Teacher Education and Special Education
Teacher Education and Special Education (TESE) is a research forum dedicated to research that supports the cultivation of a strong special education workforce, including the special educators, general educators, paraeducators, leaders, related service providers, and teacher educators responsible for ensuring an equitable education for children, youth, and adults with disabilities and their families. In general, TESE publishes original quantitative, qualitative, and mixed methods 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, policy, and/or practice that strengthen the education workforce serving students with disabilities.
CO-EDITORS
Elizabeth Bettini, Ph.D.
lbettini@bu.edu
LaRon Scott, Ed.D.
ysv3ps@virginia.edu
Wendy Rodgers, Ph.D.
rodgerswj@vcu.edu
Managing Editor
Nelson Brunsting, Ph.D.
n.brunsting@ufl.edu
Teacher Education and Special Education (TESE) is proud to recognize excellence among our TESE Board of Reviewers based on the quality, quantity, and timeliness of their reviews. The following six outstanding TESE reviewers have been chosen for 2022 from the 90 reviewers currently serving on the Board of Reviewers. Congratulations!
Jemma Bae Kwon, California State University, Sacramento
Joyce Gomez-Najarro, California State University, Fullerton
Carlyn Mueller, University of Wisconsin, Madison
David Peyton, Appalachian State University
Wendy Rodgers, University of Nevada, Las Vegas
John Romig, University of Texas, Arlington