GATEways to Teacher Education is a refereed online journal with national representation on its editorial review board, published by the Georgia Association of Teacher Educators. GATE members are encouraged to publish their work in GATEways.

Each issue is non-thematic. The journal, published bi-annually in October and April of each academic year, is soliciting manuscripts concerned with teacher education, including teaching and learning, induction, in-service education, and pre-service education. Project descriptions, research reports, theoretical papers, debates, papers espousing a particular point of view, and descriptions of activities or issues in teacher education at the local, state, or national level would be appropriate topics for the journal.

To access the electronic journal issues, click here:  GATEways

Submission Guidelines
Electronic manuscripts must be received by July 1 preceding the October of publication or by January 2 preceding the April of publication and must:

  • adhere to APA (7th edition) style;
  • include author name(s) and affiliation(s) on the title page only;
  • include autobiographical sketches of the author(s) (three to five sentences each) on a separate page;
  • include title and abstract (150 words maximum) on the first page of text; and
  • be submitted as a Word document.

Submit electronic manuscripts as a Word document to:

Dr. Nicole Maxwell
GATEways to Teacher Education
University of North Georgia


GATEways to Teacher Education will retain the copyright of all published items.

Author Notification:                                                                                                                                               The journal editors will contact you upon manuscript receipt.

Co-Editor:  Dr. Nicole Maxwell, University of North Georgia 

Dr. Nicole Maxwell is an associate professor who specializes in literacy courses in the Elementary/Special Education Program and for the Reading Endorsement at the University of North Georgia. Her research interests include literacy instruction, integrating literacy in the content areas, and teacher preparation in professional development schools/ communities, particularly the influence of participation in a literacy lab on undergraduate teacher candidates. Nicole has served on GATE’s Executive Committee since 2012 and currently serves as secretary.

Co-Editor: Dr. Jennie Jones, University of North Georgia

Dr. Jennie Jones is an assistant professor of elementary and special education at the University of North Georgia. She earned her PhD in specialized educational services from the University of North Carolina at Greensboro as an Office of Special Education Programs funded scholar and has more than 10 years of experience as an elementary teacher working with students and families that speak English as a second or other language. She has earned certifications in reading, English language learning, and National Boards. Jones’ research focuses on teacher development, coaching, and literacy instruction.

Copy Editor: Dr. Jessica Wallace McBride, Bryan County Schools

Dr. Jessica Wallace McBride's 25-year career in education includes K-12 and post-secondary experience. She currently serves as a Reading Specialist in the Bryan County school district, and as a School Improvement Strategist for Croire Consulting, Inc. Dr. McBride began her work as Copy Editor of GATEways to Teacher Education with the fall 2019 issue.

Reviewer: Dr. Barbara Benson, Piedmont College

Dr. Barbara Benson is a Professor of Education and the Early Childhood Education Coordinator at the Athens campus of Piedmont College.

Reviewer: Dr. Ewa McGrail,  Georgia State University

Dr. Ewa McGrail is an Associate Professor of Middle and Secondary Education. She teaches graduate courses in writing, new media composition, content area literacy, media literacy, literacy and technology, and English education methods.

Reviewer: Dr. Keenya Mosley, Savannah State University

Dr. Keenya  G. Mosley is an Assistant Professor and Assessment Manager/Assistant CAEP Coordinator for the School of Teacher Education. Her responsibilities include teaching, overseeing the assessment system, and preparing for the accreditation process.

Reviewer: Dr. Gertrude Tinker Sachs, Georgia State University

Dr. Gertrude Tinker Sachs is an Associate Professor of Middle and Secondary Education. She is an international, intercultural teacher educator who specializes in Reading, Literacy, Language, English to Speakers of Other Languages, and Teacher Professional Development.

Reviewer: Dr. Roben Taylor, Dalton State University

Dr. Roben Taylor is an Assistant Professor of Special Education. Her responsibilities include teaching courses in assessment, classroom management, special education, and site supervision. She has taught in higher education since 2000 and has eight years of experience teaching in public schools.

Reviewer: Dr. Sheryl Dasinger, Valdosta State University