2024, Volume 33, Issue 1

ARTICLES

Rural Teachers’ and School Leaders’ Perceptions of School Climate and Student Achievement in Math and Reading (PDF)
Dolegowski and Spaulding

Pre-Service Teachers’ Perceptions of Virtual Observation and Feedback During Practicum Placements (PDF)
Harper-Hooper et al

Literacy Shifts: Teacher Beliefs about Reading Paradigms (PDF)
Liebfreund et al

Designing 21st Century Teacher Certification Pathways for Paraprofessionals (PDF)
Reeves

Improving Preservice Teachers’ Math Learning Experiences: A Look at One Program’s Intentional Redesign (PDF)
Smith and Tichenor

Building Pre-Service Teachers’ Self-Efficacy in Providing Reading Remediation: Impact of COVID-19 Pandemic on Perceived Self-Efficacy (PDF)
Turkovich and Kanfush


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.