Volume 14, Number 1 (2025)

From the Editors

All of the articles in this issue of the Journal are the products of collaboration between faculty and students.

The first article is a collaboration between trainers in the United States, Mexico, and teachers in Japan. Efforts designed to support a Spanish Heritage language program are presented and the results analyzed. One of the co-authors is also an editor for this journal (S. Swartz). As a unique feature, the article is published in English, Spanish, and Japanese.

The second article in this issue is a report based on the dissertation of Dr. Barbara Wucherpfennig along with her committee members. Focusing on the lived experiences of students with learning disabilities, a hermeneutic interpretative phenomenological analysis was used to merge participants’ experiences with social justice theories. The transition of students with learning disabilities from high school to the college setting based on self-determination and the overarching impact of transition-related services was examined. Results highlighted the empirical role of transition services and individualized guidance in fostering essential skills among students.

The third article in the issue students in the Ed.D. program under the direction of Dr. Carmen Beck, took an in-depth look at various policies and proposals made by President-elect Donald Trump. The group carefully examined the various proposals and the potential impact on public school education. Primary sources and analyses are provided to encourage readers to consider various issues and possible responses. This is a community of practice exercise that is characteristic of our highly regarded CSUSB Ed.D. Program.

Please consider using and disseminating the Journal of Critical Issues in Educational Practice. We also ask you to submit your work for publication consideration, in particular, work that is collaborative in nature.