Volume 29(1) 2019


Making the Case for Becoming a Teacher: Closing the Parity Gap in Recruitment
Baker, Livers, and Steuer: Abstract - Article

Providing Teacher Candidates Experience in Data Teams: Analyzing Literacy Data
Danley: Abstract - Article

Supporting Opportunities for All: Strategic Collaborative Partnerships to Increase Book Access for Children
Green, Nadelson, and Miller: Abstract - Article

A NASA/University Faculty Development Partnership: Equipping Educators to Promote Equity in STEM Education
Huling and Resta: Abstract - Article

Collaboration and Connections among Middle School Teachers of Mathematics: Enhancing Efficacy through Professional Learning Communities
Little: Abstract - Article

Cooperating Teachers: Willing Partners or Reluctant Participants?
Parks, Oslick, and Tichenor: Abstract - Article

Education Candidates’ Perceptions of Title I Public Schools
Thomas-Richmond, R. Costner, Hit, and B. Costner: Abstract - Article

Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs
Woods and Graham: Abstract - Article

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.