Wayne J. Urban, The University of Alabama

Scant but Telling Evidence: A Historical Analysis of Representations of Teachers’ Social-Emotional Support Responsibilities - Kate L. Phillippo, Loyola University Chicago

“Indians Teaching Indians”: The University of Georgia’s “Indian Teacher Training Project,” 1971-1973 - Scott Lamar Roberts, Gwinnett County Public Schools

“Especial Advantages to Teachers”: Teacher Education in the Historiography of Higher Education - Christine A. Ogren, University of Iowa

Identifying With School: The Case Studies of Two African American Boys - Vicki A. Vescio, University of Florida

Moments of Inclusion: Contesting Racial Microaggressions in Black Middle-Class Male Schooling - Quaylan Allen, Chapman University

(Re)Engaging Black Male Youth Within Community-Based Educational Spaces - Bianca J. Baldridge, University of Wisconsin - Madison; Marc Lamont Hill, Teachers College, Columbia University; James Earl Davis, Temple University

Seventy-Five Years After the Miseducation of the Negro: Interrogating Success for African American Male Educators - Connie Patricia (Hendrix) Ballard, Longwood University; Theresa Alden Clark, Longwood University; Deneese L. Jones, Drake University

“Male Delivery”: What Some Boys Say About the Influence of Male English Teachers - Anne M. Watson, The University of Western Ontario

Jeananne Nichols, University of Illinois at Urbana-Champaign

Perceived Use of Democratic Teaching Strategies in Secondary Music Ensembles - Warren Haston, University of Hartford

The Impact of Cutbacks on School Music Programs in Three Midwestern States - Dale E. Bazan, University of Nebraska - Lincoln; Frederick Burrack, Kansas State University; Phillip Payne, Kansas State University; Daniel Hellman, Missouri State University

Understanding Social-Cultural Influences Affecting Nonparticipation in Singing - Colleen Marie Whidden, University of Calgary

Secondary Band Student Perspectives on Musical and Educational Outcomes From Participation in Band Festivals - Peter J. Gouzouasis, The University of British Columbia; Martin Guhn, The University of British Columbia

Jarrod Stover Hanson, University of Colorado - Boulder

Parental Authority Over Education and the Right to Invite - Bryan R. Warnick, Ohio State University

Ernie Rose, Loyola Marymount University

Symbolic Play and Social Development of Young Children With Autism Spectrum Disorder in Inclusive Classrooms - Filiz Polat, University of Hong Kong; Elsa Ling, University of Hong Kong

Increasing Communicative Skills: A Case Study of an Adult Male With Autism Spectrum Disorder and Vision Loss - Brian Kee, Behavioral Services of Tennessee; Laura Baylot Casey, The University of Memphis; David Bicard, Our Lady of Peace; Sara Bicard, Auburn University - Montogmery

Effects of Differential Reinforcement of Short Latencies on Response Latency, Task Completion, and Accuracy of an Adolescent With Autism - Melanie Donohue, The University of Memphis; Laura Baylot Casey, The University of Memphis

Using Video Self-Modeling to Enhance the Academic Engagement of Children with Autism Spectrum Disorder in Classroom Settings - Juliet E. Hart, Arizona State University; Kelly Whalon, University of Florida

Teaching Elementary Students With Autism Spectrum Disorders to Write Persuasive Essays - Dannette Allen-Bronaugh, James Madison University; Margo A. Mastropieri, George Mason University

Judith O. Brown, Barry University

Investigating Instructional Design’s Workplace Expertise: Using ADDIE (Analyze, Design, Develop, Implement, and Evaluate) and Workplace Learning and Performance as Perspective   - Ray Kennard Haynes, Indiana University; Ria A. Roy, Indiana University; Husa Ali Alangari, Indiana University

Revert to Default: Subject Matter Experts in the Workplace Classroom - Timothy K. O'Mahony, University of Washington; Michael Richey, The Boeing Company; David French, The Boeing Company

Distinctive Competencies for Sustainable Development - Renate Wesselink, Wageningen University; Thomas Lans, Wageningen University; Vincent Blok, Wageningen University; Martin Mulder, Wageningen University

Jim R. Flaitz, University of Louisiana at Lafayette- retired

Fairness and Equity in Student Assessment - Shelleyann Scott, University of Calgary; Charles Webber, Thompson Rivers University; Judy Lee Lupart, University of Alberta; Nola Aitken, University of Lethbridge; Donald E. Scott, University of Calgary

Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics - Caroline R.H. Wiley, Human Resources Research Organization

The Tyranny of Tradition: Overcoming the Obstacles to Grading Reform - Thomas R. Guskey, University of Kentucky

Cheryl E. Matias, University of Colorado - Denver

Best Intentions and Unintended Outcomes: The Role of Majoritarian Stories in Teaching for Social Justice - Kara Mitchell Viesca, University of Colorado - Denver; Aubrey Scheopner Torres, Education Development Center, Inc.; Joan Barnatt, Elon University; Peter Piazza, Boston College

“We Could Change Lives”: Teacher Candidates Use Literature Circles to Talk About Social Justice Issues - Marga Madhuri, University of La Verne; Nancy T. Walker, University of La Verne; Erica Landmann-Johnsey, University of La Verne

