Volume 31(1) 2022


Discovering a Silenced Impact: Connecting Students to Their Academic Heritage
Gonzalez and Short: Abstract - Article

The Effect of Twitter Use in the Classroom on Student’s Acceptance of Technology using the TAM-3 Model
Mills, Watson, Miller, and Morrison: Abstract - Article

Staying Virtually-Together: Enhancing Teacher Preparation Through Technology
Pike and Carli: Abstract - Article

Partnering Educational Leadership and Teacher Preparation Programs Via a Two-Way Model of Support for Reflective and Authentic Virtual Classroom Observations
Rahimi and McBrayer: Abstract - Article

Scientists to Teachers: Considering Careers as Science Teachers
Short, Bruster, Meisch, Sullivan, and Berry: 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.