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Teacher Education and Special Education

Teacher Education and Special Education

The Journal of the Teacher Education Division of the Council for Exceptional Children
2018 Impact Factor: 0.884
2018 Ranking: 191/243 in Education & Educational Research
Source: Journal Citation Reports (Web of Science Group, 2019)

Editor
Cynthia C. Griffin University of Florida, USA
Melinda Leko University of Wisconsin-Madison, USA


eISSN: 19444931 | ISSN: 08884064 | Current volume: 42 | Current issue: 3 Frequency: Quarterly

Teacher Education and Special Education (TESE) creates a research forum dedicated to the preparation and professional development of teachers, scholars, leaders, and other support personnel who serve children, youth, and adults with disabilities and their families.

TESE publishes original quantitative and qualitative research, systematic reviews of the literature, theoretically grounded position papers, evaluations of personnel preparation and professional development programs, and policy analyses.


Teacher Education and Special Education (TESE) is the official journal of the Teacher Education Division (TED) of the Council for Exceptional Children (CEC). The primary purpose of TED is to lead and support teacher education on behalf of students with exceptional needs and their families. Secondary purposes are to advance teacher educators’ implementation of evidence-based practices and collaboration between general and special education, influence policy through strong advocacy for teacher education in special education, and disseminate research and issues-related information. The purposes of TESE are to support the goals of TED and to stimulate in-depth reflection of the critical issues shaping the future of teacher education and special education. TESE publishes original quantitative and qualitative research, systematic reviews of the literature, theoretically grounded position papers, evaluations of personnel preparation and professional development programs, and policy analyses.

