Marginalizing Education Schools? Preparing Teachers and Leaders for a Parallel Educational System - Angus Shiva Mungal, The University of Texas - El Paso

Preparation Programs for Alternate-Route Teachers: Comparing Teacher Satisfaction With Instruction Aligned to Clinical Practice - Chris Torres, Montclair State University; Elizabeth Marie Chu, Teachers College, Columbia University

The Impact of the Teach For America Experience on Emerging Leaders - Tanya Maloney, Montclair State University

What Is the Value of Higher Education Teacher Preparation in Alternative Certification Programs? - Rhonda Suzanne Bondie, Fordham University; Melda Uzun, Fordham Graduate School of Education; Su-Je Cho, Fordham University

Eva Ponte, University of Hawaii - Manoa

Individualized Grading Contracts: A Study of Implementation in Two Countries - Nathan D. Brubaker, Monash University

The Simulated Classroom: A Tool to Study Teachers’ Diagnostic Abilities - Johanna Kaiser, University of Kiel; Katja Schwartz, University of Kiel; Pinar Sario; Jens Moeller, University of Kiel

What Are Schools of Education Doing to Improve Data Literacy Among Educators? - Ellen B. Mandinach, WestEd; Edith Gummer, Ewing Marion Kauffman Foundation; Jeremy Friedman, WestEd

Preservice Teachers’ Confidence and Effectiveness in Their Use of Student Assessment Data - Amanda J. Stutzman, Bloomsburg Area School District; Elizabeth Dianne Johnson, George Mason University; Kathleen Provinzano, Drexel University

Two Aspiring Teachers Construct and Reconstruct Arguments About Why Students Fail in School - Mary Louise Gomez, University of Wisconsin - Madison

Sara C. Lawrence, Texas A&M University - Texarkana

Integrating Knowledge and Skills Development With Practice: A Case Study of Collaborations for Teacher Development - Robin R. Dada, Zayed University; Lauren Stephenson, Zayed University; Angela Rosamund Ward, Massey University; Kenneth Carr, Zayed University; Barbara Harold

The Critical and Reciprocal Benefits of Dialogue Journals and Young Adult Literature With Intergenerational Urban Populations - Jody Nicole Polleck, Hunter College - CUNY; Melissa Schieble, Hunter College - CUNY

Collaborative Innovation - Judy Randi, University of New Haven; Danielle Petersen, New Haven Public Schools

Roxanne Greitz Miller, Chapman University

Contrasts and Continuities in Supervisors’ and Cooperating Teachers’ Role Expectations - Horacio Walker, Universidad Diego Portales; Felipe Maldonado, Universidad Diego Portales; Carmen Montecinos, Universidad Catolica de Valparaiso; Monica Cortez, Pontificia Universidad Catolica de Valparaiso

Student Teacher Mentor Supports for Urban Settings - Wendy Morrison Cavendish, University of Miami; Xuchilt Perez, University of Miami; Margarette Mahotiere, University of Miami

“They Need to Learn With Us, Guinea Pigs”: Students’ Points of View About Student Teaching - Annie Malo, University of Montreal

Danne E. Davis, Montclair State University

Learning to Teach as a Joint Enterprise: Using Instructional Support Liaisons in Teacher Preparation Programs - Jennifer Kinser-Traut, The University of Arizona; Marcy B. Wood, The University of Arizona; Melinda Radon; Marleen Lyon, The University of Arizona

Maximizing Community Partners in the Preparation of Exceptional Urban Teachers - Craig J. Willey, Indiana University - Indianapolis; Paula A. Magee, Indiana University - IUPUI; Erika Radford

Collaboration in a P-16 Partnership: Enhancing Clinical Experiences of Preservice Teachers and Professional Development for Partnership Members Through a Professional Learning Community - Jacob Easley, University of Pittsburgh - Johnstown; Julie Winneur Ankrum, University of Pittsburgh - Johnstown; Nina R. Girard, University of Pittsburgh - Johnstown; Bethany McConnell, Univerisity of Pittsburgh at Johnstown

STEP-UP and Step Forward: Immersive Community Fellowship Transforms Preservice Urban Teachers Into Knowledge-ABLE Teacher Professionals - Robert E. Lee, Illinois State University; Brent Showalter, Illinois State University; Dakota Pawlicki, Chicago Public Schools; Mitchell Staroscik, Simeon Career Academy

Teaching Teams in Residency-Based Teacher Preparation: When Learning to Teach Is a Collaborative Endeavor - Ana M. Elfers, University of Washington; Margaret L. Plecki, University of Washington; Corrine McGuigan, Heritage University, Toppenish, Washington

Gertrude M. Tinker Sachs, Georgia State University

Learning to Teach in the Context of Middle-Level Education Reform - Jessica DeMink-Carthew, University of Maryland - College Park

