Ronald W. Evans, San Diego State University

Shifting Tides: The Expansion of the Citizenship Curriculum During the Progressive Era - Jeremy Kelton Williams, Texas A&M University

“Women Do Not Want to Vote”: Discussing Women’s Rights in the Shortridge High School Senate, 1895-1920 - J. Spencer Clark, Utah State University

All That Jazz: Progressive Educators and the Antijazz Movement - Jacob Hardesty, Indiana University

Peter J. Gouzouasis, The University of British Columbia

Disrupting Currents: Interdisciplinary Pedagogical Encounters With Interactive New Media/Artwork Within Cultural/History Museums as Learning Sites - Ruth S. Beer, Emily Carr University of Art + Design; Kit M. Grauer, The University of British Columbia

Poetics and Performance: Addressing the Challenges of Peer Review in Arts-Based Research - Monica M. Prendergast, University of Victoria; George Belliveau, The University of British Columbia

The Death of the Author Redux: (Re)theorizing the Academic Composer - Alisha White, Georgia State University; Nicole Manry Pourchier, Georgia State University; Michelle Zoss, Georgia State University; Teri J. Holbrook, Georgia State University

Tricia Browne-Ferrigno, University of Kentucky

An Innovative Ph.D. Program in Educational Leadership: 10 Years Out - Jovita M. Ross-Gordon, Texas State University - San Marcos; Stephen P. Gordon, Texas State University-San Marcos; Geleana Drew Alston, Texas State University-San Marcos; Kenyatta Y. Dawson, Texas State University-San Marcos; Carl Van Acken, Texas State University-San Marcos

Breaking the Mold: How Backward Design Informed the Development of a New Curriculum for Principal Preparation - Charles L. Howell, Youngstown State University; Jeffrey Schuler, Kaneland School District; James Surber, Northern Illinois University

Competencies for Effective School Leadership: To What Extent Are They Included in Ed.D. Leadership Programs? - Jinyi Li, California State University - Northridge; Jody E. Dunlap, California State University - Northridge; Robert E. Kladifko, California State University - Northridge; Philip J. Rusche, California State University - Northridge

What We Know to What We Do: Enhancing Cohort Culture and Learning - Dianne L. Hoff, The University of West George; Mary A. Hooper, The University of West Georgia; Barbara B. Kawulich, The University of West Georgia

Rebecca McBride Bustamante, Sam Houston State University

Career Mobility and Departure Behaviors of School Principals in the United States - Abebayehu Aemero Tekleselassie, The George Washington University; Jaehwa Choi, The George Washington University; Felisa Gonzales, The George Washington University

Career Paths in Educational Leadership: Comparing Female and Male Narratives - Oksana Parylo, University of Georgia - Athens; Sally J. Zepeda, University of Georgia; Ed Bengtson, University of Arkansas

Educational Leadership and Career Derailment - Chu-Ting Chung, University of Minnesota; Joseph Wohkittel, University of Minnesota; Louis N. Quast, University of Minnesota - Twin Cities; Bruce A. Center, University of Minnesota

Networked for Instructional Leadership: Ties Between First-Year Principals, Their School Sites, School District, and Environment - Jessica Rigby, Vanderbilt University - Peabody College

New Principals’ Perceptions of Their Multifaceted Roles - Curtis L. Guaglianone, Heritage University; James L. Gentilucci, California Polytechnic State University, San Luis Obispo; Lou Denti, California State University - Monterey Bay

Lisa A.W. Kensler, Auburn University

Degrees of School Democracy: A Holistic Framework - Philip Arthur Woods, University of Hertfordshire; Glenys Woods, University of the West of England

The Importance of Belonging: Learning From the Student Experience of Democratic Education - Max Hope, University of Hull

Developing Critical Consciousness Through Teacher Leader Preparation - Jill Bradley-Levine, University of Indianapolis

Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory - Susan J. Katz, Roosevelt University

Ecology, Democracy, and Green Schools: An Integrated Framework - Lisa A.W. Kensler, Auburn University

Ken Jones, Swansea Metropolitan University

Florida Master Teacher Initiative: Job-Embedded Graduate Education and Professional Development - Alyson J. Adams, University of Florida; Philip E. Poekert, University of Florida

London Master School-Based Initiative: Job-Embedded Graduate Education and Professional Development - Helen Mitchell, University of East London; Alex Alexandrou, Freelance Academic

Across the Pond: A Comparative Look at Independently Designed School Reform Programs in England and the United States - Philip E. Poekert, University of Florida; Alex Alexandrou, Freelance Academic; Alyson J. Adams, University of Florida; Helen Mitchell, University of East London

Raymond A. Lauk, Cook County School District 130

Making Sense of Equity: An Exploration of Superintendents’ Conceptions of Educational Equity - Rachel Roegman, Teachers College, Columbia University; Thomas C. Hatch, Teachers College, Columbia University

School Principals’ Role in the Interplay Between the Superintendents and Local Education Authorities in Israel - Audrey Addi-Raccah, Tel Aviv University

The Leadership of Agenda Setting: A Study of the Council of Chief State School Officers - Wesley Henry, University of Washington

Identifying Leadership Potential: The Process of Principals Within a Charter School Network - Lynn Waidelich, The George Washington University; Jennifer K. Clayton, The George Washington University

Centralization and Decentralization in Real Time: The Interactions of High School and District-Level Reform - M. Bruce King, University of Wisconsin - Madison; Frank F. Honts, University of Wisconsin - Madison; Terrance Green, University of Wisconsin - Madison

