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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 34, Issue 1</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">Happy Spring! The Editorial Team from Bowling Green State University is pleased to present the first issue of the<span class="Apple-converted-space"> </span><i>Mid-Western Educational Researcher<span class="Apple-converted-space"> </span></i><span>for
2022.<span class="Apple-converted-space"> </span></span>There are four feature articles and one commentary in this issue. Once again, this issue demonstrates the broad base of educational research that exemplifies the Mid-Western Educational Research Association.<span class="Apple-converted-space"> </span></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 pleased to draw your attention to the call for proposals for the 44<sup>th</sup><span class="Apple-converted-space"> </span>Mid-Western Educational Research Association Annual Meeting, to
be held in Cincinnati, Ohio from October 19 – 21, 2022. This year’s theme is Education and Covid-19: Changing Demands on Education.<span class="Apple-converted-space"> </span><b>Proposals should be submitted by May 1, 2022</b>. The link for information about
the conference and proposal submissions is here:<span class="Apple-converted-space"> </span></span><span style="color:black"><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%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758119688%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=qo20aI%2FtCbr3C1p1mEJCMeFBtsoTyvhg%2FTr2NJXP3r4%3D&reserved=0" originalSrc="https://www.mwera.org/program-information.html" shash="UMa1MaKkPsVDISB1uPGptk8Kx/kMUp52nhSuHx8/2tLSv/wvzy9H6dwAyHMrKAV6arG+P0EYOU06ktNwOCgRKXoxC9MdQdcFKlTH2+IfwoggyH3euIV6XX/eoVEvA6Awx3n3FMt6CbmoLK/+B1nO5EuRWb6T5DDnNAOTFoPRyMc=" style="color:rgb(149, 79, 114);text-decoration:underline"><span style="font-family:"Times New Roman", serif">https://www.mwera.org/program-information.html</span></a></span><o:p> </o:p></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">Vanessa M. Rigaud, Jody Googins, and Brett A. Burton of Xavier University present<span class="Apple-converted-space"> </span></span><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue1%2FMWER-V34n1-Rigaud-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758119688%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=L0yNKyf5imxv%2F0FkQbOU4CaBnkZH%2F2TD2tMZ21PjdK4%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Rigaud-FEATURE-ARTICLE.pdf" shash="UWiVlpLYFar3Lhh6SmXrSG+emKPsFVWpzdnNEtbnARFva/w8oJ6p7ys+sXe4w0fSnjFvlnCIceg0nU1evFlQof+ghMoGEiCnKyttY62NvdIHpgPBS0ly28LRHNAzRZvcJkJmKmXLH5zWep48VTKx6KbV2jZpMHAzmBhX+oJC1b4=" title="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Rigaud-FEATURE-ARTICLE.pdf"><span style="font-family: "Times New Roman", Times, serif;"><b>The Untold
Stories from Covid-19: The Calamity of Implementing Curriculum During a Pandemic</b></span></a><b><span style="font-family:"Times New Roman", serif;color:black;background-color:white">.<span class="Apple-converted-space"> </span></span></b><span style="font-family:"Times New Roman", serif">This
narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. Data are examined through the lens of the Science of Learning and Development framework, and findings highlight the impact of Covid-19 on curriculum
implementation. Results indicated that unprepared teachers could not pivot to online learning effectively, which may have intensified educational gaps and inequities among students in these districts in Southwest Ohio.</span><b><span style="font-family:"Times New Roman", serif;color:black;background-color:white"><o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif;color:rgb(34, 34, 34);background-color:white">Brad M. Uhing</span><span style="font-family:"Times New Roman", serif"><span class="Apple-converted-space"> </span>and<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Michelle
Powers</span><span class="Apple-converted-space"> </span>of<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Augustana University examined the<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue1%2FMWER-V34n1-Uhing-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758119688%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=sMC0QyOluRf89aYDix6pv6vWCjNH2MWSkNoEknMlbuk%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Uhing-FEATURE-ARTICLE.pdf" shash="mddezEYpaTO8EERHWSiVmYSMClAcj7rQ6VkWmOMEMUV6O9JrA6Lm3ixi44Bcj4ZPRMUh7zt1RDKq/jEsCnKx5AYIk9DC4/pf4BJGroFiDBo77rLQ8OJZd17NhaexoJh7ktG3QTU7pJNeZEGj/xMfE/T69Ki9zMXviFqhcZBqoS4=" title="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Uhing-FEATURE-ARTICLE.pdf">Effects
of State-Level Funding Systems on Rates of Students Identified as Other Health Impaired</a>.</b></span><b><span class="Apple-converted-space"> </span></b>States use a variety of special education funding formulas and federal funding has never approached the
benchmark required in legislation, forcing states to creatively supplement federal dollars. The authors explored the relationship between school funding formulas and identification of students with other health impairment (OHI) and per pupil spending (PPS).
