2026, Volume 35, Issue 1

ARTICLES

Effects of Classroom Mindfulness Practice on Fifth-Grade Spelling Performance, Confidence, and Test Anxiety (PDF)
Akers et al

Creating a Simulation Lab in the College of Education to Develop XR and Agentic Simulation-Based Learning for Teacher Training (PDF)
Anderson and Calandra

Backdoor Praise: A New Strategy for the Teacher’s Toolbox (PDF)
Campbell

Intentional Kindness as Dispositional Formation: A Thematic Analysis of Pre-Service Teachers' Reflective Journals (PDF)
Canada-Phillips

Professional Learning and Mathematics Achievement in Kentucky Public Schools: A Cross-Grade Band Analysis (PDF)
Hub and Campbell

An Exploratory Case Study of the Experiences for a Graduate of Call Me MiSTER (PDF)
Lopuch et al

Examining the Influence of Service-Learning Field Placement Structure on Pre-Service Teachers’ Perceived Knowledge Development (PDF)
Piestrzynski et al

Opening Doors to Classrooms in South Carolina: A Programs’ Efforts to Remove Barriers and Support Future Teachers of Color (PDF)
Sanders and Kinard

Successful Classroom Techniques: Entrepreneurship in High School Business Classrooms (PDF)
Schmal

Modeling Primary Pre-service Teachers’ Sense of Efficacy, Attitudes, and Anxiety about Statistics (PDF)
Shealy et al

Balancing Rigor and Access: The Role of the Praxis Core (PDF)
Whittington and Granger


The SRATE Journal is a peer-reviewed publication of the Southeastern Regional Association of Teacher Educators. The mission of the SRATE Journal is dissemination of scholarship and research related to the profession of teaching with an emphasis on teacher preparation. Points of view are those of the author and are not necessarily reflective of the association or journal editors. Authors are responsible for the accuracy of information and legal use of all materials within their manuscripts.