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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 4</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">The Editorial Team is pleased to present the 2020-2021 Winter issue of the

<i>Mid-Western Educational Researcher.</i> 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.<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">This issue is being published early in 2021. We appreciate your patience as processes related to our journal have slowed during the COVID-19 pandemic. We thank those of you who have chosen to submit your research

and scholarship to MWER for publication consideration. And every bit as important, we thank those of you who are willing to serve as reviewers to offer substantive feedback to scholars and help make decisions about what is published in our journal.

 All of this work is time-consuming, and it is only because we work together that the

<i>Mid-Western Educational Researcher</i> continues as a valuable outlet for your work.<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">We want you to be aware that as we move into Volume 33 in 2021, all submissions to

<i>MWER</i> must be submitted in APA 7<sup>th</sup> edition. This change will also be reflected on the journal website, along with updated directions for manuscript submission. 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><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 Articles<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"><o:p> </o:p></span></p>

<p class="MsoNormalCxSpMiddle"><span style="font-family:"Times New Roman",serif;color:black;mso-themecolor:text1">Todd D. Reeves, Yasemin Onder, and Beheshteh Abdi of Northern Illinois University</span><span style="font-family:"Times New Roman",serif"> present

<b><i><span style="color:black;mso-themecolor:text1"><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue4%2FMWER-V32n4-Reeves-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722306150%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=XQSvTg%2B%2FSkZ6OJANeWdKvvRcAJZmBuVZ4YczIxqgUqI%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Reeves-FEATURE-ARTICLE.pdf" shash="ZzWMQuu8TzZVFInjk2ShJvcpLb0O+HX5rgD0ON3EdpYisRcMcLxFHJ8Eg6kO3lHnZyZuEauSe5iBh6y1jQNOUhbtCPb/oCYwz/rimTIUxtFfh3TK0sXyyOq2tPfb5TaJrEQcSSrqGOoCWC6Y911X8bixR+sPX3BjQu/kM2w+CGg=" title="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Reeves-FEATURE-ARTICLE.pdf">Validation of the

Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA) with U.S. Pre-Service Teachers</a><span style="color:black;mso-themecolor:text1">.

</span></b><span style="color:black;mso-themecolor:text1;mso-bidi-font-weight:bold">They

</span><span style="color:black;mso-themecolor:text1">examined the validity of inferences drawn from the 3D-MEA (Dunn et al., 2013) among U.S. pre-service teachers, a population with whom this instrument has never been fully and rigorously validated. Findings

 indicated a good fit of the hypothesized five-factor confirmatory factor model and reliable 3D-MEA scores in this population. The reported validity and reliability evidence implies that the 3D-MEA, originally intended for in-service teachers, may too be used

 meaningfully with U.S. pre-service teachers.<o:p> </o:p></span></span></p>

<p class="MsoNormalCxSpMiddle"><b><span style="font-family:"Times New Roman",serif;color:black;mso-themecolor:text1"><o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif;color:#222222;background:white">Solange A. Lopes-Murphy and Christopher G. Murphy of The College of New Jersey present

</span><b><i><span style="font-family:"Times New Roman",serif"><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue4%2FMWER-V32n4-Lopes-Murphy-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722306150%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=tiBrL1AbMxFOO5mJHyI6f42avgBn3C5kRSaN%2B9ZC9xg%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Lopes-Murphy-FEATURE-ARTICLE.pdf" shash="VhWTmEgkVtLMNqhPSCTPOlImdyu16EnH6Pn2IDNb7lELTQajQdqcA45kJlZDlblTekpxOInfcMtmW5eDJT76zoHmrd8K1zjNyot5FAnZpZ8eZV7xCjeACfH0hEVv9O/NTMnohgwIK2uBec5AXD/rOkFdBSGHnzwG+At1K06yeo8=" title="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Lopes-Murphy-FEATURE-ARTICLE.pdf">English

 Learning and Learning Disabilities:<span style="mso-bidi-font-style:italic"> </span>

Has Research Made its Way into Practice?</a> </span></i></b><span style="font-family:"Times New Roman",serif">They

<span style="color:black;mso-bidi-font-style:italic">surveyed 330 school professionals to

<span style="mso-bidi-font-style:italic">examine their perceptions about four mirrored behaviors displayed by ELs during instruction, as indicators of either a second-language difficulty or a learning disability.

<span style="color:black">Only 31% of the respondents correctly indicated that none of the behaviors can distinguish these two possibilities. The probability of correct assessment was positively associated with the level of English-as-a-Second Language (ESL)

 training for those with less than 15 years of teaching experience and negatively associated for those with more than 20 years of experience.</span></span></span><span style="font-size:16.0pt;mso-bidi-font-style:italic"><o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;color:#222222;background:white"><o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;color:black;background:white">Kelly H. Summers of

</span><span style="font-family:"Times New Roman",serif">Northern Illinois University<span style="color:black;background:white">,

</span><span style="color:black">Christine Rienstra Kiracofe</span> <span style="color:black;background:white">

of </span>Purdue University, and <span style="color:#201F1E;background:white">Constantine James</span><span style="color:black;background:white"> of

