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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

 33, Issue 1</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;mso-bidi-font-family:"Times New Roman"">The Editorial Team is pleased to present the 2021 Spring 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;mso-bidi-font-family:"Times New Roman""><o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">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 – 15<sup>th</sup>, 2021. This year’s theme is The Power of Educational Research: Impacting Change. The link for proposal submission is here:

</span><a href="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%7C637532272544164562%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=2%2BfTiFmAzxcF29BkudtIi1AQUghNG5jMwHON2opeXQw%3D&reserved=0" originalSrc="https://www.mwera.org/program-information.html" shash="k6bqQ+CKbBSKmoWDzsE9oQlmB8W1tmP8b9TcGHwBRQSgeShusk7pLTpR1gH12tTvk2GQNKEyrwq475VZHp8WXr6bkX9gXmYg40W4f4+CDfevouV24Zmr2vC1J8AxiRXyX79eZIA/2IU5qarXLe6iCHhdUEkZHkGwXwNgRlYtZtI="><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">https://www.mwera.org/program-information.html</span></a><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman""><o:p> </o:p></span></p>

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

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

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

<p class="MsoNormalCxSpMiddle"><b><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">MWERA 2019 Distinguished Paper</span></b><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1">

<o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman";color:black;mso-themecolor:text1">Leah Wasburn-Moses of Miami University in Ohio</span><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">

 present the winner of the MWERA 2020 Online Conference Distinguished Paper: <b><a href="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%7C637532272544174555%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=Wa%2FfB%2F%2BSIgdMWZumFBU5bJNT%2FkJVhkZad%2BrJ%2F9JtpbY%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-WasburnMoses-DISTINGUISHED-PAPER.pdf" shash="B3SKEEflKUQofwKkkgwJ92QTcyBWuAX7Ed1tTIFM4UHRVFhnTJOt1buK8Bty0nDQPUfO2tptI/BOj5F2XK6RJL1PZwOeILK33gPAxMfIXIKtvYu/dcgOeGF702ysip7hxBa3sMeY5z+nj/ufXUWbisLp46quUoSfBwHQ2dpTfek=" title="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-WasburnMoses-DISTINGUISHED-PAPER.pdf">Ethics

 in Partnership in Teacher Education</a>. </b>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.<b><o:p> </o:p></b></span></p>

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

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

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

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman";color:#222222;background:white">Margaret

</span><i><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">Schauer of

</span></i><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">John Carroll University<i>

</i>in Ohio<i> </i><span style="color:#222222;background:white">presents </span></span><b><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman""><a href="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%7C637532272544174555%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=wH7V1RbJkalX0svHP3BRns8%2BAfyS1hZG0EBpWydRqlc%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Schauer-FEATURE-ARTICLE.pdf" shash="VRC4zSgF3giaEh1XfmSGO0xmX4jypTeasbEGA5MGle8HwzQsGQaJ9yWjldJIkAM1pBDQlhN/oY0rzl8zWkEauKJp+QY7TPdPy6yrjPTry6SDplLBBw7AhNJT1xl/4P+1JoAx/5je3YzCFUYAPbUeFxsEPJoQmAea5HpYZKDe31o=" title="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Schauer-FEATURE-ARTICLE.pdf">Race

 IS a Big Deal: The Childhood Experiences of White, Female Teachers and the Development of Critical Consciousness to “See, Judge and Act”</a>.

</span></b><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">She

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

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

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman";color:black;background:white">Tara Kaczorowski, Sonia M. Kline of Illinois State University

</span><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">present their study on

<b><span style="color:#222222;background:white"><a href="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%7C637532272544184556%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=u%2FHCch8LTNLMx2wlZlPZVQyDgVryCjvmMUYoaSVEbQM%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Kaczorowski-FEATURE-ARTICLE.pdf" shash="J3VCBWpulgvgcAgCfwHAMDAYdW3ycrkv3FA7qP9kdM6ss4q5cfwn5mo84b6/GFKUDqdOGy95AVj+OFMGiLIupi4LjHu14UnQDyyeV6xoKA8gKazziWjKb2Lz/x697+FgBapO5iSVU4uDxZAE/jhEmWujloR+R1/5L386QMteb40=" title="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Kaczorowski-FEATURE-ARTICLE.pdf">Teachers’ Perceptions

 of Preparedness to Teach Students with Disabilities.</a></span><span style="color:black;background:white"><a href="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%7C637532272544184556%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=u%2FHCch8LTNLMx2wlZlPZVQyDgVryCjvmMUYoaSVEbQM%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Kaczorowski-FEATURE-ARTICLE.pdf" shash="J3VCBWpulgvgcAgCfwHAMDAYdW3ycrkv3FA7qP9kdM6ss4q5cfwn5mo84b6/GFKUDqdOGy95AVj+OFMGiLIupi4LjHu14UnQDyyeV6xoKA8gKazziWjKb2Lz/x697+FgBapO5iSVU4uDxZAE/jhEmWujloR+R1/5L386QMteb40=">.</a>

