Kentucky Teacher Education Journal
The purpose of the Kentucky Teacher Education Journal (KTEJ) is to provide a forum for the dissemination of original research, critical issues, information and ideas concerning teacher preparation to advance instruction for educators of exceptional and gifted children, for a positive impact on the education of students with and without disabilities. This journal has a focus of national, regional and state perspectives and research related to teacher education issues in special education and gifted education. In addition to periodical calls for submissions to special issues, KTEJ accepts general papers and proposals on a year-round basis.
Call for Proposals
Kentucky Teacher Education Journal (KETJ)
KTEJ is planning to publish a special edition of our online, refereed journal, KTEJ, 2023 KEEP Minigrants Special Edition. KTEJ seeks faculty proposals for articles that promote original research ideas related to the KEEP 2023 Minigrants provided to the recipients and the research related to the High Leverage Practices. Read the Call For Proposals in full by clicking here. Proposals are due by July 1, 2023.
Questions may be addressed to Dr. Jamie Mahoney at jmahoney3@murraystate.edu; Editor-in-Chief.
Current Issue: Volume 11, Issue 2 (2024) KTEJ and KATE
KATE and KTEJ Collaboration
KTEJ Special Edition
Dear KTEJ Reader,
As the Past-President of the Kentucky Association of Teacher Educators (KATE), I am excited to introduce this special edition of the Kentucky Teacher Education Journal (KTEJ), a collaborative effort that underscores our shared commitment to advancing teacher education.
This issue features articles authored by presenters from the 2024 KATE conference which focused on the critical role of research in informing educators’ decisions. In an era marked by technological change, shifting societal needs, and increased public and political attention, the role of research in evidence-based instructional and programmatic decisions is as important as ever. The 2024 KATE conference centered on how research is utilized in local contexts.
Each article delves into the diverse topics that were presented and discussed during the conference. In this issue authors discuss:
- Supporting students with exceptionalities through vocabulary graphic organizers and IEP collaboration
- Improving content-area learning through literacy strategies and examining pre-service teachers’ beliefs
- Enhancing teacher preparation through school-university partnerships and video analysis
- Developing social and emotional skills through picture books
- Understanding how teachers make instructional decisions
- Additions the negative effects of media exposure
The wide array of topics presented here represent the hard work and ongoing dialogue aimed at improving education in Kentucky. KETJ’s mission is to publish high-quality research relevant to both Kentucky and the nation, while KATE’s aim is to advance and improve teacher education in Kentucky. The articles in this issue are exemplify these goals and contribute to the broader educational discourse. We hope the work featured in this issue will help further critical dialogue and improve practice.
I want to extend my gratitude to the authors, reviewers, and the editorial team for their dedication and hard work bring this special issue to fruition. We hope this collection of articles will serve as a valuable resource and a catalyst for critical dialogue among researchers, practitioners, and policymakers.
Sincerely,
Michael DiCicco
Past-President, Kentucky Association of Teacher Educators (KATE)
Research Articles
Teaching Vocabulary Graphic Organizers to Students with Disabilities Using the Constant Time Delay Procedure
Kera B. Ackerman and Channon K. Horn
Using Diverse Picture Books to Strengthen Social and Emotional Skills
Jessica L. Edwards
Taking Notice: Using Video Analysis to Develop Teacher Candidates
Michael DiCicco and Shawn A. Faulkner
“I don’t remember one thing about civic education”: Elementary preservice teachers’ perspectives on civic learning and civic engagement
Daniela Kruel DiGiacomo, Laura H. Darolia, Carly Muetterties, and Stephanie Mobley
Scaffolding Learning in Science Class With Literacy Strategies
Katelyn Collins and Sue Lasky Dr.
Collaborative Inclusion: IEP Team Perspectives on Supporting Students with Extensive Needs and the Implications for Teacher Preparation Programs
Deborah J. Amend, Amy E. Lein, Alexandra J. Taylor, and Elizabeth G. Dinkins
Power of Partnerships
Joni Meade
Teacher Decision Making in Guided-Reading
Brittany Worthen