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<b><i><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif">Mid-Western Educational Researcher<o:p> </o:p></span></i></b></p>
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<b><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black">Volume 33, Issue 2</span></b><b><span style="font-size:14pt;font-family:TimesNewRomanPS-BoldItalicMT, serif"><o:p> </o:p></span></b></p>
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<b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black">Editors</span></b><b><span style="color:black">’</span></b><b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif;color:black"><span class="Apple-converted-space"> </span>Notes</span></b><b><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif"><o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif;color:black">The Editorial Team is pleased to present the 2021 Summer issue of the<span class="Apple-converted-space"> </span><i>Mid-Western Educational Researcher.</i><span class="Apple-converted-space"> </span>There
are three feature articles and two commentaries in this issue that together present the wide range of scholarship that is the hallmark of the Mid-Western Educational Research Association.</span><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;color:black">We are also announcing a call for proposals for a<span class="Apple-converted-space"> </span><b>special issue<span class="Apple-converted-space"> </span></b></span><b><span style="font-family:"Times New Roman", serif;color:black">to
be published in Summer 2022 that will focus on anti-racist education</span></b><span style="font-family:"Times New Roman", serif;color:black"><span class="Apple-converted-space"> </span>from a variety of diverse academic perspectives. Recognizing that the
challenge of racism in educational institutions is systemic in nature, there is a need for anti-racist work to be equally systemic to dismantle the harmful status quo. The manuscript submission deadline for consideration for this special issue is<span class="Apple-converted-space"> </span><b>February
15, 2022</b>. Please see the complete <b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue2%2FMWER-V33n2-CALL-FOR-MANUSCRIPTS.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480067197%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=ZLPciGJJLg3G%2BiSCqH2FM3TFNprRbOIvBM1wYksPVsY%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-CALL-FOR-MANUSCRIPTS.pdf" shash="rcbyoFRVSX+IvyDpWw4T+WxJW2IfEW0Ohy624t2MaOkKsqsYiY5Eq8O9JCNA2i9RpbKZGqwAS2mVU6g9LlEF4vKOab6xzAJyoHxgr6dKV5180XDEKbrg2dE9rIu3OkRjyEQSQYnOM/pmLCJllooneptKQfaR9VGdBMQJTFICawM=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-CALL-FOR-MANUSCRIPTS.pdf">Call for Manuscripts for details</a></b>.</span><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;color:black">Thank you for your continued support of our association and our journal. Be well.</span><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">Feature Articles<o:p> </o:p></span></b></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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<span style="font-family:"Times New Roman", serif">Nicole M. Martin, Angela J. Stefanski, and Linda E. Martin of Ball State University<o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif;color:rgb(34, 34, 34);background-color:white">present<span class="Apple-converted-space"> </span></span><b><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%2Fv33%2Fissue2%2FMWER-V33n2-Martin-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480067197%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=IrQeTVuSIP5KDMFehZ7HCw2iW%2BprfdFCfwImcw321Eg%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Martin-FEATURE-ARTICLE.pdf" shash="rQdVpmnhVI4e3hZxadBWFh1QM+gJon/7WWv1/xmM3q0yF83VN2/QlO1BT0OBoJrBCRC0T8vW/7iMGCj18oxaF3IyjM8PFNlwwbv6Ttu8YEiWxuVUkSBpoA0sQwMMWp/wdFrZGA4THmWk3HJ2c0fYFmej7VhLEqJLksSNwhNiDAI=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Martin-FEATURE-ARTICLE.pdf">Addressing
Disciplinary Literacy: An Examination of Teachers’ Instruction in First Grade</a>.</span></b><span style="font-family:"Times New Roman", serif"><span class="Apple-converted-space"> </span><span style="color:black">To address disciplinary literacy in the primary
grades, insight into what primary teachers focus on and how they support students’ disciplinary literacy learning during their naturally occurring instruction is needed. This exploratory collective case study examined the disciplinary literacy learning opportunities
available in first-grade teachers’ instruction. Findings underscore the urgent need for additional attention to disciplinary literacy as it is situated within the primary grades, with particular import for how first-grade teachers enact disciplinary literacy
instruction.<o:p> </o:p></span></span></p>
