Teacher Education and Special Education
The Journal of the Teacher Education Division of the Council for Exceptional ChildrenContinuing Professional Development | Special & Inclusive Education | Teacher Resources
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.
| Cynthia C. Griffin | University of Florida, USA |
| Melinda Leko | University of Florida, USA |
| Margaret P. Weiss | George Mason University, USA |
| Kyena Cornelius | Minnesota State University, Mankato, USA |
| Frank Dykes | The University of Texas at Tyler, USA |
| Kathleen Randolph | University of Colorado-Colorado Springs, USA |
| Jennifer Sears | University of North Georgia, USA |
| LaRon Scott | University of Virginia, USA |
| Loretta Mason-Williams | Binghamton University, USA |
| Shantel Farnan | Northwest Missouri State University, USA |
| Stephanie Morano | University of Virginia, USA |
| Andrew Markelz | Ball State University, USA |
| Zhe An | University of Wisconsin-Madison, USA |
| Darlene Anderson | Brigham Young University, USA |
| Kelly Anderson | UNC Charlotte, USA |
| Jessica Bacon | Montclair State University, USA |
| Sarah Ballard | Illinois State University, USA |
| David Bateman | Shippensburg University, USA |
| Elizabeth Bettini | Boston University, USA |
| Cheryl Beverly | James Madison University, USA |
| Bonnie Billingsley | Virginia Tech, USA |
| Linda Blanton | Florida International University, USA |
| Alison Boardman | University of Colorado-Boulder, USA |
| Daniel Boudah | East Carolina University, USA |
| Mildred Boveda | Pennsylvania State University, USA |
| Mary Brownell | University of Florida, USA |
| Mark Buckman | University of Kansas, USA |
| Kaitlin Bundock | Utah State University, USA |
| Andrea Capizzi | Vanderbilt University, USA |
| Eric Common | University of Michigan-Flint, USA |
| Laurie deBettencourt | Johns Hopkins University, USA |
| Lindsay Dennis | Florida State University, USA |
| Lisa Dieker | University of Kansas, USA |
| Melissa Driver | Kennesaw State University, USA |
| Charles Dukes | Florida Atlantic University, USA |
| Stacey Dymond | University of Illinois at Urbana-Champaign, USA |
| Dave Edyburn | University of Central Florida, USA |
| Erin Fitzpatrick | University of North Carolina - Charlotte, USA |
| 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 |
| Mary Hanline | Florida State University, USA |
| Sara Hooks | Towson University, USA |
| Brittany Hott | University of Oklahoma, USA |
| David E. Houchins | Georgia State University, USA |
| Maya Israel | University of Florida, USA |
| Lewis Jackson | University of Northern Colorado, USA |
| Bree Jimenez | University of Texas-Arlington, USA |
| Meg Kamman | University of Florida, USA |
| Michael Kennedy | University of Virginia, USA |
| Elizabeth Kozleski | Stanford University, USA |
| Jemma Kwon | California State University , USA |
| Kathleen Lane | The University of Kansas, USA |
| Alexandra Lauterbach | University of Massachusetts Amherst, USA |
| Mary Little | University of Central Florida, USA |
| Hailey Love | University of Wisconsin-Madison, USA |
| Lawrence Maheady | SUNY Buffalo State, USA |
| Nancy Mamlin | North Carolina Central University, USA |
| Andrew Markelz | Ball State University, USA |
| Loretta Mason-Williams | Binghamton University, USA |
| Hannah Mathews | University of Florida, USA |
| Erica McCray | University of Florida, USA |
| Patricia McHatton | Branch Alliance for Educator Diversity, USA |
| Kevin Miller | SUNY Buffalo State, USA |
| Kristi Morin | Lehigh University, USA |
| Carlyn Mueller | University of Wisconsin-Madison, USA |
| Kristin Murphy | University of Massachusetts Boston, USA |
| Sarah Nagro | George Mason University, USA |
| Christopher O’Brien | University of North Carolina Charlotte, USA |
| Ann-Marie Orlando | University of Florida, USA |
| Alba Ortiz | University of Texas at Austin, USA |
| David Peyton | University of Wisconsin-Eau Claire, USA |
| Sekhar Pindiprolu | University of Toledo, USA |
| Filiz Polat | Nazabayev University, Kazakhstan |
| Daisy Pua | University of West Florida, USA |
| Marleen Pugach | University of Wisconsin Milwaukee, USA |
| Nicole Pyle | Utah State University, USA |
| Tamar Riley | Florida Memorial University, USA |
| Carly Roberts | University of Washington, USA |
| Marcia Rock | UNC Greensboro, USA |
| Wendy Rodgers | Virginia Commonwealth University, USA |
| John Romig | University of Texas at Arlington, USA |
| Michael Rosenberg | New Paltz State University of New York, USA |
| David Royer | University of Louisville, USA |
| Andrea Ruppar | University of Wisconsin-Madison, USA |
| Kristin Sayeski | University of Georgia, USA |
| Mary Catherine Scheeler | Penn State University, USA |
| Jack Scott | Florida Atlantic University, USA |
| Terry Scott | University of Louisville, USA |
| Molly Siuty | Portland State University, USA |
| Sean Smith | University of Kansas, USA |
| Melinda Snodgrass | Illinois State University, USA |
| Fred Spooner | University of North Carolina at Charlotte, USA |
| Nicole Swoszowski | University of Alabama, USA |
| Marie Tejero Hughes | University of Illinois at Chicago, USA |
| Naomi Tyler | Vanderbilt University, USA |
| Cynthia Vail | University of Georgia, USA |
| Margaret P. Weiss | George Mason University, USA |
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.
SPECIAL ISSUE GUIDELINES
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, 7th Edition, 2019).
- Specifically, the manuscript:
- is consistent with the TESE purpose statement.
- is between 25-35 double-spaced pages with 1” margins.
- conforms to the recommendations outlined in General Guidelines for Reducing Bias (Publication Manual of the Americal Psychological Association, 7th 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 both research and practice in teacher education and special education (also for policy if relevant).
- 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. Figures will only be printed in black and white.
- 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 Florida School of Special Education, School Psychology, & Early Childhood Studies
P.O. Box 117050 / Norman Hall, 2-170 Gainesville, FL 32611
leko@coe.ufl.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.