Secondary Education and Teaching Commons^™

Inclusive Laboratory Instruction For Students Who Are Blind Or Low Vision Pacifichem Symposium Overview, Cary Supalo, Christin B. Monroe, Siegbert Schmid

Journal of Science Education for Students with Disabilities

The 2025 Pacifichem conference held in Honolulu, Hawaii during the week of December 15-20, 2025, included a symposium titled, “Inclusive Laboratory Instruction for Students Who are Blind or Low Vision.” This symposium was organized by Dr. Cary Supalo, Prof. Siegbert Schmid, Dr. Kaitlin Beare and Ms Jasodhara Bhattacharya, and sessions were moderated by Dr. Cary Supalo and Dr. Christin Monroe. The symposium featured chemists with BLV and other chemists who have an interest in the inclusion of chemists with BLV into the STEM enterprise. It included 13 presentations on varying topics ranging from auto-ethnographic, methodological, to formal educational research studies.

Access In Teaching Stem Subjects To The Blind, Ashley E. Neybert

Journal of Science Education for Students with Disabilities

There are still many gaps in the literature regarding the difficulties faced by instructors of students who are blind and low vision and who teach Science, Technology, Engineering, and Math (STEM) subjects. We surveyed 26 K-12 STEM teachers about accessible materials they are aware of versus which accessible materials they use in their classrooms, their thoughts on how common challenges identified in the extent literature affect them in their teaching, and their perspective on how much extra time may be required for blind and low vision students (if any) to effectively learn STEM subjects.

A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko

Teaching/Writing: The Journal of Writing Teacher Education

ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …

"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan

Teaching/Writing: The Journal of Writing Teacher Education

This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …

Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed

Teaching/Writing: The Journal of Writing Teacher Education

In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.

Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa

Teaching/Writing: The Journal of Writing Teacher Education

Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …

Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder

Teaching/Writing: The Journal of Writing Teacher Education

Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …

Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom

Teaching/Writing: The Journal of Writing Teacher Education

In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …

“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca

Teaching/Writing: The Journal of Writing Teacher Education

In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.

The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas

Teaching/Writing: The Journal of Writing Teacher Education

This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.

“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo

Teaching/Writing: The Journal of Writing Teacher Education

In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …

Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly

Teaching/Writing: The Journal of Writing Teacher Education

In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.

Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes

Teaching/Writing: The Journal of Writing Teacher Education

This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton

Teaching/Writing: The Journal of Writing Teacher Education

This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …

Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush

Teaching/Writing: The Journal of Writing Teacher Education

No abstract provided.

Listening To Learn: Preservice Teachers’ Voice On What Matters Most In Their University Preparation Programs, David Wolff, Scott Klimek, Elizabeth Y. Dale

The Interactive Journal of Global Leadership and Learning

This study explores the perspectives of preserviceteacher candidates on the topics in education they perceive as the most important and urgent as they prepare for their first year of teaching. Utilizing quantitative methodology, the study aims to identify and prioritize educational topics sixty (n = 60) preservice teacher candidates believed were critical to their professional development. Participants are asked to rate the topics based on two criteria: urgency and importance. Each topic is rated on a scale from 0 to 5, where 0 indicated unfamiliarly with the topic, 1 indicated low urgency or importance, and 5 indicates high urgency …

Preparing Teachers To Read The Data: Strengthening Data Literacy For Early Literacy Decision-Making, Tevia Q. Strand

The Interactive Journal of Global Leadership and Learning

Teachers are increasingly expected to use literacy screening and benchmark data to guide instruction, identify student needs, and participate in multi-tiered systems of support. However, pre-service and early-career teachers may enter the profession without sufficient preparation to interpret assessment data or connect benchmark patterns to instructional action. This white paper examines the gap between teacher preparation and the realities of K-12 data use, with particular attention to early literacy decision-making. Drawing from Bradbury’s discussion of teacher preparation and the changing realities of education, this paper argues that data literacy is an essential part of preparing teachers for equitable classroom practice. …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt

Teaching/Writing: The Journal of Writing Teacher Education

This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment …

Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci

Teaching/Writing: The Journal of Writing Teacher Education

This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.

Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander

Teaching/Writing: The Journal of Writing Teacher Education

The journal submission guidelines stated not to include an abstract.

What Keeps Teachers: A Systematic Review Of Induction And Early-Career Teacher Retention In Rural Schools, Bobbie Jean Mcdonough

Teacher Education, Educational Leadership & Policy ETDs

Teacher retention remains a persistent challenge in United States education, particularly in rural K–12 public schools. This systematic review synthesized empirical research on induction and early-career teacher retention in rural United States settings published between 2000 and 2025. Guided by a postpositivist framework and aligned with PRISMA 2020 standards, 56 studies met inclusion criteria following structured database searches and multi-stage screening. Findings across the included studies indicate that retention was most consistently associated with induction, mentoring, professional learning, responsive leadership, collegial relationships, and teachers’ integration into their school and community, with no single support appearing sufficient in isolation. Across research …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

Multimedia-Based Interventions To Improve Science Learning Outcomes For Deaf Students At Wangsel Institute For The Deaf., Cheten Tshering Mr., Tshering Wangchuk

Journal of Science Education for Students with Disabilities

Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Embedding Social And Emotional Learning Into Educator Preparation Programs: An Alternative Certification Perspective, Valerie Flanagan, Lisa Fulks, Wanetta Morrow

Journal of Educational Research and Practice

This study discusses the impact of integrating social and emotional learning (SEL) curriculum into alternative certification educator preparation programs (EPPs), in response to prior research indicating the lack of SEL strategies in schools. It offers a review of educator preparation students’ thoughts concerning SEL implementation, as well as their selection of and reflection upon embedding SEL skills into lessons. Participants serving as teachers of record during their coursework reported positive outcomes in the classroom resulting from lessons including SEL content. Given the increasing importance of SEL in addressing students’ diverse developmental, behavioral, and academic needs, preparation for educators must go …