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<span style="font-family:"Times New Roman", serif;color:rgb(34, 34, 34);background-color:white">Karen E. McIntush</span><span style="font-family:"Times New Roman", serif">,<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Nazneen
H. Askari</span>,<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Karla A. Garza</span>,<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Peter Scaramuzzo</span>,<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Michele
Norton</span>, and<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Lynn M. Burlbaw of Texas A&M University</span><span class="Apple-converted-space"> </span>present their study on<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue2%2FMWER-V33n2-McIntush-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480077189%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=AvbaHUa1G5%2BErIScaSZsXGttXM8k17JRH0WpH%2B1VyG4%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-McIntush-FEATURE-ARTICLE.pdf" shash="XZLD3RFvSZeMWjR3sWFA4FKF9g0lIzilfi8KiDIczpYX27vpY3fCnGhzAKoxbB4eTZSYKaOr75gooJ1fyijTHGeh1aISjaFvkn6xakiR7RZRARNgcigQJ/FOMaDYDmE7cx9lnBR0Rim9YT5iS9Zghr/h0VoQlXNjla5DpSYgz8E=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-McIntush-FEATURE-ARTICLE.pdf">The
Impact of an Introductory Course on Ph.D. Students: A Qualitative Analysis of Student Perceptions</a><span style="color:black;background-color:white">.<span class="Apple-converted-space"> </span></span></b>This qualitative case study examined Ph.D. students’
perceptions of the impact of a full semester introductory course at a Tier-1 research institution. Results from multiple data sources including open-coded interviews and reflective entries yielded three overarching perceptions of the impact of the introductory
class by its first-year students. The study contributes to the body of post-secondary literature, as little work has been conducted on semester-long introductory courses at the doctoral level.<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">Kerri Lynn Knippen, Kristina N. LaVenia, and Melissa W. Burek of Bowling Green State University present<b><span class="Apple-converted-space"> </span><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue2%2FMWER-V33n2-Knippen-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480077189%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=0ZC2FX8jxudTTkHnUGK0oTmbCjwGa5lbxmNs687UmvA%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Knippen-FEATURE-ARTICLE.pdf" shash="gGQoPtFDcOo35mgVhFm5oYjAm26/54rgc9RF750CTc7lfw2favzGqPq33nrAodxnss65iwB/BCH+GjUNI+iwcR6VJ6v1ISPif2e19/AcpXfvOS8sd933yks4oeWXANqoDgSHiNdz16GtNIGu3/TxyMo7VjZLlW1aLC9ZQGDYluU=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Knippen-FEATURE-ARTICLE.pdf">Changing
the Story: Evaluation Results of an Opioid Awareness Teach-In</a>.<span class="Apple-converted-space"> </span></b>Teach-Ins have historically been used as a way for educators to raise knowledge and awareness around an urgent social problem. Authors report
findings from a teach-in at their university. Results indicated positive and statistically significant changes in knowledge of resources available, treatment options, and attitudes. Qualitative feedback indicated that the Teach-In was helpful as a step toward
changing the story and inspiring hope.</span><span style="font-size:16pt;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">Commentaries</span></b><span style="font-family:"Times New Roman", serif"><o:p> </o:p></span></p>
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<span style="font-weight: normal; color: black; background-color: white;">Niall Hegarty and John Angelidis</span><span style="font-weight: normal; color: black;"><span class="Apple-converted-space"> </span>of St. John’s University<span style="background-color:white"><span class="Apple-converted-space"> </span>offer
a commentary called</span></span><span style="font-weight: normal; color: black; background-color: white;"><span class="Apple-converted-space"> </span></span><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue2%2FMWER-V33n2-Hegarty-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480087184%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=eJBNbQxQ5Yhz7Pjl3b%2F6ADKfJXbQQ5igbmW5jYHhSTU%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Hegarty-COMMENTARY.pdf" shash="JqvGDv6jQ/WXI9XfEx0cah/0e9nF0Zem47GMnLQRzIJTMXHfF7IG4ojOXuKbFdTvQog7FUbDU81x+6kvgEWCgARiuVtDSAdxT6Q8wWB/IZHTbgTLS2tzBeQ6zclyf6Vsc8e+KntSBr6ZCE8QvNh83WtZPGNokDggmTky4HJUDro=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Hegarty-COMMENTARY.pdf">Academic
Service-Learning: Current Findings and Future Directions</a><span style="font-weight: normal;">.<span class="Apple-converted-space"> </span><span>This commentary provides university administrators and faculty who may be considering the implementation of Academic
