Editors\u27 Notes

Editors\u27 Notes: Volume 35, Issue

Making the Most of the Peer Review Process

In this brief mentoring corner article, we focus on defining what different editorial decisions mean (e.g., accept with revisions; revise and resubmit; reject: revise and resubmit), discussing factors you might consider when deciding what to do after receiving a decision (e.g., resubmit or move on) and considering how to best approach the revisions. We also provide guidance on effective communication with editors, including an example of a successful response to review table and cover letter

Pre-Service Teachers’ Knowledge of Special Education Laws

As more and more children are being identified as needing special services, all teachers need to know special education laws. One hundred and thirty-eight preservice teachers answered an online survey about their knowledge and confidence level of IDEA and Section 504. Our participants, on average, did not have accurate knowledge of IDEA or Section 504 laws (overall IDEA X = 42%; 504 X = 40%). Having coursework related to IDEA and Section 504 laws did increase participants’ scores, regardless of whether they were majoring in a special education related degree or not. However, their scores were still low, basically at chance level. Having coursework related to IDEA and Section 504 laws also increased participants’ confidence in their scores. Except for participants who had not taken a class with Section 504 information, participants’ confidence levels were also associated with their scores. The qualitative data showed that the majority of the relevant responses were from participants who had had coursework on special education laws. Overall, the results showed a general lack of knowledge about specific details of these special education laws