Did you get your new TESE journal (Volume 49, Issue 1)? DeMatthews et al. analyzed TX longitudinal data and found that principals with prior SPE teaching experience were associated with increased retention of SPE teachers. Full text: journals.sagepub.com/doi/10.1177/... @lizbettini.bsky.social

Principals’ Special Education Experience: Implications for Special Education Teacher Turnover - David DeMatthews, Jinseok Shin, Pedro Reyes, 2026

Special education teachers often report having heavy workloads and problematic working conditions that lead to a desire to leave their campus. Some attention ha...

journals.sagepub.com

The first TESE policy brief by Kaler and Theobald is now on TED/CEC website! Great information related to turnover patterns in the paraeducator workforce! Link = tedcec.org/sites/defaul... @lindseykaler.bsky.social @roddy-theobald.bsky.social @lizbettini.bsky.social @cec-ted-policy.bsky.social

Looking for concrete ways to examine growth in preservice teachers’ beliefs about disability? VanUitert et al. (2025) offer a thoughtful approach in TESE, showing how PSTs can be meaningfully engaged in examining how their perceptions of disabled students shape learning and practice. Link below!

Did you know TESE's 2025 manuscript of the year is in the latest TESE volume? Quezada et al. describe the journey of adults with Visual Impairments within visual disabilities education. Read to see how considering, becoming, and being impact “role modelship" +... journals.sagepub.com/doi/10.1177/...

“You Are Just a Life Role Model” a Multiple Case Study of Teachers With Visual Impairment in the Field of Visual Disabilities - Saurym Quezada, Erika Fundelius, Erin Bush, Jenny Root, 2025

Teachers with disabilities serve as role models for students who share their disability identity, offering lived experience as a valuable source of knowledge an...

journals.sagepub.com

Congratulations to these fantastic reviewers! Please join us on Wednesday at TED (1:00-1:50 PM) to celebrate and learn more! @edutuan.bsky.social @tashnuvashaheen.bsky.social @coreypeltier.bsky.social @lizbettini.bsky.social @ted-kaleidoscope.bsky.social @cec-ted-policy.bsky.social

Congratulations, Serena Jinxiu Liu! TESE proudly recognizes you for your impactful contributions as a reviewer. Attending TED in Kansas City? Join TESE on 11/12 from 1:00–1:50 PM to celebrate the 2025 Reviewers of the Year and learn how to publish and review for TESE! @lizbettini.bsky.social

We couldn’t do it without you! TESE is thankful for the incredible reviewers whose expertise and dedication strengthen our journal. Dr. Corey Peltier (@coreypeltier.bsky.social) - Congratulations and thank you for your outstanding service! @coreypeltier.bsky.social @lizbettini.bsky.social

New! Quezada et al. (2025) used semi-structured interviews in a multiple-case study of 7 adults with VI who became teachers of students with VI. Underqualified & accused of choosing an "easy" path? Misconceptions require work at multiple levels. Read more: journals.sagepub.com/doi/10.1177/...

“You Are Just a Life Role Model” a Multiple Case Study of Teachers With Visual Impairment in the Field of Visual Disabilities - Saurym Quezada, Erika Fundelius, Erin Bush, Jenny Root, 2025

Teachers with disabilities serve as role models for students who share their disability identity, offering lived experience as a valuable source of knowledge an...

journals.sagepub.com

New! Simonsen et al. (2025) analyzed the effects of Targeted Professional Development led by coaches on classroom PBIS practices. Educators increased use of prompts, OTRs, and specific praise which improved student engagement & reduced disruptions. Read more: doi.org/10.1177/08884064251341849

Effects of Targeted Professional Development Facilitated by School-Based Coaches on Teachers’ Classroom PBIS Practices and Student Outcomes - Brandi Simonsen, Jennifer Freeman, Kathryn Dooley, Laura K...

When teachers implement classroom positive behavioral interventions and supports (PBIS), students can benefit. Unfortunately, teachers report insufficient train...

doi.org

Gomez-Najarro et al. (2025) analyzed 272 U.S. dual cert program websites using a multidimensional framework. Reported limited inclusive discourse, especially around equity, emphasizing the need for deeper reform to achieve true inclusion. Full article: doi.org/10.1177/08884064251349849

New in TESE! Broda et al. (2025) identify three distinct teacher-student relationship profiles and share the importance of both effective practice delivery and relationship quality for students with or at risk for EBD in early childhood settings. 🔗 Read the full article: doi.org/10.1177/0888...

New in TESE! Balikci et al. (2025) complete a meta-analysis with risk of bias assessment (Reichow et al., 2018) on single case educational research (SCER). Performance Feedback (PF) for preservice teachers is confirmed as an EBP. Read full article: doi.org/10.1177/0888... @ted-cec.bsky.social

A Meta-Analysis of Performance Feedback as an Evidence-Based Practice in Special Education Teacher Preparation - Serife Balikci, Emrah Gulboy, Marcia L. Rock, Salih Rakap, 2025

This meta-analysis systematically examines the evidence supporting the effectiveness of performance feedback as an evidence-based practice in the training of pr...

doi.org

New from TESE! Shelton et al. share how well teacher educators are preparing candidates to support emergent multilingual learners (EMLs) in literacy instruction. Findings show a limited focus—and a call for change! 🔗 Read here: doi.org/10.1177/0888... @ted-kaleidoscope.bsky.social

Special Education Teacher Educators’ Focus on Emergent Multilingual Learners in Preservice Literacy Courses - Alexandra Shelton, Erin Hogan, Yang Fu, 2025

Many special education teachers (SETs) report feeling unprepared to meet the language and literacy needs of emergent multilingual learners (EMLs). As such, it i...

doi.org

New in TESE! Regan et al. explore eCoaching—a flexible, tech-based alternative to traditional supervision for special education interns. Findings show it boosts mentorship, feedback, and growth for provisionally licensed teachers. 🔗https://doi.org/10.1177/08884064241311630 🔗https://tedcec.org

eCoaching as an Alternative to Traditional Supervision: Practices and Perspectives From University Supervisors - Kelley Regan, Margaret P. Weiss, Kristen Merrill O’Brien, 2025

Internship is a culminating student teaching experience traditionally involving sustained mentorship in the classroom of an experienced mentor teacher with some...

doi.org

New research alert! David Peyton and colleagues show how mentor teachers’ working conditions—especially planning time and collaboration—shape teacher candidates’ development and intent to teach. Essential insights for strengthening special education teacher prep!🔗 doi.org/10.1177/0888... tedcec.org

Time Is Not on Their Side: How Mentor Teachers’ Working Conditions Shape Candidates’ Development and Intent to Teach - David J. Peyton, Hannah Morris Mathews, Elizabeth Bettini, Kristen Merrill O’Brie...

Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiven...

doi.org

New editorial vision for TESE! The new editors (Bettini, Rodgers, & Scott) aim to: ✅ Advance intersectional equity ✅ Build interdisciplinary connections & ✅ Strengthen policy impact/author support. doi.org/10.1177/0888...; tedcec.org @cec-ted-policy.bsky.social @ted-kaleidoscope.bsky.social