Results indicated no formula was predictive for identification; however, PPS correlated to OHI identification rates. Understanding of special education funding formulas is important for special education policymakers at the state and federal levels</span><i>.<span class="Apple-converted-space"> </span></i><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;color:rgb(34, 34, 34);background-color:white">Aubrey M. Madler</span><span style="font-family:"Times New Roman", serif"><span class="Apple-converted-space"> </span>of<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Texas
Tech University-Costa Rica, Sarah K. Anderson</span><span class="Apple-converted-space"> </span>of the<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">University of Glasgow</span>,<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Steven
D. LeMire</span><span class="Apple-converted-space"> </span>of the<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">University of North Dakota, Kayla Smith</span><span class="Apple-converted-space"> </span>of<span class="Apple-converted-space"> </span><span style="color:rgb(34, 34, 34);background-color:white">Mayville
State University present their work examining<span class="Apple-converted-space"> </span><b><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue1%2FMWER-V34n1-Madler-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758119688%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=uyCldJkwAOJevHmGeEjcoi0PH48dMqlGg%2F%2F3g0xsuTQ%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Madler-FEATURE-ARTICLE.pdf" shash="wpcCa9MKHCEPBl17MO2fXDTiJFTYeDyetZJOMVC0CbdpU2KYlpZ4FugOJxgJ9ihWC8z0oo408ofim8gtANriqB94jqXwLzd6t0humAKryCIq3G5GrBfcUplNwrdlDFj/EHl63D3DdlM3QUrF7jA+DnKIxAseUuYHrJGjZhVgg14=" title="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Madler-FEATURE-ARTICLE.pdf">Perceptions
of Teacher Preparation for Classroom Diversity</a></b></span><b></b>. Authors explored new teachers' perceptions regarding their preparation for teaching diverse learners through a secondary data analysis that was derived from survey responses completed by
teachers</span><i><span class="Apple-converted-space"> </span></i><span style="font-family:"Times New Roman", serif">immediately after graduation and again after one year of teaching, as well as survey responses from these teachers’ supervisors. Data indicated
that teachers might not be as prepared as they originally thought they were after facing diverse classroom realities. Yet, teachers’ supervisors perceived a higher level of preparedness than the teachers claimed.<span class="Apple-converted-space"> </span><o:p> </o:p></span></p>
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<span style="font-family:"Times New Roman", serif;color:black;background-color:white">Meghan B. Scrimgeour and Haigen H. Huang of the Wake County Public School System present the article<span class="Apple-converted-space"> </span></span><b><span style="font-family:"Times New Roman", serif;color:black"><a href="https://nam11.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.mwera.org%2FMWER%2Fvolumes%2Fv34%2Fissue1%2FMWER-V34n1-Scrimgeour-FEATURE-ARTICLE.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758275939%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=i%2BlAXPZpbjuW6BKZfYIMDZ5l3X4QfVdCIgVFBl9sJQI%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Scrimgeour-FEATURE-ARTICLE.pdf" shash="igqwZc2iY6IlE3QYym3c5+VhOMBwoZ0+AdOzOR42sd1Z5uhXzDnMq127OpJRw7YXc2+0hRMdShFC/PhqrGvMcT1pzELSokyopshPROawdOi2nn5kR7YDAPK77xFAIXV5dfR9R7m91U84fmyq3W0b09WeGhXcfhrxp0Xwu4Rw7ck=" title="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Scrimgeour-FEATURE-ARTICLE.pdf">A
Comparison of Paper-based and Computer-based Formats for Assessing Student Achievement</a>.<span class="Apple-converted-space"> </span></span></b><span style="font-family:"Times New Roman", serif;color:black">Given the trend toward using technology to assess
student learning, they compared student achievement scores obtained from paper-pencil and computerized assessments of statewide End-of-C</span><span style="font-family:"Times New Roman", serif;color:black">ourse and End-of-Grade examinations in the subject
