Setting the Stage for a New Prologue

American Psychological Association. (2021). Equity, diversity, and inclusion toolkit for journal editors. https://www.apa.org/pubs/authors/equity-diversity-inclusion-toolkit

Antonenko P. D. (2015). The instrumental value of conceptual frameworks in educational technology research. Educational Technology Research and Development, 63, 53–71. https://doi.org/10.1007/s11423-014-9363-4

Bacon J. Blachman S. (2017). A disability studies in education analysis of the edTPA through teacher candidate perspectives. Teacher Education and Special Education, 40(4), 278–286.

Ball D. L. Thames M. H. Phelps G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554

Beck J. S. (2020). Investigating the third space: A new agenda for teacher education. Journal of Teacher Education, 71(4), 379–391. https://doi.org/10.1177/0022487118787497

Bell C. A. Gitomer D. H. McCaffrey D. F. Hamre B. K. Pianta R. C. Qi Y. (2012). An argument approach to observation protocol validity. Educational Assessment, 17(2–3), 62–87. https://doi.org/10.1080/10627197.2012.715014

Bell N. Soslau E. Wilson C. (2022). The student teaching equity project: Exploring teacher candidates’ knowledge, skills, and beliefs. Journal of Teacher Education, 73(1), 23–36. https://doi.org/10.1177/00224871211039849

Bell N. S. Codding D. (2024). Equity scenario response survey: Understanding teacher candidates’ preparation of their sociopolitical identity. Urban Education, 59(3), 878–910. https://doi.org/10.1177/00420859211027616

Boguslav A. Cohen J. (2024). Different methods for assessing preservice teachers’ instruction: Why measures matter. Journal of Teacher Education, 75(2), 168–185. https://doi.org/10.1177/00224871231200279

Borko H. Liston D. Whitcomb J. A. (2007). Apples and fishes: The debate over dispositions in teacher education. Journal of Teacher Education, 58(5), 359–364. https://doi.org/10.1177/0022487107309977

Brantlinger E. Jimenez R. Klingner J. Pugach M. Richardson V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. https://doi.org/10.1177/001440290507100205

Bresina B. C. McMaster K. L. (2020). Exploring the relation between teacher factors and student growth in early writing. Journal of Learning Disabilities, 53(4), 311–324. https://doi.org/10.1177/0022219420913543

Brownell M. T. Bishop A. G. Gersten R. Klingner J. K. Penfield R. D. Dimino J. . . . Sindelar P. T. (2009). The role of domain expertise in beginning special education teacher quality. Exceptional Children, 75(4), 391–411. https://doi.org/10.1177/001440290907500401

Brownell M. T. Griffin C. Leko M. M. Stephens J. (2011). Improving collaborative teacher education research: Creating tighter linkages. Teacher Education and Special Education, 34(3), 235–249. https://doi.org/10.1177/0888406411404570

Brownell M. T. Jones N. D. Sohn H. Stark K. (2020). Improving teaching quality for students with disabilities: Establishing a warrant for teacher education practice. Teacher Education and Special Education, 43(1), 28–44. https://doi.org/10.1177/0888406419880351

Bullough R. V. (2023). Rethinking dispositions in teaching and teacher education: Virtue and the manners of democracy as a way of life. Journal of Teacher Education, 74(4), 315–326. https://doi.org/10.1177/00224871231154900

Bullough R. V. Rosenberg J. R. (2018). Schooling, democracy, and the quest for wisdom: Partnerships and the moral dimensions of teaching. Rutgers University Press.

Cohen J. Berlin R. (2020). What constitutes an “opportunity to learn” in teacher preparation? Journal of Teacher Education, 71(4), 434–448. https://doi.org/10.1177/0022487119879893

Copur-Gencturk Y. (2021). Teachers’ conceptual understanding of fraction operations: Results from a national sample of elementary school teachers. Educational Studies in Mathematics, 107(3), 525–545. https://doi.org/10.1007/s10649-021-10033-4

Council for the Accreditation of Educator Preparation (CAEP). (2022). 2022 Initial level standards. https://caepnet.org/~/media/files/caep/standards/2022-initial-standards-1-pager-final.pdf?la=en

Council of Chief State School Officers (CCSSO). (2017). InTASC Model core teaching standards and learning progressions for teachers 1.0. https://ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learning-progressions-teachers-10

Damon W. (2007). Dispositions and teacher assessment: The need for a more rigorous definition. Journal of Teacher Education, 58(5), 365–369. https://doi.org/10.1177/0022487107308732

Goldhaber D. (2019). Evidence-based teacher preparation: Policy context and what we know. Journal of Teacher Education, 70(2), 90–101. https://doi.org/10.1177/0022487118800712

Graham S. Harris K. R. Fink B. MacArthur C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5(2), 177–202. https://doi.org/10.1207/S1532799Xssr0502_3

Graham S. Harris K. R. MacArthur C. Fink B. (2002). Primary grade teachers’ theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27(2), 147–166. https://doi.org/10.1006/ceps.2001.1085

Griffin C. C. Leko M. M. Ulrich T. G. Peterson A. M. V. (2024). Perspectives on future research. In McCray E. Bettini E. Brownell M. McLeskey J. Sindelar P. (Eds.), Handbook of research on special education teacher preparation (2nd ed., pp. 440–468). Routledge.

Grissom J. A. Youngs P. (2016). Improving teacher evaluation systems: Making the most of multiple measures. Teachers College Press.