Preservice Teachers’ Learning From Practice-Focused Teacher Education With a Compassionate, Justice-Oriented Lens: A Multiple-Case Analysis - Hilary Gehlbach Conklin, DePaul University; Hilary E. Hughes, University of Georgia - Athens

Spiritual Warrior for Social Justice: Preparing Antiracist, Pro-Justice Teacher Educators - Susan J. Katz, Roosevelt University; Diana F. Ryan

Complexly Constructed Identity: Exploring Cultural Artifacts, Attitudes, and Stereotypes - Edric Johnson, University of Wisconsin - Whitewater

Daljit Kaur, Francis Marion University

Exploring Teachers’ Responsiveness to Professional Development: A Multidimensional Approach - Amy Roberts, University of Virginia; Jennifer LoCasale-Crouch, University of Virginia; Jamie DeCoster, University of Virginia; Bridget Kathleen Hamre, University of Virginia; Jason Downer, University of Virginia; Amanda Paige Williford, University of Virginia; Robert Pianta, University of Virginia

Measuring Teacher Motivation for Professional Development - Geoffrey C. Phelps, Educational Testing Service; Shuangshuang Liu, Educational Testing Service; Stuart A. Karabenick, University of Michigan; AnneMarie M. Conley, University of California - Irvine

The Signaling, Screening, and Professional Development Effects of National Board Certification: Evidence From Chicago - Lauren Sartain, Consortium on Chicago School Research At The University of Chicago; Lisa Barrow, Federal Reserve Bank of Chicago

Ann E. Larson, University of Louisville

Teachers’ Discursive Construction of Educational Research and “Research-Based Practice” - Sølvi Mausethagen, Oslo and Akershus University College; Finn Daniel Raaen, Oslo and Akershus University College of Applied Sciences

Teaching or Student Characteristics? How Teachers Attribute Student Outcomes When Interpreting Data - Melanie Bertrand, Arizona State University; Julie A. Marsh, University of Southern California

The Teacher Motivation Questionnaire: The Development of an Instrument to Measure Teachers’ Achievement Goal Orientations in a High-Stakes Context - Amanda Turner, Connecticut State Department of Education; Hadley J. Solomon, University of New Hampshire

What’s Really “At-Risk”? Interrogating How Teachers Understand Risk and Academic Achievement - Keffrelyn D. Brown, The University of Texas - Austin

Robin D Johnson, Stephen F. Austin State University

Fostering Community-Based Field Experiences in Teacher Education - Terri L. Rodriguez, College of Saint Benedict; Heidi L. Hallman, The University of Kansas

Learning to Teach Literacy: Considering the Development of Four Teachers From Two Preparation Programs - Charlotte Anne Mundy, The University of Alabama; Carol A. Donovan, The University of Alabama; Nicole Swoszowski, The University of Alabama

Putting a Face on Clinical Practice: A Description and Study of an Emergent Clinical Practice Program - Richard D. Sawyer, Washington State University - Vancouver; Michael Alan Neel, University of Maryland

Rohit Setty, University of Michigan

Factors That Influence Teacher Candidates’ Preference for Suburban Districts and the Reality of One Suburban District’s Diversity: Evidence From a Northeastern State - Deena Khalil, Howard University; Sandy Lizaire-Duff, Rutgers University

Integration and Validation in Hybrid-Online Teacher Preparation: A Case Study of Persistence in a Native American Special Education Licensure Program - Donna R. Patterson, Augsburg College; Susan Elizabeth O'Connor, Augsburg College; Aquila Tapio, Minneapolis Public Schools

Motives and Self-Efficacy of Graduates of Teacher Training Programs Who Opted for Teaching as a Second Career - Tili Wagner, Beit Berl Academic College; Dalia Imanuel, Beit Berl Academic College

Teacher Education for Teachers Who Work With Low-Income Students: A Literature Review - Maria Beatriz Fernandez Cofre, Boston College

Sebnem Cilesiz, University of Louisiana at Lafayette

Effects of Self-Efficacy and Attributions on Teachers’ Well-Being: A Mediational Analysis - Hui Wang, McGill University; Sonia Rahimi, McGill University; Nathan C. Hall, McGill University; Melanie M. Keller, University of Konstanz

Teacher Language Practices and Ideologies in a Third-Grade Two-Way Dual-Language Program - Kathryn I. Henderson, The University of Texas - Austin; Ramon Antonio Martinez, The University of Texas - Austin

The Impact of Course Characteristics on Teacher Education Students’ Epistemological Beliefs - Peter Baker, Old Dominion University; Robert Lucking, Old Dominion University; Jennifer Jill Kidd, Old Dominion University