President
Dee Berlinghoff Mount Saint Mary College, USA
President-Elect
Mary Brownell University of Florida, USA
Vice-President
Ruby Owiny Trinity International University, USA
Past President
Holly Lane University of Florida, USA
Treasurer
Frank Dykes The University of Texas at Tyler, USA
Secretary
Sarah Nagro George Mason University, USA
Representative to the CEC Representative Assembly (2017-2018)
David Bateman Shippensburg University, USA
Representative to the CEC Representative Assembly (2018-2019)
Sara Hooks Towson University, USA
Member-at-Large (2014-2016) (Political Action)
Jacqueline Rodriguez American Assocation of Colleges for Teacher Education (AACTE), USA
Member-at-Large (2012-2014) (Membership)
Andrew Hashey Buffalo State College, USA
Member-at-Large (2013-2015) (Representative to the Professional Knowledge and Sk
Stephanie Morano University of Virginia, USA
Executive Director
Karen Voytecki East Carolina University, USA
Board of Reviewers
Darlene Anderson Brigham Young University, USA
David Bateman Shippensburg University, USA
Cheryl Beverly James Madison University, USA
Bonnie Billingsley Virginia Tech, USA
Linda Blanton Florida International University, USA
Elizabeth Bondy University of Florida, USA
Daniel Boudah East Carolina University, USA
Joseph Boyle Temple University, USA
Michael Brady Florida Atlantic University, USA
Mary Brownell University of Florida, USA
Lyndal Bullock University of North Texas, USA
Kaitlin Bundock Utah State University, USA
William Bursuck University of North Carolina Greensboro, USA
Andrea Capizzi Vanderbilt University, USA
Laurie deBettencourt Johns Hopkins University, USA
Lindsay Dennis Florida State University, USA
Lisa Dieker University of Central Florida, USA
Charles Dukes Florida Atlantic University, USA
Stacey Dymond University of Illinois at Urbana-Champaign, USA
Dave Edyburn University of Central Florida, USA
Lani Florian The University of Edinburgh, Scotland
Marilyn Friend University of North Carolina Greensboro, USA
Janet Gaffney University of Auckland, New Zealand
Deborah Gartland Towson University, USA
Joyce Gomez-Najarro California State University, Fullerton, USA
Deborah Griswold The University of Kansas, USA
Tom Gumpel Hebrew University of Jerusalem, Israel
Mary Hanline Florida State University, USA
Sara Hooks Towson University, USA
Brittany Hott Texas A&M University, USA
David Houchins Georgia State University, USA
Maya Israel University of Florida, USA
Lewis Jackson University of Northern Colorado, United States
Bree Jimenez University of Sydney, Australia
Meg Kamman University of Florida, USA
Michael Kennedy University of Virginia, USA
Margaret King-Sears George Mason University, USA
Larry Kortering Appalachian State University, USA
Elizabeth Kozleski The University of Kansas, USA
Kathleen Lane The University of Kansas, USA
Alexandra Lauterbach University of Massachusetts Amherst, USA
Mary Little University of Central Florida, USA
Lawrence Maheady SUNY Buffalo State, USA
Nancy Mamlin North Carolina Central University, USA
Tamara Marder Johns Hopkins University, USA
Andrew Markelz Ball State University, USA
Loretta Mason-Williams Binghamton University of New York
Jeanette McCollum University of Illinois, USA
Erica McCray University of Florida, USA
Patricia McHatton University of Texas Rio Grande Valley, USA
Kevin Miller SUNY Buffalo State, USA
Wendy Murawski California State University North Ridge, USA
Sarah Nagro George Mason University, USA
Christopher O’Brien University of North Carolina Charlotte, USA
Alba Ortiz University of Texas at Austin
David Peyton Appalachian State University, USA
Sekhar Pindiprolu University of Toledo, USA
Filiz Polat Nazabayev University, Kazakhstan
Marleen Pugach University of Wisconsin Milwaukee, USA
Tamar Riley Florida Memorial University, USA
Shirley Ritter Furman University, USA
Carly Roberts University of Washington, USA
Suzanne Robinson University of Kansas, USA
Marcia Rock UNC Greensboro, USA
Janelle Rodl San Francisco State University, USA
Michael Rosenberg New Paltz State University of New York
Andrea Ruppar University of Wisconsin-Madison, USA
Kristin Sayeski University of Georgia, USA
David Scanlon Boston College, USA
Mary Catherine Scheeler Penn State University, USA
Jack Scott Florida Atlantic University, USA
Terry Scott University of Louisville, USA
Margaret Shippen Auburn University, USA
Paul Sindelar University of Florida, USA
Molly Siuty Portland State University, USA
Deborah Smith Claremont Graduate University, USA
Sean Smith University of Kansas, USA
Vicky Spencer George Mason University, USA
Fred Spooner University of North Carolina at Charlotte, USA
Todd Sundeen University of Northern Colorado, United States
Nicole Swoszowski University of Alabama, USA
Marie Tejero Hughes University of Illinois at Chicago
Martha Thurlow University of Minnesota, USA
Joe Travers Dublin City University, Ireland
Naomi Tyler Vanderbilt University, USA
Cynthia Vail University of Georgia, USA
Leah Wasburn-Moses Miami University, USA
Peggy Weiss George Mason University, USA
Wilfred Wienke University of Central Florida, USA
Pamela Wolfe Penn State University, USA
Mitchell Yell University of South Carolina, USA
  • Clarivate Analytics: Current Contents - Social & Behavioral Sciences
  • Clarivate Analytics: Social Science Citation Index
  • EBSCO: Education Abstracts (H.W. Wilson)
  • EBSCO: Education Research Complete
  • EBSCO: Sales & Marketing Source
  • ERIC (Education Resources Information Center)
  • Exceptional Child Education Resources
  • Gale: Educator's Reference Complete
  • ProQuest: Applied Social Science Index & Abstracts (ASSIA)
  • Taylor & Francis: Educational Research Abstracts (Online)
  • Taylor & Francis: Sociology of Education Abstracts
  • Taylor & Francis: Special Educational Needs Abstracts
  • Teacher Education and Special Education (TESE) creates a research forum dedicated to the preparation and professional development of teachers, scholars, and other support personnel who serve children, youth, and adults with disabilities and their families. In general, TESE publishes original quantitative and qualitative research, systematic reviews of the literature, comprehensive evaluations of personnel preparation and professional development programs, theoretically grounded position papers, and policy analyses. Articles published in TESE must have implications for research and practice in teacher education and special education, and for policy if relevant. Specific types of manuscripts published in TESE include:

    • Original research studies, including experimental (group and single-subject methodologies), quasi-experimental, descriptive (observational studies, surveys), correlational, and qualitative designs,
    • Literature reviews, including meta-analyses, best-evidence syntheses, and other systematic reviews of the literature,
    • Conceptual, policy, or position papers.

    TESE also welcomes submissions for special issues. Authors wishing to propose a special issue of TESE, please read the instructions for how to submit a proposal here.

