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Autism Spectrum Disorder Professional Development and Self-Efficacy of Special Education Teachers
By Elena Ghionis, School of Education and Graduate Studies, Converse University Issue: Fall 2026 DOI: 10.64546/jaasep.677 Autism spectrum disorder (ASD) is a neurodevelopmental disability with...
The Power of the Paraprofessional: Investigating Self-Efficacy and the Importance of Ongoing Professional Development
By April Hill, School of Education, Leadership, and Public Service, Northern Michigan University; Maria B. Peterson, University of Cincinnati; Randa G. Kelly, Texas Woman's University;...
Evaluation of Special Education Teacher Candidates through Direct Observations and Self-Report
By Karena Cooper-Duffy, Western Carolina University; David L. Westling, Western Carolina University; Larry B. Fisher, Western Carolina University; Alexandra Mathis, Western Carolina University; Kelly R....
Effectiveness and Quality of Practitioner Journals on Preservice Teacher Knowledge Growth About the Special Education High-Leverage Practice Instructional Feedback
By Allie Boquet, Louisiana State University; Renée Lastrapes, University of Texas Health Science Center, San Antonio; Paul Mooney, Louisiana State University Issue: Fall 2026 DOI:...
Teacher Candidates’ Perceptions of digiCOACH: Technology-Enhanced Coaching in Special Education Teacher Preparation
By Shannon Sparks, California State University, San Bernardino; D.L Cote, California State University, Fullerton; Mawhorter B., digiCOACH; K. Beckham, digiCOACH; M. Dexter, digiCOACH Issue: Fall...
Teacher Salaries and Graduation Rates: Correlations Across U.S. States and Demographics
By Melissa Beck Wells, SUNY Empire State University Issue: Spring/Summer 2026 DOI: 10.64546/jaasep.643 Teacher salaries have been widely discussed in educational policy, often with the...
COVID-19’s Impact on the Education of Students with Disabilities: Multiple Perspectives
By Marcia L. Montague, Department of Educational Psychology, Texas A&M University; Elizabeth Ducy, Department of Special Education, Sonoma State University; Sungyoon Lee, Department of Elementary...
Special Education Teachers Serving Students with Extensive Support Needs: An Exploratory Job Analysis
By Corrine Aramburo, Department of Special Education, University of New Mexico; Kathleen Mortier, Department of Special Education , San Francisco State University; Carmen Gomez Mandic,...
The Value of Mentorship in Special Education Programs
By Belkis Choiseul-Praslin, University of the Pacific; Brittany Auernig-Roan, University of the Pacific; Jonathan S. Toccoli, University of the Pacific; Charlene Starks, University of the...
Perceptions of creative self-efficacy of students with Learning Disabilities
By Jennifer E. Smith, Purdue University; Tracy G. Spies, University of Nevada, Las Vegas; Kyle Higgins, University of Nevada, Las Vegas; Monica R. Brown, University...
Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
By Krystal Lewis-Pratl, Illinois State University; Yojanna Cuenca-Carlino, Illinois State University; Tara Kaczorowski, Daeman University; Mark Zablocki, Illinois State University Issue: Fall 2025 DOI: 10.64546/jaasep.592...
Retaining special education teachers in a rural Southern United States school district
By Eric R. Gotte, Department of Educational Leadership, Arkansas State University; Jessie S. King, Department of Educational Leadership, Arkansas State University; Karen Farley, Department of...
A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
By Tara Mason, University of California, Berkeley; Kimberly Yadon, Western Colorado University Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.580 This descriptive research study was designed to explore...
Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
By Randa G. Keeley, Texas Woman’s University; Maria B. Peterson-Ahmad, Texas Woman’s University; Schuyler Beecher, Texas Woman’s University Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.578 Considering the...
Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
By Kristina Rios, California State University of Fresno; Molly Buren, National Louis University Issue: Winter 2025 DOI: 10.64546/jaasep.572 The aim of early intervention (EI) is...
Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers
By Christine Fisher, University of Nebraska Kearney; Alice Cahill, University of Nebraska Kearney; Elizabeth Yungdahl, University of Nebraska Kearney; Graciella Lopez, University of Nebraska Kearney...
An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study
By Develyn Biagas, Northern Arizona University; Adriana Frates, University of Texas Permian Basin; Candi Running Bear, Western New Mexico University Issue: Winter 2025 DOI: 10.64546/jaasep.567...
Extending Doctoral Degree Opportunities to Nondoctoral School Psychologists
By S. Craig Rush, Towson University; Anna Matullo-Miller, Towson University; Marissa Schmidt, Towson University Issue: Fall 2024 DOI: 10.64546/jaasep.560 There is a shortage of school...
Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership
By Adam W. Jordan, College of Charleston; Kevin Eakes, College of Charleston; Hannah Woods, College of Charleston Issue: Fall 2024 DOI: 10.64546/jaasep.559 School-university partnerships are...
Teacher Evaluation and the Professional Development Connection: Perspectives of Special Education Teachers
By Zaher M. Kmail, University of Washington Tacoma; Gordon Brobbey, University of Washington Tacoma Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.550 As one of the main purposes...