Catherine A. Broom, The University of British Columbia - Okanagan

The History of Learning’s Intellectual Properties: The Contribution of Medieval Monasticism - John M. Willinsky, Stanford University

Germs, Pathology, and the Laboratory: The Dissemination of Medical Discourses in Writing Pedagogy During the Late 19th Century - David L. Carlson, Arizona State University

V. P. Franklin, University of California - Riverside

Impact of Shifting Federal School Policy on Chicago - Dionne Danns, Indiana University

Black Teachers, Public Service Employment, and Urban Middle-Class Politics - Elizabeth Todd-Breland, Governors State University

Multiple Agendas, Multiple Interests: Race and Independent Schools in the 1960s and 1970s - Michelle A. Purdy, Washington University in St. Louis

Jenna Venker Weidenbenner, University of Illinois at Urbana-Champaign

Cyberbullying: Can Laboratory Research Contribute to Our Knowledge in This Field? - Stephanie Pieschl, Westfälische Wilhelms-Universität Münster; Torsten Porsch, University of Münster

Identifying Relationally Aggressive Adolescent Girls: A Proposed Model Based on Perceptions of Girls and Teachers - Angela Page, University of Otago - New Zealand; Lisa F. Smith, University of Otago

In Our Own Voices: Black Adolescent Girls’ Facebook and Blog Usage - Ming Shi Trammel, The Ohio State University - Columbus; Monica L. Dillihunt, The University of Alabama - Huntsville

Is the Internet My Friend? A Look at the Moderating Role of Internet Use in the Social Lives of Adolescents - Monique Gagné, The University of British Columbia; Leigh Mijin Yang, The University of British Columbia; Shereen Khan, The University of British Columbia; Jenna D. Shapka, The University of British Columbia

The Role of Unwanted First Sexual Experience in Predicting Situational Efficacy in Risky Sexual Choices Among Adolescents - Charles Obugo Okonkwo, Ohio State University; Hui Jiang, The Ohio State University; Eric M. Anderman, The Ohio State University

Justina Osato Osa, Virginia State University

Transitioning Under the Caribbean Sun: The Career Decision-Making Experiences of Emerging Adults in the Turks and Caicos Islands - Ramona Parkash Arora, McGill University

“We Can’t Hide”: Reframing Shame About Dis/ability in Rural Namibia - Margaret Bartlett, University of Wisconsin - Milwaukee

“We Don’t Have the Principals’ Handbook. . . .” Early Career Principals Tell on a Practice of Socializing Into Leadership - Laurette Maria Stacy Bristol, Charles Sturt University; Launcelot Brown, Duquesne University; Talia Randa Esnard, The University of Trinidad and Tobago

L. Laiana Kanoa-Wong, University of Hawaii - Manoa

Cultural Landscape: Speaks to Me - Meremaihi Williams, Te Whare Wananga o Awanuiarangi

E Ho’omau! Improving Science Literacy Through Culture - Ormond W. Hammond, Ormond Hammond; Ellen Miyasato, Pacific Resources for Education and Learning

Indigenous Ecological Knowledges and Pacific Islands Climate Education: Complexities, Risks, and Profound Benefits - Marylin G. Low, Pacific Resources for Education and Learning; Corrin Barros, Pacific Resources for Education and Learning

Mathematics and Culture in Micronesia - A.J. (Sandy) Dawson, University of Hawaii

Quanti-Native: Examining Hawaiian Mathematical Ideas - Eomailani Kukahiko, University of Hawaii - Manoa; Naleisha Kauionalani Pelekai-Wai, University of Hawaii - Manoa; Sydney Kapuahinanokauikalai Coelho, University of Hawaii; Alexandra Pualilia K. Coelho, University of Hawaii - Manoa; Darienne Dey, University of Hawaii - Manoa; Rawiri Stephen Tinirau, Te Whare Wananga o Awanuiarangi; Daniel Lipe, Aha Hoonaauao Oiwi

Nir Madjar, Bar-Ilan University

Effects of Tracking on Students’ Self-Concept, Intrinsic Motivation, and Achievement Goals During the Transition to Secondary School - Isabell Paulick, University of Kiel; Rainer Watermann, Freie Universität Berlin; Matthias Nückles, University of Freiburg

Investigating Stability and Change in Unit-Level Achievement Goals and Their Effects on Math Learning With Intelligent Tutors - Matthew L. Bernacki, University of Pittsburgh; Timothy James Nokes-Malach, University of Pittsburgh; Vincent Aleven, Carnegie Mellon University

Joining Forces: Connecting the Study of Rumination and Depression With the Study of Achievement Goal Orientation - Joan M. Martin, University of Victoria; Martin Van Boekel, University of Minnesota - Twin Cities

Predicting Performance With a Task-Based Behavioral Measure of Achievement Goals - J. Elizabeth Richey, University of Pittsburgh; Matthew L. Bernacki, University of Pittsburgh; Daniel M. Belenky, Carnegie Mellon University; Timothy James Nokes-Malach, University of Pittsburgh

