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
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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
Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic and Beyond
By Elizabeth O’Neill Hunter, Walden University; Elizabeth M. Anderson Hunter Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.548 In 2022, the coronavirus (COVID-19)
From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice
By Caitlin J. Criss, Georgia Southern University; Stephanie M. Devine, Georgia Southern University; Cynthia C. Massey, Georgia Southern University Issue:
A Comparison of Teaching Efficacy Between Paraprofessionals and Special Education Teachers Working with Special Education Students
By Cristhian C. Altamirano, Rutgers University; Dake Zhang, Rutgers University Issue: Winter 2024 DOI: 10.64546/jaasep.546 A paraprofessional can be defined
Building Communities of Practice: Initial Perceptions of an Interdisciplinary Preparation Program for Special Education Teachers and Social Workers
By Robbie J. Marsh, BCBA Mercer University; Heather Baltodano-Van Ness, University of Nevada, Las Vegas; Monica Brown, University of Nevada,
Supporting Student Engagement Through the Use of Various Discussion Formats in a Graduate Teacher Education Course
By Marla J. Lohmann, Colorado Christian University; Kathleen A. Boothe, Southeastern Oklahoma State University Issue: Winter 2024 DOI: 10.64546/jaasep.539 Online
An Exploration of Pre-Service Teachers’ Attitudes Toward Including Students with Autism Spectrum Disorder (ASD) in General Education
By Mary A. Houser, West Chester University of Pennsylvania; Tara S. Guerriero, West Chester University of Pennsylvania; Trevor O’Brien, Mary
Comparing Preservice and Inservice Teachers’ Perceptions and Actual Knowledge of Phonics
By Cheryl Wold, Northern State University; Andria L. Moon, Norbert College; Alan L. Neville, Presentation College; Tim Houge, Northern State