Hill H. C. Schilling S. G. Ball D. L. (2004). Developing measures of teachers’ mathematics knowledge for teaching. The Elementary School Journal, 105(1), 11–30. https://doi.org/10.1086/428763

Institute of Education Sciences, National Center for Education Research. (2022). Best practices and challenges for embedding equity in education research. https://ies.ed.gov/ncer/whatsnew/techworkinggroup/pdf/TASEBUEquityTWG.pdf

Jamieson M. K. Govaart G. H. Pownall M. (2023). Reflexivity in quantitative research: A rationale and beginner’s guide. Social and Personality Psychology Compass, 17(4), e12735.

Jensen B. Whiting E. F. Hernández J. Zhang X. Pliego D. Sudweeks R. (2023). Becoming equitable educators: Practical measures to support teachers’ dispositional growth. Journal of Teacher Education, 74(4), 299–314. https://doi.org/10.1177/00224871231183090

Johnson E. S. Zheng Y. Crawford A. R. Moylan L. A. (2021). The relationship of special education teacher performance on observation instruments with student outcomes. Journal of Learning Disabilities, 54(1), 54–65. https://doi.org/10.3102/00346543211042419

Jones N. D. Bell C. A. Brownell M. T. Qi Y. Peyton D. Pua D. Fowler M. Holtzman S. (2022). Using classroom observations in the evaluation of special education teachers. Educational Evaluation and Policy Analysis, 44(3), 429–457.

Kane T. J. Staiger D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains [Research Paper]. MET Project. Bill & Melinda Gates Foundation. https://eric.ed.gov/?id=ED540960

Katz L. G. (1993). Dispositions: Definitions and implications for early childhood practices. Perspectives from ERIC/EECE: A monograph series, No. 4. https://eric.ed.gov/?id=ED360104

Kelcey B. (2011). Assessing the effects of teachers’ reading knowledge on students’ achievement using multilevel propensity score stratification. Educational Evaluation and Policy Analysis, 33(4), 458–482. https://doi.org/10.3102/0162373711415262

Kloser M. Borko H. Martinez J. F. Stecher B. Luskin R. (2017). Evidence of middle school science assessment practice from classroom-based portfolios. Science Education, 101(2), 209–231. https://doi.org/10.1002/sce.21256

Lampert M. Graziani F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. The Elementary School Journal, 109(5), 491–509.

Mancenido Z. (2024). Impact evaluations of teacher preparation practices: Challenges and opportunities for more rigorous research. Review of Educational Research, 94(2), 268–307. https://doi.org/10.3102/00346543231174413

McMaster K. L. Lembke E. S. Shin J. Poch A. L. Smith R. A. Jung P. G. Allen A. A. Wagner K. (2020). Supporting teachers’ use of data-based instruction to improve students early writing skills. Journal of Educational Psychology, 112(1), 1–21. https://doi.org/10.1037/edu0000358

National Academies of Sciences, Engineering, and Medicine. (2022). The future of education research at IES: Advancing an equity-oriented science. The National Academies Press. https://doi.org/10.17226/26428

Pianta R. C. Hamre B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/10.3102/0013189X09332374

Porter S. B. Odegard T. N. McMahan M. Farris E. A. (2022). Characterizing the knowledge of educators across the tiers of instructional support. Annals of Dyslexia, 72(1), 79–96. https://doi.org/10.1007/s11881-021-00242-0

Pua D. J. Peyton D. J. Brownell M. T. Contesse V. A. Jones N. D. (2021). Preservice observation in special education: A validation study. Journal of Learning Disabilities, 54(1), 6–19. https://doi.org/10.1177/0022219420920382

Pugach M. C. (2017). The edTPA as an occasion for structuring faculty dialogue across the divide? A “Checklist Manifesto” for a more inclusive teacher education. Teacher Education and Special Education, 40(4), 314–321. https://doi.org/10.1177/0888406417705320

QR Collective, Banks J. González T. Mueller C. Pacheco M. Scott L. A. Trainor A. A . (2023). Reflexive quality criteria: Questions and indicators for purpose-driven special education qualitative research. Exceptional Children, 89(4), 449–466. https://doi.org/10.1177/00144029231168106

Richmond G. Floden R. E. Drake C. (2018). Research that illuminates enduring dilemmas in teacher education. Journal of Teacher Education, 69(4), 327–329. https://doi.org/10.1177/0022487118786735

Ritchhart R. (2001). From IQ to IC: A dispositional view of intelligence. Roeper Review, 23(3), 143–150. https://doi.org/10.1080/02783190109554086

Rodgers W. J. Morris-Mathews H. Romig J. E. Bettini E. (2022). Observation studies in special education: A synthesis of validity evidence for observation systems. Review of Educational Research, 92(1), 3–45. https://doi.org/10.3102/00346543211042419

Ronfeldt M. (2015). Field placement schools and instructional effectiveness. Journal of Teacher Education, 66(4), 304–320. https://doi.org/10.1177/0022487115592463

Runyan J. D. Steinke E. G. (2015). Virtues, ecological momentary assessment/intervention and smartphone technology. Frontiers in Psychology, 6, Article 481. https://doi.org/10.3389/fpsyg.2015.00481

Shanahan E. McMaster K. L. Bresina B. C. McKevett N. M. Choi S. Lembke E. S. (2023). Teacher predictors of student progress in data-based writing instruction: Knowledge, skills, beliefs, and instructional fidelity. Journal of Learning Disabilities, 56(6), 440–452. https://doi.org/10.1177/002221194231157720

Thornton H. (2006). Dispositions in action: Do dispositions make a difference in practice? Teacher Education Quarterly, 33(2), 53–68.

Trainor A. A. Graue E. (2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274. https://doi.org/10.1177/0741932514528100