:black;background:white;mso-bidi-font-weight:bold">Katherine Brodeur, Kristina N. LaVenia, Christy</span><span style="font-family:"Times New Roman",serif;color:#222222;background:white;mso-bidi-font-weight:bold"> </span><span style="font-family:"Times New Roman",serif;color:black;background:white;mso-bidi-font-weight:bold">Galletta

 Horner, and Tracy Huziak-Clark of<o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif">Bowling Green State University present their study

<b><i><a href="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%7C637399220082327965%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=3ca6Goba6MStIC2iyart%2FHWQTqFs5ZttPFs%2BpixYBRY%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Brodeur-FEATURE-ARTICLE.pdf" shash="Efnqep3nP77cYSUvMazLAwUAw9cz0QKEBlVqde6mQYOg1PcKlBhwzlOk0y2GfaiATY6twGTJDjVOrMB7GeO4abkb2EcY21xgHJX1k1OeiqAM1Cv0znuq57vWW7TQeloQh5lppkXlGnwEIZI0QDlXfWDmNGWqpn6YAkKJrP4SI2k=" title="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Brodeur-FEATURE-ARTICLE.pdf">Interrupting the Pattern:

<span style="mso-bidi-font-style:italic">Knowing Why</span> and <span style="mso-bidi-font-style:italic">

Respecting Who We Teach</a>. 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.</span><i><o:p> </o:p></i></p>

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<span style="font-family:"Times New Roman",serif"><o:p> </o:p></span></p>

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<b><span style="font-family:"Times New Roman",serif">Graduate Student Inquiry<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-weight:bold">Sung-ae Kim and Trish Morita-Mullaney of Purdue University present<i>

</i></span><b><i><span style="font-family:"Times New Roman",serif;color:#201F1E;background:white"><a href="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%7C637399220082337954%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=80okz1jWqMXlJkAgrnxENnhobUKh4hfP%2FnfqiNoBmjc%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Kim-GRADUATE-STUDENT-INQUIRY.pdf" shash="ue7Z1gGizMi8g5r/GrxNatqoVqUFK2kreOooXgqIrXL4CnSSkGyq7XFGTTjr4Qja5B/YISDAwQWc1uPCX0Lrj2AlgszhuUCoIFLDlXrj9TV6rGJunDOL499FqQfZp+DshtzE6pak1NOCzDYO34X/l1KkGPup5AjbVfDdjxw29/s=" title="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Kim-GRADUATE-STUDENT-INQUIRY.pdf">When

 Preparation Matters: A Mixed Method Study of In-Service Teacher Preparation to Serve English Learners</a></span></i></b><span style="font-family:"Times New Roman",serif">. 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<o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-weight:bold"><o:p> </o:p></span></p>

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<b><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman"">Commentary<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif">Christopher Engledowl and David Rutledge of New Mexico State University offer a commentary called

<b><i><a href="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%7C637399220082337954%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=%2BtZ7l4I9zso%2FJ2E8f2FrhlNaaZFY%2BfgZJhjQGeNLP40%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Engledowl-COMMENTARY.pdf" shash="WUAxwTBZWUkLpafpLtScFAV82JHAiud6G6bJX3z6GtV3A/tHsH3XQL4fzIXh2H96XX1U7exfM0CeT/ZKoPkoq4YDYbQvgJo/3NbE/m3aHaik+lVwHXrXmdZa9CwNuMM8dGQFKpvOx6QvaWZSVjGTLLtZ7BOuHHkb9JwGsDUJ/hA=" title="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Engledowl-COMMENTARY.pdf">National Policies: Catalyst for Teacher Preparation Program Enrollment and Completion

 Decline?</a></i></b> They identify a trend<span style="color:#222222;background:white"> 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.</span><o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif"><o:p> </o:p></span></p>

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<b><span style="font-family:"Times New Roman",serif">Voices from the Classroom<o:p> </o:p></span></b></p>

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<span class="normaltextrun1"><span style="mso-bidi-font-style:italic">Ami Butler, now with Western Governor’s University, and Debra Miretzky, from Western Illinois University, present

</span><b><i><a href="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%7C637399220082347960%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=DWugdTL8qxQAWDjiZMI%2FFFT%2BmJknNLivGuzfe1k4%2FEI%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Butler-VOICES-FROM-THE-CLASSROOM.pdf" shash="Wmk0ecR6OTK9j/FXYeYN3eP3PZnXtfT5eghAqO4B3fGnXvIdAWNWpSOj2b+gsUmRwDzlfTr7wiqsQojTBJnq2nygpS1HVBiqy33T7nRIJ7jGRhIbrU9yPsQ9IT9hOxx7H6XUz2/AlykFLRXnHLRw8WyaefrEnBn5LRUXkgl1Kd4=" title="https://www.mwera.org/MWER/volumes/v32/issue3/V32n3-Butler-VOICES-FROM-THE-CLASSROOM.pdf">Funds of Knowledge and Early Literacy: A Mixed Methods

 Study</a></i></b></span>. This teacher-directed research project <span class="normaltextrun1">

<span style="mso-bidi-font-style:italic">examined one Hispanic family’s support of their young children’s early literacy development in the home.

</span></span><span style="color:black">Findings indicated that the family possessed extensive “Funds of Knowledge,” which proved useful not only at home but in the classroom.</span><b><o:p> </o:p></b></p>

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Opportunities with <i><span style="font-family:"TimesNewRomanPS-BoldItalicMT",serif;mso-hansi-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman"">MWER<o:p> </o:p></span></i></h1>

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As always, <i>MWER</i>’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 <a href="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%7C637399220082357951%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=kKKnIydNTjrIC6AVeUrKfGIEqGrSgRGMA3F5FV3Iygg%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="WB8gUddn2OD2fxIJQNCDAdZJ/tMSKdNXvktnNT9qsH9yokpGOtsgmNg437odA/yG+wcxb4wHhTqeyYk9Gz5A//p1vDvpQ39kJ9Horm1Z4Zp/haVQVl1UvynrKRKDRK2Em+644digvrMZ+ipPxAIE5EdyWxrZSV1Qfdk8lHJCobg=">

<span style="color:#1154CC">information for authors</span><span style="color:#1154CC;text-underline:none">

</span></a>and <a href="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%7C637399220082357951%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=VUnKpaerVSHB3%2BILo1N3f8jpDoiw3WcJdJeEbfq3ICc%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-reviewers.html" shash="ryoGtJByCZjCIxAPWa8FQ7gK4hn5a6zKscFmZzuKXBxJRkcSfGHwfOo3dklndSSofQGnM1A3fbQ7WMtv5hlS8tcWHgXKoF21O2y9XjKza6FMtPzE1Ov8l3PA67BOkhxSPYvu+TinEX/cF5ac3ncJlfyfkIMVeel8yXePszJXraM="><span style="color:#1154CC">information for reviewers</span><span style="color:#1154CC;text-underline:none">

</span></a>pages.<o:p> </o:p></p>

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<b><span style="font-family:"Times New Roman",serif">MWER Editorial Team (2019 – 2022)

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<span style="font-family:"Times New Roman",serif">Brooks R. Vostal, Editor <o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif">Jonathan Bostic<o:p> </o:p></span></p>

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Christy Galletta Horner <o:p> </o:p></p>

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Jeanne Novak<o:p> </o:p></p>

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<div class="PlainText">Brooks R. Vostal, Ph.D.</div>

<div class="PlainText">School of Counseling and Special Education<br>

Bowling Green State University<br>

405A Education Building<br>

Bowling Green, OH 43403-0001<br>

419-372-7278 (voice)<br>

419-372-8265 (fax)</div>

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