Service Learning (ASL) with a comprehensive view so as to aid in the decision making of whether ASL may be appropriate as a learning tool for their particular college or university.<o:p> </o:p></span></span></h1>
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<i><span><o:p> </o:p></span></i></h1>
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<span style="font-family:"Times New Roman", serif;color:rgb(28, 30, 33);background-color:white">Lauren Angelone of Xavier University<span class="Apple-converted-space"> </span></span><span style="font-family:"Times New Roman", serif;color:black">offers a commentary
called<span class="Apple-converted-space"> </span></span><b><span style="font-family:"Times New Roman", serif;color:rgb(28, 30, 33);background-color:white"><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv33%2Fissue2%2FMWER-V33n2-Angelone-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480087184%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=4H0e6NrlyP%2BfxUYmVscXdLLXEAM3fJ4OqKZRYi%2BXIX8%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Angelone-COMMENTARY.pdf" shash="jsnwtXbAeHmFT6anax2DLVtOF4wdoDLTfWEbo+LI7ySFlsZwc2L26NpBBVMpVlBR+eQNJWvRXcQhUoX0ogFARuoKQmHNLkU1A/Y05S7LaxJ+e0XF7/IPaO7BE5Fv12XiL8a/c3UmqezeiXvUAZpw1qn7ugUKK19zeRgHB1B36tw=" title="https://www.mwera.org/MWER/volumes/v33/issue2/MWER-V33n2-Angelone-COMMENTARY.pdf">On
"Being There" in a Pandemic: Are Classrooms Without Bodies Still “Real” Places of Learning?</a></span></b><b><span style="font-family:"Times New Roman", serif;color:black"><span class="Apple-converted-space"> </span></span></b><span style="font-family:"Times New Roman", serif;color:black">The
author<b><span class="Apple-converted-space"> </span></b></span><span style="font-family:"Times New Roman", serif;color:rgb(28, 30, 33)">uses a series of vignettes to illuminate the ontological and epistemological dilemma of this discourse and then bring it
into dialogue with literature and theory in order to present an argument that complexifies the assumption that real learning is in-person learning.<span class="Apple-converted-space"> </span><o:p> </o:p></span></p>
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Opportunities with<span class="Apple-converted-space"> </span><i><span style="font-family:TimesNewRomanPS-BoldItalicMT, serif">MWER<o:p> </o:p></span></i></h1>
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As always,<span class="Apple-converted-space"> </span><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<span class="Apple-converted-space"> </span><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%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480097179%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=tBlyeiRSEr5rsR5edSx8denrUDrMoCcRi2F63EqpgwE%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="Wf83RRzHEVhJPdM3cevFEdtjBi5bZAVtzdlCto47Q5YCAbuQRKeD66K8kdTYgNS8MbG8frLlUMqtxTr6BLMQ8Rz1OqjLRuoBADXG/smXQOo74rh6EGR04JdeZKH6nujWClkt9VPXo0HvKVaDIb/L2pRqKY0HTgqOYFdU55eatHU="><span style="color:rgb(17, 84, 204)">information
for authors</span><span style="color:rgb(17, 84, 204)"><span class="Apple-converted-space"> </span></span></a>and<span class="Apple-converted-space"> </span><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%7C3170d1c7edce44db13c208d947d45466%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637619800480097179%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=IyI8Udz%2FosI%2B1yynnWvpcfmC46vA6J6K516k%2FY2ghgg%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-reviewers.html" shash="xn//q/WzJalh6ub01KF8942xPWtv35DCpZT+UNIHuCgPhH+UtrdG95yUrpS0BD3wqy5kdhwZsxczC+dqF4Q3qWECtvL6RDnGYlL0aG+6QX4oO7XXV3kZSxgsVR6tJ94v478SmR4e0hyQOAmFHmdCmqGWCwEtQ0WsSPm0i4KQg5E="><span style="color:rgb(17, 84, 204)">information
for reviewers</span><span style="color:rgb(17, 84, 204)"><span class="Apple-converted-space"> </span></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)<span class="Apple-converted-space"> </span><o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif">Brooks R. Vostal, Editor<span class="Apple-converted-space"> </span><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<span class="Apple-converted-space"> </span><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">MWER1922@gmail.com</span></a><o:p> </o:p></h1>
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<div class="PlainText"><span style="font-size:11pt">Brooks R. Vostal, PhD, BCBA </span>
<span style="font-size:11pt"><i>(he/him/his)</i></span></div>
<div class="PlainText"><span style="font-size:11pt">School of Counseling and Special Education</span><br>
<span style="font-size:11pt">Bowling Green State University</span><br>
<span style="font-size:11pt">405A Education Building</span><br>
<span style="font-size:11pt">Bowling Green, OH 43403-0001</span><br>
<span style="font-size:11pt">419-372-7278 </span><br>
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