[MWERA] MWER Volume 33, number 2 has been published

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Mid-Western Educational Researcher
Volume 33, Issue 2
Editors’ Notes
The Editorial Team is pleased to present the 2021 Summer issue of the Mid-Western Educational Researcher. 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.

We are also announcing a call for proposals for a special issue to be published in Summer 2022 that will focus on anti-racist education 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 February 15, 2022. Please see the complete Call for Manuscripts for details< 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%7C637619800479987248%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=nR3p5uguncQspt3NSJkEuYVEsrIIbGaw7ILp8UtY8XY%3D&reserved=0 
>.

Thank you for your continued support of our association and our journal. Be well.


Feature Articles

Nicole M. Martin, Angela J. Stefanski, and Linda E. Martin of Ball State University
present Addressing Disciplinary Literacy: An Examination of Teachers’ Instruction in First Grade< 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%7C637619800479987248%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=0IaxbfaZRumTUj3%2BDRKjjnBW5LyqFZKZXey58siPlYg%3D&reserved=0 
>. 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.

Karen E. McIntush, Nazneen H. Askari, Karla A. Garza, Peter Scaramuzzo, Michele Norton, and Lynn M. Burlbaw of Texas A&M University present their study on The Impact of an Introductory Course on Ph.D. Students: A Qualitative Analysis of Student Perceptions< 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=V9bZWv%2Fp%2FPCeBbm6V%2FjCVJoOxtwdu%2Fxh7xOKD5SehGA%3D&reserved=0 
>. 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.

Kerri Lynn Knippen, Kristina N. LaVenia, and Melissa W. Burek of Bowling Green State University present Changing the Story: Evaluation Results of an Opioid Awareness Teach-In< 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=%2BP5KGvEyMaUaY72ie%2BX5PMMcx7fM2958vPHYcd80GSk%3D&reserved=0 
>. 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.

Commentaries

Niall Hegarty and John Angelidis of St. John’s University offer a commentary called Academic Service-Learning: Current Findings and Future Directions< 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=oyfG%2Bovr3xp%2Ble14wXJ3A0GTEoHJxWchG2e2XZK1%2FNc%3D&reserved=0 
>. 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.

Lauren Angelone of Xavier University offers a commentary called On "Being There" in a Pandemic: Are Classrooms Without Bodies Still “Real” Places of Learning?< 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=BYyN2WOoAqluOsTkm3%2BwuBk1oIXFwRrapDfTQhTMSno%3D&reserved=0 
> The author 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.



Opportunities with MWER

As always, MWER’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 information for authors < 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=0YSokqM%2Bj1w%2FXGAWYFabfN0TNjPjdA6Htc6fbw0ai2s%3D&reserved=0 
> and information for reviewers < 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%7C637619800479997240%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C2000&sdata=WUg0TUql9RygBQpNKX3Rjn%2Fe%2F%2BTZ2LLKw79n9irdonc%3D&reserved=0 
> pages.


MWER Editorial Team (2019 – 2022)
Brooks R. Vostal, Editor
Jonathan Bostic

Christy Galletta Horner

Kristina LaVenia

Jeanne Novak MWER1922 at gmail.com 
<mailto: MWER1922 at gmail.com 
>



Brooks R. Vostal, PhD, BCBA (he/him/his)
School of Counseling and Special Education
Bowling Green State University
405A Education Building
Bowling Green, OH 43403-0001
419-372-7278

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