Little research exists to help us understand why some beginning special education teachers of reading engage in more effective classroom practices than others. Factors that may influence these differences include personal attributes, preparation, and school environment. This mixed-methods study examined beginning special education teachers (N = 25) who taught reading to elementary students. Teachers were identified as most accomplished, moderately accomplished, and least accomplished, as defined by an overall classroom practice score. Interviews, observational field notes, and survey data on preparation and work environment revealed that the most accomplished beginners were consistently reflective, resourceful, and relentless and used these attributes to improve instruction, whereas others varied in this regard. Furthermore, while adequately prepared in special education, beginners reported inadequate preparation in reading. The interplay of personal attributes, preparation, and school environment seems to be a powerful determinant of a teacher's level of accomplishment.

Although attention has been focused on transforming preservice teachers’ beliefs and developing practice with antiracist pedagogy, this study suggests that similar attention should be paid to teacher educators’ beliefs and practice. This article combines self-study of teacher education practices and focus group research to examine three elementary-level teacher educators’ treatment of antiracist pedagogy. The findings paint a frank portrait of what happens when scholars fail to interrogate whiteness in teacher education. Lessons learned from the authors’ struggle may provide illumination for teacher educators grappling with similar challenges.

The problems of representation in qualitative research have been widely documented and multiple means of addressing them have been offered. The purpose of this article is to illustrate ways in which employing collaborative visual methods may present one way to address such problems. While this approach is not without complications, a recent pilot study application suggests that the complexity of participant data is well-handled by integrating the graphic novel as a collaborative visual text in data collection, analysis and presentation.

Parents/caregivers of transgender and/or nonbinary (TNB) youth (those who identify with a different gender than the gender typically associated with their assigned sex) may experience secondary stigma related to their child’s TNB identity. However, parent/caregiver support is critical for TNB youth’s mental health. This study explored attitudes and challenges faced by parents/caregivers of TNB youth. Data were from 27 parents/caregivers of TNB youth who completed an anonymous online survey with qualitative and quantitative measures. Qualitative data were analyzed using immersion/crystallization and thematic analysis approaches. Six themes were developed from the data: TNB youth individual characteristics/experiences, societal and other external factors affecting parent/caregivers’ future outlook, TNB identity development and transition, TNB-related social and institutional interactions, parent/caregivers’ supportive cognitions and behaviors, and parent/caregivers’ challenging cognitions. Findings from this study can inform efforts to support parents/caregivers of TNB youth, which can ultimately support the well-being of TNB youth themselves.