|Editor-in-Chief:||Jamie Mahoney, Murray State University|
|Associate Editors:||Wanda G. Chandler, Western Kentucky University|
|Debbie Schumacher, Campbellsville University|
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.
Call for Proposals
Kentucky Teacher Education Journal (KETJ) Kentucky Research to Practice: Special Edition KEEP Summit September 2019 The Kentucky Teacher Education Division (TED) of the International Council for Exceptional Children is planning to publish a special edition of our online, refereed journal, KTEJ, in September 2019. KTEJ seeks faculty proposals for articles that promote original research presented at the KEEP Summit Conference in Lexington, May 15-16, 2019 discussing excellence in student learning. Proposals are due by Friday, June 28, 2019. The Kentucky Teacher Education Division (TED) of the International Council for Exceptional Children invites proposals from Kentucky presenters with original research from the KEEP Summit Conference held in Lexington on May 15-16, 2019
This submission portal will be available beginning May 21, 2019 through June 30, 2019.
Questions may be addressed to Dr. Jamie Mahoney at firstname.lastname@example.org; editor of the Winter special editionRead the full CCFP at this link.
Current Issue: Volume 5, Issue 2 (2018) Kentucky Teachers Research 2019
Token Economies, HLPs, Transformative Apprenticeships, & Classroom ManagementUsing a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior discusses Autism Spectrum Disorder is an area of the 13 disabilities eligible under IDEA rapidly increasing in schools. These students require teachers to use research-based interventions such as token economies to modify behaviors. Bringing High Leverage Practices to the Bluegrass: Statewide Collaborative Effort provides an insightful look into increasing teacher instructional practices through the use of High Leverage Practices helps to improve accountability towards student success. The CEEDAR center's mission is to help improve instruction for all Kentucky students through the Educator Prep Programs with the KEEP initiative. Transformative Apprenticeship: Enacting Teacher Identity in a Clinical Model provides a discussion regarding teacher education programs constantly being scrutinized and the high expectations to produce high quality teachers. Dewey's constructivist viewpoint of learning endorsed through CAEP's accreditation process endorses the need for authentic experiences. Classroom management Through Teacher Candidates' Lenses: Transforming Learning Communities explains how three departments redesigned an undergraduate course to better prepare preservice for classroom management. The research discusses the importance of building learning communities.
Using a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior
Todd Whitney, Justin T. Cooper, and Amy S. Lingo
Bringing High Leverage Practices to the Bluegrass: A Statewide Collaborative Effort
Kera B. Ackerman, Todd Whitney, and Amy S. Lingo
Transformative Apprenticeship: Enacting Teacher Identity in a Clinical Model
Melissa Wrenn, Peggy Otto, and Rachel Leer
Classroom Management through Teacher Candidates’ Lenses: Transforming Learning Communities Through a Community of Practice
Mary S. Thomas, Penny B. Howell, Shantel Crosby, Khirsten Scott, La'Que Newby, Hannah Evans, and Sophie Daneshmand