</span>Ohio State University present their study on the <b><i><span style="color:black;background:white"><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue4%2FMWER-V32n4-Summers-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722316108%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=gdzY2SFjlFePIeoN%2B%2BzPIBdjgAkRy3cZv6ZJ6wYRj2k%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Summers-FEATURE-ARTICLE.pdf" shash="GvoRrM1gPFFWX98IRinrZnaPN9YPSwjbVWLSGi0ZOa5seRIPmhIwiJNNkNktm+8izpDJxihD7WSF9HHXpzJQJL478Y/Bu+TbsZKNz5Iw71ccm3ljEh4wBI/yTLDLaeFGrg8efUb1JoXSl8n2uh3p6Wpeib9ITdB7dVqPMc14dQc=" title="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Summers-FEATURE-ARTICLE.pdf">Legal

Literacy and K-12 Public School Teachers</a><span style="color:black;background:white">.

</span></b>Their survey assessed knowledge of constitutional law issues, statutory law issues, and case law relevant to public school settings (e.g., student free speech, search and seizure, special education law, etc.). Results indicate that very few teachers

 are legal literate, often mistaking what is within the realm of legal possibility in a school setting.<b><i><o:p> </o:p></i></b></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"">Commentaries<o:p> </o:p></span></b></p>

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

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<span style="font-family:"Times New Roman",serif">Courtney Rieb and James Cohen of<i>

</i>Northern Illinois University offer a scholarly commentary arguing for <b><i><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue4%2FMWER-V32n4-Rieb-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722316108%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=NXvskFSBgj4WsSvvaHXNsLTYtjDXZwiogMyXKKf5RiM%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Rieb-COMMENTARY.pdf" shash="Eyk/UsnmTMbnD9Gz+Cu+bFT9lC+yrdNOuJYOnJWZWapwpM6ngspXMMz/H1uJcj7yqgcylvpAO19otAYZit7+2cBCTHWJzZ0M2CrRTTd27qIMUNMJ9R3oDZt+2gHa2QFWOJ6Ecf2lbMD/n/hsBGKzjedNU+YpInKG9vOSwP8t3hQ=" title="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Rieb-COMMENTARY.pdf">The Impact

 of Music on Language Acquisition</a>.</i></b> This article encourages elementary educators to include music in their general education curriculum by highlighting the lack of music education in the classroom, which fuels the discussion for its need. They review

 journal articles spanning several decades and discuss the historical use of language to support the impact of music on Kingergarten-6<sup>th</sup> grade speakers. They encourage teachers to implement music to both native and non-native English speakers.<o:p> </o:p></span></p>

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

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<span style="font-family:"Times New Roman",serif">Cheu-jey Lee of Purdue University Fort Wayne offers a commentary called

<b><i><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv32%2Fissue4%2FMWER-V32n4-Lee-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722316108%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=zhCIOWEmBp3fcwxEOzv3HwhT0sRSVAfJc6EEZP8dUSw%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Lee-COMMENTARY.pdf" shash="qVMERc/tVxgm64IWftT6i++x28yHBFbVQGf+I8ka4wDhg74waZf5ow5JtcXcyQoxsC6wOQkm7Zz3jKQcPfO3fXXHlJG8SB7bduYAMuK1FAawmwKAR7SImWAsUSoVmL5HOzVGnG3jce/wsUFDBC80V6+MCAJENAzOuzLqE1QtEe4=" title="https://www.mwera.org/MWER/volumes/v32/issue4/MWER-V32n4-Lee-COMMENTARY.pdf">Making Critical Literacy Accessible to Pre-Service Teachers: Why and How?</a></i></b><i>

</i>In this piece, the author presents a practical way of teaching critical literacy to pre-service teachers through a critical literacy engagement. Specifically, the critical literacy engagement is intended to help the pre-service teachers (a) understand why

 critical literacy is important, (b) see an example of how to put critical literacy into practice, and (c) apply what has been learned.</span><i><span style="mso-spacerun:yes"> 

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

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<i><span style="font-family:"Times New Roman",serif"><o:p> </o:p></span></i></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://nam11.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.mwera.org%2FMWER%2Finfo-for-authors.html&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C5be31afaf72d4cde90d408d8c6c578e0%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637477898722326061%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=g5iBEIllNWn%2BgR9JxdTZaG72BmCL4u6yvLdg4T3Z7Ow%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="dogXvSlwZkU6RddTqdvLzHdXWn4c702QFLGKWiT/Y8LlNvwy0+4ZelBjbBkh3ezR4JFsdhXXd0LgQVUugQWjrj4gMMGfwaqjnYv37zc9mmjTr9Jrr1Iae6YtjttnD7U9okCQ+recVXr4V+llj9O0u5s8YxMSPDetIqwhVrZ5UuQ=">

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</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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Kristina LaVenia<o:p> </o:p></p>

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Jeanne Novak<o:p> </o:p></p>

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<a href="mailto:MWER1922@gmail.com"><span style="color:windowtext;text-underline:none">MWER1922@gmail.com</span></a><o:p> </o:p></h1>

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<div class="PlainText">Brooks R. Vostal, Ph.D., BCBA <i>(he/him/his)</i></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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