How and Why to Write for the Journal of Case Learning and Exceptional Learners

The Journal of Case Learning and Exceptional Learners (JCLEL) is an open-access, double-blind, peer-reviewed online journal that publishes case studies, case study learning research, and resources. JCLEL focuses on students with intellectual and developmental disabilities and extensive support needs. In this article, we discuss how these unique case studies can be used in special education teacher preparation and why authors should consider publishing with JCLEL. Information about how to write case studies that can be used for educational purposes and that adhere to the case study frameworks will be provided. The authors also present a general overview of the journal, its purpose, and a checklist that can be used for submission

The Journey Behind and the Road Ahead

The editor\u27s note is a message from the editors of JCLEL addressed to the journal\u27s readership. In this note, the editors detail the establishment of the journal and the reader\u27s role in perpetuating high-quality case learning in special education

Real-Time Support: Using eCoaching to Increase Preservice Teachers’ Confidence to Teach

The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided

Infusing Technology throughout Teacher Preparation Programs to Support Preservice Teacher Development

Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology (Barak, 2017). In an effort to guide teacher preparation programs in their efforts, the authors use the components of the Joyce and Showers (1980) model of professional development (i.e., study of theory and best practice, observation of best practice, one-on-one coaching, and group coaching) to create a guiding framework of how teacher preparation programs can systematically infuse technology throughout their programs to support preservice teachers’ knowledge and skill acquisition in early, mid, and late candidacy. Examples of technology and supporting research are provided and aligned with Joyce and Showers’ (1980) model

Cultivating Capacity with a Mentoring Guild: Constellations Continued

This article describes the rationale, development process, and initial activities and outcomes of a faculty mentoring guild that engages experienced faculty volunteers in supporting their near peers in navigating their teaching, research, service, and life expectations and obligations. The purposes of this article are to (1) describe the mentoring guild model; (2) provide a research-based rationale for a craft model of faculty support; (3) detail examples of mentoring guild activities, including the benefits and challenges; (4) recount explicit and implicit personal and professional outcomes for mentoring guild members; and (5) offer activities and lessons learned that faculty developers and institutions may consider if they want to begin their own craft-based or mentoring guild model

Case Studies on Students With Idd and Moderate to Extensive Support Needs: A Document Analysis

Preparing special education teacher candidates in an authentic learning environment is challenging, but case studies provide effective practice-based learning opportunities. Unfortunately, there are limited case studies available that focus on students with intellectual and developmental disabilities (IDD) and moderate to extensive support needs (M-ESN). Furthermore, the quality of case studies varies. We conducted a document analysis of the literature and resources to (1) identify case studies that included students with IDD and M-ESN, (2) examine the components/features of case studies that included students with IDD and M-ESN, and (3) create a list of existing case studies on this population that EPPs can use in their programs. Using recommendations from Chabon and Cohn (2011), we analyzed 14 case studies that met inclusion criteria. Results indicated that most case studies for this population are narratives about secondary level students and included varied components of the case studies. Implications, limitations, and future suggestions are discussed