</span></b>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.<span style="mso-bidi-font-weight:bold"><o:p> </o:p></span></span></p>

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

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">Amy Bacevich of Northern Kentucky University offers a scholarly commentary arguing for

<b><a href="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%7C637532272544194551%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=P0jCGOIa8LnWCjpdGJRSM41kExX%2F93cFPrBN03xNXb8%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Bacevich-COMMENTARY.pdf" shash="nH2oat11pJjRd3mcVp32Xk4T40wJxv2Kr9hBS6jAsH+jDvMdurk1+uQ094ZqmSfLTXai/AeLx98Kg8yacVKyduLYwJLYP0+LVujF0pnwHo3FO7W2aB7lE9oWE0ESyQqskq5eMVeSfftbot5qPmAqrUequxTw1hZjyOWwzU/7f/w=" title="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Bacevich-COMMENTARY.pdf">Revising “Field Experience” in the Pandemic Period and Beyond.</a></b> 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.

<o:p> </o:p></span></p>

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

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<span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-bidi-font-weight:bold">Bagmi Das of The

</span><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman"">George Washington University <span style="color:black;mso-bidi-font-weight:bold">and

</span>Beth H. Gilfillan<span style="color:black;mso-bidi-font-weight:bold"> of Bowling Green State University

</span></span><span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">offer a commentary called

</span><b><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black"><a href="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%7C637532272544194551%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=Lf4KTVtc0BURbI%2FKH36LOBgX3mseA0FbxnF4ZWWkQnQ%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Das-COMMENTARY.pdf" shash="YUI/59FN3XBYQbcL9bz13qiQbrEvXaOkeMFpNxLBHilDN8iP0jlIuo3ac9crFhQ5ooIoLjvHWYudLp6P8S2Cxg1mk/Aa0FkWSPc3cq21LGSOvvRxDUO+uTz1c7swKK+z8vo3biZZpPepMIwic9meUxl6/AaZXqltaW8rIAaEndk=" title="https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Das-COMMENTARY.pdf">Utilizing

 Family Systems Theory in College Readiness Counseling</a>.</span></b><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black;mso-bidi-font-weight:bold"> Authors argue that

</span><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">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</span>

<w:sdt><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">and

</span></w:sdt><span style="font-family:"Times New Roman",serif;mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">guide school counselor-student-family interactions: the READ-E framework to incorporate Family Systems

 Theory into college readiness counseling for K-12 students.<span style="mso-bidi-font-weight:bold"><o:p> </o:p></span></span></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%7C4f7b569d626b4498516308d8f8395ce8%7Cf3308007477c4a70888934611817c55a%7C0%7C1%7C637532272544204548%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=OorQxtRAFWZcKh%2B217qDcAbuNEx7D%2Fv064LsZODOACc%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="MTEJTGZmvVLwNQw3jLKLvn/Wb9+wTLX0u8lCuP/IwvjiG+vJKAGkrM86OygXJFXJd6+afYYG1/6YtP52kVR6uRHDOOHbSbMk4L8NSXVa9ws6On90H2Gnrw1S5BfyAtzn/XWxX3LJx2S+hF0eieRiv2AhkNdD9JTMzfI9AIF8RE0=">

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

</span></a>and <a href="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%7C637532272544204548%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=CjSZd6OI5bP5Qxay71nVZK1bswfZgH5mkXx6rpvGMck%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-reviewers.html" shash="ssI1uXxyNTpPV60HQYdqrNZkvtpIBr55iZhLn8eth98EKebGoYZx/ZHNYyHUK4PR0Y6J2nQyymsDQE2OnJ2hjcrcwaozN63GBrw0Aagqo+ss7JX1GJu2MJUgK3bIxDzMlZ9kfCGYNFrw19BbJBsC4Q0GIL7Ka7y8sRQGuZ8VpYY="><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;mso-bidi-font-family:"Times New Roman"">MWER Editorial Team (2019 – 2022)

<o:p> </o:p></span></b></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">Brooks R. Vostal, Editor

<o:p> </o:p></span></p>

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<span style="font-family:"Times New Roman",serif;mso-bidi-font-family:"Times New Roman"">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, PhD, 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 <br>

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