Murray State University

Volume 6, Issue 1 (2019) Summer 2019 Keep Summit Two

Kentucky Teacher Education Journal (KTEJ)
Kentucky Research to Practice
Summer Special Edition
Summer 2019 KEEP Summit Two
September 2019

Kentucky Teacher Education Journal- KEEP Summit Two

The KEEP Summit was an exciting research collaboration between professors and students. This edition of the journal comprises articles written about Teacher Candidate's Perspectives on Trauma Informed Teaching as related to classroom management and evidence-based practices. Teacher collaboration with community partners enhancing clinical practices discusses pedagogy to improve teacher education programs. Choice as an antecedent intervention for children with emotional and behavioral disabilities and disorders is discussed in another thoughtful article. How to use music therapy in the educational system to provide benefits for students with social, emotional, and behavioral needs as a therapy is yet another article provided within this issue of the journal. And finally, looking into the importance of teacher behaviors to increase student success in the classroom- Are the teachers prepared to meet the needs of the emotional and behavioral disordered students?

Classroom dynamics and diversity continues to change as the social structures of the world around us changes. Our interventions and strategies will need to learn to adapt and change in order to help our students learn to be successful in our ever-changing and highly evolving world around us.

The researchers and authors found within this issue of KTEJ have taken tried and true interventions, synthesized the information and created new applications and found useful new ways to apply these strategies for our millennial and generation Z students in our diverse classrooms. No longer are the one size fits all accommodations and adaptations going to work. Truly individualized instruction must be considered.

Thank you for taking the time to read about the interventions, research, and strategies presented within this Volume and Issue of KTEJ.

Jamie Mahoney

Research Articles


Teacher Candidates’ Emerging Perspectives on Trauma Informed Teaching
Mary S. Thomas, Penny B. Howell, Shantel Crosby, Elmedina Brkic, Kaleb Clemons, Lydia McKinley, and Sedekia Peter


Collaboration With Community Partners to Enhance Clinical Practice
Susan Keesey, christina noel, Nancy Hulan, and Pete Hoechner


Music Therapy’s Role in the Education System
Madison Riley, Tori L. Colson, and Moriah Smothers



Jamie Mahoney, Ed.D., Murray State University, Murray KY

Associate Editor

Debbie Schumacher ,Ed. D. (retired), Campbellsville University, Campbellsville, KY

Associate Editor

Laura Clarke Ph..D., Eastern Kentucky University, Richmond, KY

KYTED Officers


Jamie Mahoney, Ed.D., Assistant Professor,
Murray State University,
Special Education

Past President

Debbie Schumacher, Ed.D. (retired), Associate Professor
Campbellsville University
Special Education

Vice President/ President Elect

Laura Clarke, Ph..D., Associate Professor
Eastern Kentucky University
Special Education


Todd Whitney, Ph.D., Assistant Professor
Department of Special Education


Steve Crites, Ph.D., Associate Professor
Northern Kentucky University
Teacher Education & School Leadership

KTEJ Reviewers

KTEJ Reviewers

Sarah Merimee Murray State University

Todd Whitney University of Louisville

Laura Clarke, Eastern Kentucky University

Jamie Mahoney, Murray State University

Debbie Schumacher, Campbellsville University

Renee CampoyMurray State University

Tori L. ColsonUniversity of Southern Illinois

Delar SinghMorehead State University

Mary ThomasUniversity of Louisville

Justin Cooper University of Louisville

Proposals must include the following characteristics: The proposal must be submitted in APA 6 format, double-spaced with a maximum of 3-5 pages without including identification, abstract, or references in the page count- (Blind Peer Review) Identification (separate from article) Presenter Name with Highest degree Presenters can be undergraduates, current teachers, and master or doctorate students or hold advanced degrees Job Title and Employment Institution Approving Institutional Review Boards (if applicable) Title of Presentation or Article Abstract of Presentation or Article (100-150 words) Summary of Presentation Brief Review of the Literature (1-3 paragraphs) For original research : Methodology and Findings Implications for Practice References Upload of the Original Article Online submission is available at Questions may be addressed to Dr. Jamie Mahoney at; editor of the KEEP special edition