Lisa Hall Foster, Harvard University

Measuring Middle School Students’ Reading Choices Relative to Achievement Levels - Joe Brandon Helbling, University of Connecticut; Catherine A. Little, University of Connecticut

More Than Knowing: Helping Teachers Understand the Needs of Highly Able Students in a New Select Entry School - Leonie Kronborg, Monash University; Margaret M. Plunkett, Monash University

Teachers’ Implicit Theories About Gifted Children and Youth - Franzis Preckel, University of Trier; Tanja Gabriele Baudson, University of Trier

To Know Is Not Enough: Case Study Research About the Role of Principals in Gifted Education - Kimberley L. Chandler, College of William and Mary; Valija C. Rose, Virginia Polytechnic Institute and State University

Structural Assessment for Learning - David L. Trumpower, University of Ottawa; Gul Shahzad Sarwar, University of Ottawa; Harold Sharara, University of Ottawa; Osnat Fellus, University of Ottawa; Mehmet Filiz, University of Ottawa

The Impact of Interactive Formative Assessment on Student Learning - Beverly M. Klecker

The Relationship between Teacher Online Formative Assessment Practices and Student Online Formative Assessment Scores - Aryn C. Karpinski, Louisiana State University - Health Sciences Center New Orleans; Jerome V. D'Agostino, The Ohio State University; Anne-Evan K. Williams, The Ohio State University; Sue Ann Highland, Colorado Department of Education; Jennifer Mellott, Kent State University - Kent

Caroline R. Pryor, Southern Illinois University - Edwardsville

Community and Rights: Youth Defining Citizenship - Pamela J. Gordon, Harvard University

Overlooked? The Extracurricular Club as a Site for Civic Learning and Experience - Claire Elizabeth Crawford, Cardiff University

Social Citizenship and Migrant Youth’s Expressions of Learning - Maryam Nabavi, The University of British Columbia

Teachers’ and School Leaders’ Perceptions of Education and Democracy at Colegio Naleb - Allison M. Borden, University of New Mexico

“Democracy Is Beautiful”: Moving Preservice Teachers From Knowing About to Acting Upon Schooling for Democracy - Edward Adam Janak, University of Wyoming

Sylvia Martinez, Indiana University

Explaining the Discipline Outcomes for Latino Students in Massachusetts: Exploring the Connection Between English Proficiency and Discipline Patterns Among Latino Students - Michael Berardino, University of Massachusetts - Boston; Diana Yadira Salas Coronado, University of Massachusetts - Boston; Billie Gastic, Relay Graduate School of Education

Reading and Math Differences Between Hispanic and Students Labeled as Limited English Proficient: A Multiyear Analysis - Kristin Marie Craft, Sam Houston State University; John R. Slate, Sam Houston State University

Voices From the U.S. Hispanic Youth Entrepreneur Education (USHYEE) Student Chapter Program: Early Outcomes and Promising Practices - Samantha Murray, Baltimore City Public School System; Tamela Heath Hawley, Baltimore City Public School System

“It’s Like Giving Us a Car, Without the Wheels”: Early College High Schools as a Social Justice Policy Intervention - Leslie Ann Locke, University of Southern Mississippi; Kathryn Bell McKenzie, California State University - Stanislaus

Dilafruz R. Williams, Portland State University

The Deschooled citizen: Educating the Citizen of Empire - Michael T. Hayes, Washington State University; Melissa Saul, University of Idaho

To Know Is Not Important: Ivan Illich and Jacques Rancière’s Relational Pedagogy - Matthew X. Curinga, Adelphi University

“More at Home, More Quiet, More Employed at the Work That Still Seems My Own to Do”: Reflections on Wendell Berry and Ivan Illich - Rene Galindo, University of Colorado; Madhu Suri SURI Prakash, The Pennsylvania State University; Dana L. Stuchul, The Pennsylvania State University

Margaret Terry Orr, Bank Street College of Education

Large-Scale Field-Based Projects/Internships - Stefanie Holzman, California State University - Dominguez Hills; Anthony H. Normore, California Lutheran University; Antonia IssaLahera, California State University - Dominguez Hills

Mentoring and Coaching - Jennifer K. Clayton, The George Washington University

Evaluating School Leadership Preparation Programs - Karen L. Sanzo, Old Dominion University; Steve P. Myran, Old Dominion University

Christine Gardner, University of Tasmania

Nonpermanent Teachers’ Access to Work-Related Learning - Katina E. Pollock, University of Western Ontario

Teachers’ Work as Curriculum Innovators in Alternative Schools - Nina Bascia, University of Toronto - OISE

The Secret Life of Art Teachers: The Work Lives of Six Elementary Visual Art Teachers - Ava Herring-Wokoma, University of Minnesota

Advocating for Teachers With Critical Quantitative Research: An Exploration - Ayana N. Kee, Harvard University