areas of high school biology and eighth-grade English Language Arts and math. Using propensity score matching to generate comparable groups of students who were assessed using both formats, their analyses revealed a small test mode effect for all three subjects
indicating that students using the paper-based format achieved higher scores than students using the computer-based format.<span class="Apple-converted-space"> </span><b><o:p> </o:p></b></span></p>
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<b><span style="font-family:"Times New Roman", serif">Commentary<o:p> </o:p></span></b></p>
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<span style="font-family:"Times New Roman", serif;color:black">Andrew G. Benson from the University of Cincinnati presents a commentary titled<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%2Fv34%2Fissue1%2FMWER-V34n1-Benson-COMMENTARY.pdf&data=04%7C01%7Cmwera%40listserv.ohio.edu%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758275939%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=LdjIjbQxc11cVMfaIW9UYZSMqlC0BV7rbRx7%2BFLJiZI%3D&reserved=0" originalSrc="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Benson-COMMENTARY.pdf" shash="tWSs88+R6Gd7VRquReUeWplln5gmCpQb+NmEgGCK6gT/FXnSaLXIPiziF2HYPYAEyRcY1fq+uRRT0gj/3bZdfgPS4RsI08YDW5gCPsRdfE55ksVVxuCuhmTL1YjFsji1jXRFYb/ME8YOQoFZzSCh9xm7es8gmE7aadcIKRzwuGo=" title="https://www.mwera.org/MWER/volumes/v34/issue1/MWER-V34n1-Benson-COMMENTARY.pdf">The
Paradox of Charter Schools: How Charters Get Support Despite Poor Performance</a>.<span class="Apple-converted-space"> </span></span></b><span style="font-family:"Times New Roman", serif">He argues that U.S. charter schools enjoy support and advocacy despite
30 years of lackluster performance. This disconnect has serious consequences for families and students in charter schools that are underperforming. This article traces the history of charter schools and compares the mixed performance of charters to the strong
support from researchers, advocates, and funders, while making the case that neoliberals more effectively present their case for innovation, freedom of choice, and liberty than do social justice advocates who oppose charters. He proposes an alternative role
for charters that builds on and strengthens their original role as laboratories of innovation.<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%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758275939%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=FThSvS4sn1RB75FuIUsnjhdguhBYx1kt62m9n9pECiQ%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-authors.html" shash="TBMNASXzujEoCEu1OU/nb/PPvlXzeJSItXADdzYZ5gHy8XnTqrLhRN64XT1Zzd9vpK23Mq8DpK5DopNvaZg6J995pWQ8n4gG9fVwnsWBqMwG95pNKbg80PY5oZ9H9LV9IFqDeFHd14huC5c89ivqaRnwqC2QR5rCqh59KP7ng4w=" style="color:rgb(149, 79, 114);text-decoration:underline"><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%7C16db81b733554ba5a4f108da134a16f7%7Cf3308007477c4a70888934611817c55a%7C0%7C0%7C637843506758275939%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000&sdata=W74C474Sw9e8B1pRreQE%2F5iNbMJMhb%2BezL%2Fu2C2tYnk%3D&reserved=0" originalSrc="http://www.mwera.org/MWER/info-for-reviewers.html" shash="g5tXrTeUlA+xDFrHYYv74jWkxHQMCenik/xrM+frE58s2A64eY8zS25kKrccNuNGuvMbYDCcmUkhm3Bd82CKe8V/Fu39Z7UqlfKfFYOs90mj/GBmeRwqlfTX0lTM9vHSw0XAPy4Ls2N/2LkjaL3U4UnsGo3QQ8tZthR/kGBx1ow=" style="color:rgb(149, 79, 114);text-decoration:underline"><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<o:p> </o:p></p>
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Sherri Horner<span class="Apple-converted-space"> </span><o:p> </o:p></p>
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Kristina LaVenia<o:p> </o:p></p>
<p class="MsoBodyText" style="margin:0in 107.65pt 0.0001pt 7pt;font-size:medium;font-family:"Times New Roman", serif;caret-color:rgb(0, 0, 0)">
Jeanne Novak<o:p> </o:p></p>
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<a href="mailto:MWER1922@gmail.com" style="color:rgb(149, 79, 114);text-decoration:underline"><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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