Riding Fences

Abstract

In the third issue of Volume 42, I am pleased to present three research reports and a program description. In the first research report, Ruble, McGrew, Fischer, Findley, and Stayton report the results of a study conducted to examine burnout among U.S. rural special education teachers (N = 48) throughout the school year preceding the COVID-19 pandemic. The researchers collected data at four different points in time and analyzed both school-related and personal factors that could predict burnout at the end of the school year, using measurements taken at the beginning of the year. Results showed that burnout remains consistent throughout the school year and baseline burnout scores were found to be the strongest predictors of burnout at the end of the year. A regression analysis revealed that the initial scores in each burnout domain (emotional exhaustion, depersonalization, personal accomplishment) explained the most variation in reported burnout at the end of the year, except for passive avoidance. The authors suggest these findings indicate the stability of burnout and highlight personal and school-related factors that could be targeted for prevention or intervention research on burnout. Next, Schutz and Travers present the results of a mixedmethods design study to explore the perspectives staff and administrators from 10 U.S. rural districts provided about (a) staffing for supporting students with disabilities in work preparation, (b) how districts approached career development, and (c) how various factors influenced service delivery. Findings revealed that the participation of students with disabilities in career development opportunities varied depending on their specific disabilities, how staff were allocated for service provision, and the extent to which partnerships were utilized. The authors recommend addressing staff needs and promoting inclusion for students with disabilities in employment preparation based on these findings. Rahn and her colleagues describe their study in which the aim was to examine associations between early literacy skills and the home literacy environment of preschool children with disabilities in the Appalachian region. The authors administered an online literacy screening tool to 55 children ages 3 to 6 years who had an Individualized Education Program. Parents participated by completing a questionnaire that assessed 'their home literacy environment, including parenting beliefs and practices. The results showed that children’s scores on the screening tool were not influenced by parent reading beliefs, but they were associated with the modeling of writing and communication by parents. Neither parent beliefs nor practices could predict children’s literacy screening scores. Implications for research and practice are discussed. To close this issue, McKissick, Wrenn, and Vach present a program description in which they assess the impact of East Carolina University’s teacher preparation program on the preparedness and confidence of beginning special educators to meet professional standards and fulfill their job responsibilities. Undergraduate interns from a rural-focused teacher preparation program actively completed a Q sort of national standards for special education teachers and a written questionnaire. The authors analyzed the data using factor analysis and thematic analysis to draw conclusions regarding the interns’ perceptions of self-efficacy within the framework of their program experiences. Findings revealed that interns reported feeling adequately prepared to promote diversity and address individual students’ needs. However, they expressed the need for additional support in engaging in professional practice and assuming the role of a collaborative leader. I would like to thank all the authors who contributed to Volume 42, Issue 3. I hope our readers enjoy this new issue and will be able to use some of the ideas in their own community of practice. Ginevra R. Courtade Executive Editor, University of Louisville 1189401 RSQXXX10.1177/87568705231189401Rural Special Education QuarterlyEditorial editorial2023