Karen Stansberry Beard, The Ohio State University - Columbus

An Examination of How Teachers Make Sense of Data in Professional Learning Communities - Michelle DeVoogt Van Lare, George Mason University; S. David Brazer, George Mason University

Closer to Learning: Social Networks, Trust, and Professional Communities - Yi-Hwa Liou, University of California - San Diego; Alan J. Daly, University of California - San Diego

Can Professional Development of Teachers Reduce Disparity in Student Achievement? - Kane Meissel, The University of Auckland; Judy M. Parr, University of Auckland

Professional Learning Communities: Implementation Evidence From Delaware - Joan L. Buttram, University of Delaware; Elizabeth N. Farley-Ripple, University of Delaware

School Boards as Communities of Practice: Learning and Working Toward School Improvement - Becky Gundrum, Marquette University

Muhammad Khalifa, Michigan State University

Relationship Between Family Social Capital and Academic Performance in Japan: Examining School Organizational Activities as a Mediator Variable - Kenji Tsuyuguchi, Ehime University; Tetsuo Kuramoto, Saga National University; Sigeru Kido, National Institute for Educational Policy Research

A Quantitative Analysis of Parent and Teacher Perceptions of Parental Involvement - Eleanor Delores White, Bowie State University; Nicole Syreeta Richardson-Garcia, Howard Road Academy

Understanding School Effectiveness and School Community: School Resources and School Community Associations with School Engagement - Heather E. Price, University of Notre Dame

The Role of Social Networks in Parent Trust - Curt M. Adams, University of Oklahoma; Patrick B. Forsyth, University of Oklahoma; Katherine A. Curry, Oklahoma State University

Beyond Race and Poverty: Measuring School Disadvantage Using Proximal Measures of Students’ Opportunity to Learn - Kailey Lauren Spencer, University of Pennsylvania; Elizabeth A. Covay, Michigan State University; Laura M. Desimone, University of Pennsylvania; Kristie J.R. Phillips, Brigham Young University

Madlene P. Hamilton, Stanford University

An Examination of Emerging Educational Opportunity Zones - Peter Michael Miller, University of Wisconsin - Madison; Martin Scanlan, Marquette University; Kate L. Phillippo, Loyola University Chicago

The Costs of Equity-Based Reforms: A Case Study of the Michigan Merit Curriculum - Kaitlin Tiplady Obenauf, Michigan State University; Justina L. Judy, Michigan State University

The Back of a Short Bus Is Still the Back: Intersection and Impact of Policy, Context, Race, and Disability - George Theoharis, Syracuse University; Meghan Cosier, Chapman University

Framing School Organizations as Complexity Systems: An Education Policy Creation and Practice Tool - Young Hyeo Joo, Dongguk University; Mark D. Halx, Halx Consulting Group

Angela Urick, The University of Oklahoma

Graduate Student Quantitative Research Discussion - Virginia Walker Snodgrass Rangel, Rice University

Graduate Student Qualitative Research Discussion - Tiffany Harvey, Arizona State University; Marcia Ann Ranieri, Syracuse University

Graduate Student Mixed-Methods Research Discussion - Pat A. Schroeder, Texas A&M University; Virginia Walker Snodgrass Rangel, Rice University

Rebecca Jane Lowenhaupt, Boston College

Building Bridges Through Bilingualism: Approaches to Parent-Teacher Communication in the Southwest - Megan Hopkins, Northwestern University

Access and Agency: Family-School Relations in the New Latino Diaspora - Rebecca Jane Lowenhaupt, Boston College

Reexamining Definitions of Successful Home-School Relationships in a Context of Rapid Demographic Change - May Hara, Framingham State University

Family-School District Relations and Educational Policy Making in New Immigrant Destinations - Erica Owyang Turner, University of Wisconsin - Madison

Anika Ball Anthony, The Ohio State University

Does Student Voice Matter in Chinese Context? A Case Study for Underprivileged Children - Annie Y.N. Cheng, The Hong Kong Institute of Education

School Leaders, Student Achievement, and Innovations: Lessons From Three Exemplars - Lynne Schrum, West Virginia University; Barbara B. Levin, University of North Carolina - Greensboro

The Relationship Between Teachers’ and Principals’ Decision-Making Power: Findings Based on Schools and Staffing Survey 2003-2004 - Jiangang Xia, Western Michigan University; Jianping Shen, Western Michigan University

The Role of Principal Leadership in Beginning Middle School Teacher Commitment and Retention - Peter A. Youngs, Michigan State University; Hyun-Seung Kwak, Michigan State University; Ben Pogodzinski, Wayne State University

Value- Versus Values-Driven Decision Making: The Ethics Work of English Head Teachers Within Discourses of Constraint - Linda Hammersley-Fletcher, Manchester Metropolitan University

Carolyn Kelley, University of Wisconsin

The Uses of Formative Assessment in School Leadership - Richard R. Halverson, University of Wisconsin - Madison

Design to Engage: Features of the CALL (Comprehensive Assessment of Leadership for Learning) Formative Feedback System That Promote Leadership for Learning in Middle and High Schools - Carolyn Kelley, University of Wisconsin; Steven M. Kimball, University of Wisconsin - Madison; Matthew A. Clifford, American Institutes for Research; Seann Mason Dikkers, Ohio University - Athens

A Case Study Comparison of Leadership Practice Against Formative Assessment Survey Results - Mark Blitz, University of Wisconsin - Madison

Examining the Validity and Reliability of the Comprehensive Assessment of Leadership for Learning (CALL) Formative Leadership Assessment Tool: Pilot Study Results - Eric M. Camburn, University of Wisconsin; Jason Salisbury, University of Wisconsin - Madison