The Midwest Journal of Education (MJE) publishes peer-reviewed articles related to the field of education. The MJE offers a wide range of opportunities for academics and practitioners to add to the literature on education that addresses the nexus of theory and practice. The MJE currently averages a 35% acceptance rate.
William Woods University School of Education sponsors this journal to contribute to the field of education research and scholarship for and by practitioners. For over 140 years, William Woods University has been training teachers and supplying highly prepared education leaders to the Missouri school system and beyond. The combination of effective instruction and real-world experience, William Woods University connects theory to practice.
Volume 3, Issue 1 – 2026
SPECIAL ISSUE
Practice-Based Teacher Education: Expanding the Knowledge Base
Introduction
Practice-Based Teacher Education: Definitions, Design, and Directions
William Waychunas, Stephanie M. Moody
Empirical Research
Resisting Exclusion: Exploring Advocacy as a Core Practice Through Simulation
Jessica Fundalinski, Julie M. Harnett, Benjamin H. Dotger
Learning to Disrupt: Leveraging Simulations to Develop PGSEs Anti-Racist and Anti-Ableist Collaborative Practices
Ebony Perouse-Harvey
Doing Differently: Towards Practice-Based Teacher Education to Promote Justice
Rebecca Gadd, Charles E. Wilkes II, Deborah Loewenberg Ball
The Devil’s in the Details: Instructional Design and the Impact of Role-Play Teaching Simulations or Rehearsals
William Waychunas, Tegan Nusser
Using Practice-Based Teacher Education to Cultivate the Skill of Eliciting and Interpreting Student Thinking
Stephanie M. Moody
Comparative Effects of Participation and Observation in Mixed Reality Simulations on Preservice Teachers’ and In-Service Teachers’ Ability to Deliver Meaningful Feedback
Jennifer Pett, Sara Hooks, Scot McNary
Decomposing the Act of Teaching: Secondary Preservice Teachers Learning to Teach Writing Through Practice-Based Education
Kristine Pytash, Denise N. Morgan, Christina Lorelli, Jenifer Csiszar
“It’s Like Being on a Road Trip with a Driver you Trust”: Augmenting Practice-Based Methods with Critical, Project-Based Clinical Experiences
Lin Rudder, Kristien Zenkov, Jenny Goransson, Stella Photiou Ettenson, Sibel Singleton
Connecting Theory to Practice
Incorporating a Three-Stage Teaching Rehearsal Arc in an Elementary Math Methods Course
Paula Jakopovic
Working Toward Coherence: Intertwining Practice, Social Justice, and Novice Teacher Development in a Teacher Education Curriculum
Amy Bacevich, Brandelyn Tosolt, Patricia Bills, Sarah Kasten, David Childs