Rachel G. Ragland, Lake Forest College

Changing the Experience of Clinical Practice: Implementing a Coteaching Program for Preservice High School Teachers - Nicole Ramos-Beban, San Jose State University; Carrie Holmberg, San José State University

Supporting Student Teachers in Today’s Policy Climate as a University Supervisor - Anne Marie Liebel, Clemson University

The Interim Effects of Virtual Peer Coaching on the Instructional Behaviors of Preservice Teacher Candidates - Alicia Cotabish, University of Central Arkansas; Tammy Benson, University of Central Arkansas

Uncovering a Problem of Practice: Supervisors’ Field Observations of Preservice Teachers’ Approximations of Practice - Shannon Coman Henderson, The University of Alabama; Tracy L. Weston, The University of Alabama

Nicholas M. Michelli, The Graduate Center - CUNY

Addressing the Demographic Imperative: A Public Scholarship Project to Recruit and Retain Diverse Teacher Candidates - Deborah A. Bieler, University of Delaware; Jill Ewing Flynn, University of Delaware; Hannah Kim, University of Delaware; Rosalie Rolon-Dow, University of Delaware; Carol A. Wong, University of Delaware; Lynn Worden

Black, White, and Tested All Over: Racialized Differences in Licensure Exam Experiences - Emery Marc Petchauer, Oakland University; Kira J. Baker-Doyle, Arcadia University

Differences Over Time in Hispanic Students Taking and Passing the State Teacher Exam - Myriam Quintero Khan, Sam Houston State University; John R. Slate, Sam Houston State University

Understanding the Pathway to Teacher Certification From the Perspectives of Mexican American Bilingual Teacher Candidates - Amabilia Valverde Valenzuela, The University of Texas - El Paso; Judith H. Munter, San Francisco State University

Malik S. Henfield, University of San Francisco

Lift Every Voice: A Critical Race Analysis of African American Students at Predominately White Institutions of Higher Education - Allison Subhashni Prasad, The Ohio State University - Columbus

Fostering Equity: The Role of an After-School Program in an African American Community - Ann M. Bennett, The University of Tennessee - Knoxville

Exploring Father Involvement: A Qualitative Study With Formerly Incarcerated African American Fathers - Patrice D Collins, California State University - Long Beach

Black Parents’ Success Strategies for Their Children’s Education and Employment - Nicola Rollock, The University of Birmingham

Renee M. Casbergue, Louisiana State University - Baton Rouge

Examining Preschoolers’ Cognitive and Emotion Regulation in Peer Group Settings - Noah Neidlinger, University of Michigan; Amanda L. Berhenke, Albertus Magnus College

Examining the Role of Positive Engagement With Peers in Social-Emotional Adjustment: Does Teacher-Child Interaction Quality Moderate This Relationship? - Veronica A. Fernandez, University of Miami; Tracy M Carter, University of Miami; Rebecca Jane Shearer, University of Miami

The Relationship Between Self-Regulation, Classroom Behaviors, and Literacy in Kindergarten - Jaime Dice, University of Rhode Island; Minsuk Kim Shim, University of Rhode Island; Bethany Hamilton-Jones, University of Rhode Island; Sandy Jean Hicks, University of Rhode Island; Hyun Jin Chung, Bourne Public Schools; Joseph Jerry Armendarez, University of Rhode Island

A Comparative Analysis of Turkish Private and Public School Teachers’ Job Satisfaction Levels and Principals’ Instructional Supervision Behaviors - Hilmi Süngü, Bozok University; Abdurrahman Ilgan, Düzce University, Turkey; Oksana Parylo, Katholieke Universiteit Leuven; Mustafa Erdem, Yuzuncu Yil University

Principals’ Work and the Challenges of Instructional Leadership - Michael Mindzak, Western University; Katina E. Pollock, University of Western Ontario; Asma Ahmed, University of Western Ontario; Patricia L. Briscoe, University of Western Ontario; David Cameron Hauseman, University of Toronto - OISE; Donna Hazel-Swapp, University of Western Ontario

The Implementation of a New System for Teacher Appraisal: Views of Principals - Maria A. Flores, Minho University

Elizabeth K. DeMulder, George Mason University

An Examination of Students’ Positioning in a Teacher Study Group and Assumed Rights and Duties of Teachers - Heejoo Suh, Michigan State University

Entering the Twilight Zone: How Literacy Teacher Educators Perceive 21st-Century Literacies - Cathy Marie Miyata, University of Toronto; Clare Kosnik, University of Toronto; Pooja Dharamshi, University of Toronto - OISE

Preservice Teachers’ Thinking and Development Toward a Focus on Student Achievement for All Learners - Ellen Mcintyre, North Carolina State University; Temple A. Walkowiak, North Carolina State University

Teachers’ Moral Perceptions of Standardized Student Behavioral Management Systems - Mary Elizabeth Del Savio, University of Pennsylvania