New in TESE! Broda et al. (2025) identify three distinct teacher-student relationship profiles and share the importance of both effective practice delivery and relationship quality for students with or at risk for EBD in early childhood settings. 🔗 Read the full article: doi.org/10.1177/0888...

New in TESE! Balikci et al. (2025) complete a meta-analysis with risk of bias assessment (Reichow et al., 2018) on single case educational research (SCER). Performance Feedback (PF) for preservice teachers is confirmed as an EBP. Read full article: doi.org/10.1177/0888... @ted-cec.bsky.social

New from TESE! Shelton et al. share how well teacher educators are preparing candidates to support emergent multilingual learners (EMLs) in literacy instruction. Findings show a limited focus—and a call for change! 🔗 Read here: doi.org/10.1177/0888... @ted-kaleidoscope.bsky.social

New in TESE! Regan et al. explore eCoaching—a flexible, tech-based alternative to traditional supervision for special education interns. Findings show it boosts mentorship, feedback, and growth for provisionally licensed teachers. 🔗https://doi.org/10.1177/08884064241311630 🔗https://tedcec.org

New research alert! David Peyton and colleagues show how mentor teachers’ working conditions—especially planning time and collaboration—shape teacher candidates’ development and intent to teach. Essential insights for strengthening special education teacher prep!🔗 doi.org/10.1177/0888... tedcec.org

New editorial vision for TESE! The new editors (Bettini, Rodgers, & Scott) aim to: ✅ Advance intersectional equity ✅ Build interdisciplinary connections & ✅ Strengthen policy impact/author support. doi.org/10.1177/0888...; tedcec.org @cec-ted-policy.bsky.social @ted-kaleidoscope.bsky.social