Department of Teaching, Learning and Teacher Education



Date of this Version


Document Type



The Nebraska Educator, Volume 6, Issue 1 (2021)

ISSN 2375-6853

doi: 10.32873/unl.dc.ne020


© 2021 University of Nebraska-Lincoln



• Again Awake: A White Researcher’s Iterative Positioning for Entering Black Spaces—Eileen Boswell, Teaching, Learning, and Teacher Education. (doi: 10.32873/unl.dc.ne021)

• Exploration of Lived Experiences of Science Teachers of English Language Learners: A Transcendental Phenomenological Study— Uma Ganesan, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne022)

• Confronting the Past, Challenging the Future: Linguistic Hegemony and Neoliberalism in TESOL— Crystal Bock Thiessen, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne023)

• The Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review—Danika Lang, Special Education and Communication Disorders (doi: 10.32873/unl.dc.ne024)

• Assessments and Accommodations for English Language Learners: A Literature Review—Heidi Jo Bartlett, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne025)

• Triangulating Research in Decolonizing and Race-Based Educational Theories— Beth Dotan, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne026)

• Multiracial Individuals and Educational Testing— Karen Alexander, Educational Psychology (doi: 10.32873/unl.dc.ne027)

• Diversifying the Classroom: Masculinity and Intersectionality in (Teacher) Education: A Review of the Literature— Scott V. Gealy, Teaching, Learning, and Teacher Education (doi: 10.32873/unl.dc.ne028)