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/...

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

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

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

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

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

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