Journal of Applied Educational and Policy Research 2021-08-12T14:54:29+00:00 Kristin Villanueva Open Journal Systems <p>The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.</p> Table of Contents 2021-08-12T14:54:29+00:00 Scott Holcomb Kristin Villanueva 2021-08-12T00:00:00+00:00 Copyright (c) 2021 Journal of Applied Educational and Policy Research Preparing Candidates for edTPA Task 3: The Experience of One Educator Preparation Program 2021-06-25T14:59:11+00:00 Jennifer Richardson McGee Susan Colby Hannah Reeder <p>Analyzing classroom assessment data is a common practice for teachers; making it vital that preservice teachers learn this skill. Educator preparation programs (EPP), however, often lack formal opportunities for teacher candidates to become data and assessment literate (Mandinach &amp; Gummer, 2016; Xu &amp; Brown, 2016). This study examined how one EPP worked to close this skills gap for candidates by creating a culture around assessment literacy, requiring assessment coursework, and assigning projects aimed at preparing candidates for edTPA Task 3. Three distinct datasets were used to examine the research questions across time. Findings showed that the efforts of the EPP towards these goals garnered student success in improving assessment literacy through a required assessment course and high pass rates for edTPA Task 3: Assessment. </p> 2021-08-12T00:00:00+00:00 Copyright (c) 2021 Journal of Applied Educational and Policy Research Traumatic Stress Responses in North Carolina K-12 Educators During the COVID-19 Pandemic 2021-06-25T14:59:51+00:00 Jason Lynch <p>As K-12 educators were called to transition schools online amidst the onset of the COVID-19 global pandemic, they were expected not only to support students in significantly different contexts, but also to manage their own personal reactions in an environment of fear and potential threat to health and safety. While emerging research has sought to understand the impact of COVID-19 on the K-12 landscape, most studies focus on issues impacting academic performance and well-being of students. In this paper, the author sought to explore the extent to which educators in North Carolina self-reported trauma exposure responses as well as the impact their roles had on the degree to which they experienced these responses. Results indicated concerning levels of trauma responses among educators, as well as a significantly higher rate of trauma response for teachers and staff as compared to administrators. Implications for further research, policy, and practice are discussed.</p> 2021-10-20T00:00:00+00:00 Copyright (c) 2021 Journal of Applied Educational and Policy Research