    MANUSCRIPT REQUIREMENTS

    Manuscripts submitted to TESE are peer reviewed only if they meet the following criteria:

    • In general, the manuscript conforms to APA format guidelines (see Publication Manual of the American Psychological Association, 6th Edition, 2009).
    • Specifically, the manuscript:
      • is consistent with the TESE purpose statement.
      • is between 25-35 double-spaced pages with 1” margins.
      • includes “person first” language in reference to disabilities and other characteristics of individuals conforming to the recommendations outlined in General Guidelines for Reducing Bias (Publication Manual of the American Psychological Association, 6th Edition, p. 71-77).
      • includes literature reflecting the most current work in the area (preferably within the last 10 years) except when citing classic or seminal articles.
      • includes clear implications for special education research, practice, and/or policy.
      • provides a clear indication that IRB approval was obtained and human participant protections were enforced for research studies.
      • includes a separate cover sheet that provides the authors’ full names, institutions, full mailing address, phone numbers, e-mail addresses, and short bios (2-3 sentences). Authors’ names should not appear on any other pages of the manuscript.
      • includes an abstract that is not more than 150 words in length and is uploaded separately.
      • includes all applicable tables and figures. Each table and figure should be uploaded as a separate document along with your manuscript.
      • includes a reference list and references in the text that are in complete agreement with the reference list.
      • includes digital object identifiers (dois) in the reference list. Below is the link to the CrossRef site where authors can look up a doi number for a citation (http://www.crossref.org/guestquery/).
      • does not include footnotes.

    Authors Whose First Language Is Not English.

    It is highly recommended to have a colleague or copywriter who is fluent in English review the manuscript before submission.

    MANUSCRIPT SUBMISSION

    Submit all manuscripts electronically at http://mc.manuscriptcentral.com/tese

    For additional information about manuscript submissions, please visit the SAGE Manuscript Submission Guidelines at https://us.sagepub.com/en-us/nam/manuscript-submission-guidelines

     

    REVIEW PROCESS

    Selection of manuscripts for publication is based on a blind peer review process. However, all manuscripts are first screened using the criteria noted under MANUSCRIPT REQUIREMENTS. If these criteria are met, the manuscript is assigned to one of the two TESE editors. Manuscripts that do not meet all the manuscript requirements are not forwarded to the editors and do not receive peer review. In such cases, the submitting author is notified that the manuscript is not acceptable for Teacher Education and Special Education, or is requested to make changes to the manuscript so that it meets requirements.

    Manuscripts that are consistent with the purpose of the journal and meet all requirements are assigned by a Co-Editor to two or more reviewers with expertise in the content and/or methodology of the manuscript to evaluate it. Reviewers are asked to evaluate the manuscript on its overall importance, quality of the work, and clarity of writing. Reviewers will not know the identity of the authors. While under review (until authors receive word of a decision from TESE), the journal has exclusive options on possible publication. The manuscript should not be submitted elsewhere during this time. When reviews are returned, the Co-Editor assigned to the manuscript independently evaluates the manuscript, carefully considers reviewers’ comments, and then makes a decision to: accept with routine editing, accept with revision, reject with an opportunity to revise and resubmit, or reject. Our aim is to provide authors with an initial decision within 90 days of submission. Authors will receive anonymous copies of the reviewers’ comments. Major criteria for publication are quality of the writing, methodology, implications for research, practice, and/or policy, and the overall importance to the field. Manuscripts addressing topics already closely aligned with articles recently published (or forth-coming) in TESE will not be prioritized. In all cases, the editors reserve the right to make editorial changes that do not materially affect the meaning of the text.

    EDITORIAL OFFICE CONTACT INFORMATION

    CO-EDITORS

    Cynthia C. Griffin, Ph.D.
    Co-Editor, Teacher Education and Special Education
    University of Florida School of Special Education, School Psychology,&Early Childhood Studies
    P.O. Box 117050 / Norman Hall, 2-170 Gainesville, FL  32611
    ccgriffin@coe.ufl.edu

    Melinda M. Leko, Ph.D.
    Co-Editor, Teacher Education and Special Education
    University of Wisconsin-Madison Department of Rehabilitation Psychology & Special Education
    100 Bascom Mall Madison, WI 53706
    leko@wisc.edu

    EDITORIAL ASSISTANT

    Tracy G. Ulrich, Ph.D.
    Editorial Assistant, Teacher Education and Special Education
    University of Florida School of Special Education, School Psychology, & Early Childhood Studies
    P.O. Box 117050 / Norman Hall, 2-170 Gainesville, FL  32611
    tracylee@ufl.edu

     

    SAGE Choice

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self/author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.

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