Putting Critical Pedagogy Into Practice: The Challenges and Opportunities of a Racially Diverse Student Teaching Placement - Paul J. Brawdy, Saint Bonaventure University; Anne-Claire Fisher, Saint Bonaventure University

Elizabeth Anne Halsall, The University of Aberdeen

Building Capacity of School Principals Through Leadership Coaching - Susan R. Warren, Azusa Pacific University; Patricia Mark, San Bernardino County Superintendent of Schools; Beth Brigante Higbee, San Bernardino County Superintendent of Schools; Ying Hong Jiang, Azusa Pacific University; Virginia Elizabeth Kelsen, Claremont Graduate University

Exploring Gender and Experience Differences in School Principals’ Needs for Mentoring and Coaching - Heather E. Duncan, University of Wyoming; Bret Range, University of Wyoming; Maryalice Bruce, University of Wyoming; Suzanne Young, University of Wyoming

Principal Mentoring as a Leader Preparation, Socialization, Support, and Professional Development Strategy - Oksana Parylo, University of Georgia - Athens; Sally J. Zepeda, University of Georgia; Ed Bengtson, University of Arkansas

Valerie C. Lundy-Wagner, Teachers College-Columbia University

A Historiography of the Mathematics Education of Blacks Schooled in the United States - Nicole Michelle Russell, University of Denver

Factors Influencing African American Students’ Decision to Pursue the Ph.D. in the Natural Sciences - Nicole Lewis, University of Hawaii - Manoa; Karyl Jacqueline Shand Askew, University of North Carolina

When It Comes to the Mathematics Experiences of Black Preservice Teachers . . . Race Matters - Ebony Omotola McGee, Vanderbilt Peabody College

“Use-Inspired Research” on the Psychology of Success in STEM at an HBCU (Historically Black College or University): Racial Identity, Motivation, and Achievement Trajectories - Kimberley Edelin Freeman, Howard University; Cynthia Eileen Winston, Howard University; Alicia S. Anderson, Howard University

Andrew Walker, Utah State University

An Exploration of Avatar-Enabled Problem-Based Learning for Developing Rehabilitation Counseling Skills - Peter Blair, Utah State University; Jared Schultz, Utah State University; Nancy Glomb, Utah State University

Enhancing Learning Effectiveness in Problem-Based Learning: Can Problem Design Help? - Woei Hung, University of North Dakota; Sherita Jo Love, University of North Dakota; Hongxia Fu, Arizona State University

Overcoming the Walmart Syndrome: Adapting Problem-Based Management Education in East Asia - Philip Hallinger, The Hong Kong Institute of Education

Teachers’ Varied Approaches to Implementing a Problem Based Learning, GlobalEd 2 Simulation: An Evolved Analysis - Kamila Brodowinska Bruscianelli, University of Illinois at Chicago; Lisa J. Lynn, University of Illinois at Chicago; Kimberly A. Lawless, University of Illinois at Chicago; Scott W. Brown, University of Connecticut; Mark A. Boyer, University of Connecticut; Daniel William O'Brien, University of Illinois at Chicago; Andrew Cutter, University of Connecticut; Maria Fernada Enriquez, University of Connecticut; Gena A. Khodos, University of Illinois at Chicago; robin Hands, University of Connecticut; Gregory Mullin, University of Connecticut; Nicole Powell, University of Connecticut; Greg Williams, University of Connecticut

Transfer of Emergent Leadership from Collaborative Reasoning to Collaborative Problem Solving - Jingjing Sun, University of Illinois at Urbana-Champaign; Richard C. Anderson, University of Illinois at Urbana-Champaign; Michelle Perry, University of Illinois; Tzu-Jung Lin, The Ohio State University

Julie P. Combs, Sam Houston State University

A Comparison of Sources of Stress, Teacher Stressors, and Coping Strategies of Teachers in America and Saudi Arabia - Carolyn Orange, The University of Texas - San Antonio

Nontraditional Students’ Perceptions of Their Abilities to Manage Transitions While Attending One Southern Community College - Crystal Frazier Toombs, Mercer University

Levels of Stress of Professors at the Universidad de Quintana Roo in Mexico - Argelia Peña-Aguilar, Universidad de Quintana Roo

Erendira Rueda, Vassar College

Student Planners in School and Out of School: Who’s Managing Whom - Kimberly Lenters, University of Calgary; Marianne McTavish, The University of British Columbia

Experiencing Diversity: Understanding Climates for Diversity in Educational Institutions - Celia J. Oyler, Teachers College, Columbia University; Robert T. Carter, Columbia University; Limarys Caraballo, Queens College - CUNY; Keisha McIntosh Allen, Teachers College, Columbia University; Sarah L. Schlessinger, Teachers College, Columbia University

Local Contexts and the Possibilities for Teachers’ Participation in the Institutional Self-Evaluation Component of a Quality Assurance System - Carmen Montecinos, Universidad Catolica de Valparaiso; Luis Ahumada, Pontificia Universidad Catolica de Valparaiso; Romina Madrid, University of Minnesota; Maria Beatriz Fernandez Cofre, Boston College

Saving Our Sons: An Examination of Single-Sex Academies/Classrooms for Black Males - Tyrone C. Howard, University of California - Los Angeles; Clarence L. Terry, Occidental College; Terry Kyle Flennaugh, Michigan State University; Samarah Blackmon, University of California - Los Angeles