Deoksoon Kim, University of South Florida

Addressing the Needs of 21st-Century Teachers Working With Culturally and Linguistically Diverse Learners - Mary C. Hutchinson, The Pennsylvania State University; Xenia Hadjioannou, The Pennsylvania State University; Marisa Hockman, The Pennsylvania State University

Affecting Change in Teachers’ Preparation for, Effectiveness in, and Beliefs About Teaching English Learners - Mary Catherine Nino, Stephen F. Austin State University; Betty Jane Alford, Stephen F. Austin State University

Effects of Professional Development Workshops and Coaching on Teachers’ Instructional Conversations With Native Hawaiian Students - Lois A. Yamauchi, University of Hawaii - Manoa; Seongah Im, University of Hawaii; Chen Ju Lin, University of Hawaii - Manoa

Professional Networks among Public-sector English Language Teachers in Chile: a description from the perspective of practice - Florencia Gomez Zaccarelli, University of Michigan

Professional Development for Teachers of Diverse Learners: A Qualitative Study of Teacher Perceptions - Patricia Rice Doran, Towson University

Rita O'Sullivan, University of North Carolina - Chapel Hill

The Effect of Teacher Leadership on Retention Plans and Teacher Attitudes among New North Carolina Teachers - Lauren Tarabokia Kendall, University of North Carolina - Chapel Hill

Relationship of Creative Control and Retention Rates Among North Carolina Elementary Teachers - Laura Gutmann, University of North Carolina - Chapel Hill

A Statistical Analysis of Special Education Teacher Support and Retention - Jessica Rani Milton, University of North Carolina - Chapel Hill

A Closer Look at Black Teacher Retention Using a National Data Set - Johnavae Campbell, University of North Carolina

Teaching Methods and Retention: A Conversation About the Purposes of Teacher Education - Corliss Brown, University of North Carolina - Chapel Hill

Debra Suarez, College of Notre Dame of Maryland

Induction Mentoring: Mentoring “Inside” the Action of Teaching - Wendy L. Gardiner, National-Louis University

Measuring the Impact of Instructional Coaching: Evidence From Classroom Observation - David S. Knight, University of Southern California; Michael F. Hock, The University of Kansas; Jim Knight, Instructional Coaching Group & Kansas University Center for Research on Learning; Thomas M. Skrtic, The University of Kansas; Barbara A. Bradley, The University of Kansas

Reconnect and Recharge: Plugging New Teachers Into Support Outlets - Ritsa Mallous, University of North Carolina - Chapel Hill; Harriet Able, University of North Carolina - Chapel Hill; Jocelyn A. Glazier, University of North Carolina - Chapel Hill; Ashley Summer Boyd, University of North Carolina - Chapel Hill; Kristen Vaughn Bell Hughes, University of North Carolina - Chapel Hill

The Characteristics and Supports of Beginning Teachers: A Descriptive Look at the Nation and Seven Northeastern States - Natalie Lacireno-Paquet, WestEd; Candice Bocala, WestEd; Dave Phillips, WestEd

Understanding Teacher Retention: Exploring Beginning and Veteran Teachers’ First-Year Experiences and Job Satisfaction - Alyson Lavigne, Roosevelt University

Linda Hoff, Fresno Pacific University

Facilitating Teacher Candidates’ Understanding of Inclusive Education Through Coteaching in Field Experience - Bonnie Leah Utley, University of Colorado - Denver

Promising Practice: General Education Teacher Candidates Shadow Students Receiving Services Outside the General Education Classroom - Jenny Elizabeth Parker, Western Washington University

Redesigning the Stakeholders - Francesco G. Pignatosi, New York University; Harriet Yvonne Pitts, New York University

Whole Classrooms of Individual Needs: How Student Teachers Meet the Unique Needs of All Students - Derek L. Anderson, Northern Michigan University; Joe M. Lubig, Northern Michigan University; Markisha Smith, Western Oregon University

Dilemmas in Assessing Teacher Education Program Quality: A Qualitative Case Study of Twelve Student Teachers - Jenni L. Harding-DeKam, University of Northern Colorado; Elizabeth A. Franklin, University of Northern Colorado; Deborah Romero, University of Northern Colorado; Boni Hamilton, University of Colorado Denver

Oliver Dreon, Millersville University of Pennsylvania

Implementing a Secondary STEM Teacher Preparation Program in Multiple Universities: An Evaluation Approach - Alicia D. Beth, The University of Texas - Austin; Pamela Romero, The University of Texas - Austin; Mary Lummus-Robinson, The University of Texas - Austin; Martha Perez, The University of Texas - Austin

Transformational Partnerships in a University-Based Science Teacher Professional Development Project - Jennifer R. Wolgemuth, University of South Florida; Donna Cooner, Colorado State University; Cerissa Ann Stevenson, Colorado State University

Designing Coursework for Infusing Deliberate Attention to Issues of Equity in a Mathematics Education Program - Imani Masters Goffney, University of Houston

Justina Osato Osa, Virginia State University

Insights From Novice Elementary Teachers Struggling to Implement Mandated Literacy Curriculum in Low-Performing Rural Schools - Joanne Carol Smith, University of Missouri - Columbia; Jeni R. Davis, University of South Florida

Reflection on Their First Five Years of Teaching: Understanding Staying and Impact Power - Katie M. Tricarico, University of Florida; Diane Yendol-Hoppey, University of South Florida

Supervisor-Preservice Teacher Interactions: Developing a Vision of Ambitious Instruction Through Conversation - Jennifer Joan Long, University of California - Irvine; Elizabeth A. van Es, University of California - Irvine

The Use of an Educational Documentary in Urban Teacher Education: A Case Study of Beyond the Bricks - Yolanda Sealey-Ruiz, Teachers College, Columbia University

Motoko Akiba, Florida State University

Unpacking the Role of the Teacher Performance Assessment in Teacher Preparation Programs - Genevieve A. Archer, Tobago House of Assembly

Teacher Evaluation, Performance-Related Pay and Constructivist Instruction - Guodong Liang, Community Training and Assistance Center (CTAC); Motoko Akiba, Florida State University

Teachers’ Attitudes Toward Education Research: Scale Validation and Analysis - Nancy Holincheck, American University; Gary R. Galluzzo, George Mason University

Christina Puntel

Identity Transformations of Practitioner Researchers in “Real” and “Surreal” Thirdspaces - Rhonda L. Nixon, University of Victoria

Building a Learning Community: Examining the Factors Associated With the Implementation of Professional Learning Communities - Dan Mindich, Stanford University/Punahou School

Teachers’ Professional Growth Through Data and Dialogue: Case Studies With Mid-Career Teachers in a Small Urban District - David B. Strahan, Western Carolina University

Exploring Continuation of a Professional Teaching Community Across Changes in Its Membership - Jana Visnovska, The University of Queensland

Donna Marie Johnson, Tulane University

Designing Professional Development in Mathematics to Support Teacher Learning - Teruni D. Lamberg, University of Nevada - Reno; Diana L. Moss, University of Nevada - Reno

The Effects of a Job-Embedded Professional Development on Teachers' Self-Efficacy and Student Achievement - Krista Althauser, Eastern Kentucky University; James S. Rinehart, Eastern Kentucky University

Revealing Student Difficulties in Mathematics Lessons Through Lesson Study - Sachiko Tosa, Wright State University; Ann M. Farrell, Wright State University

Using Content-rich Experiences Within Professional Development to Expand Teachers’ Knowledge and Perceptions of Mathematics and Science - Susan Gomez Zwiep, California State University - Long Beach; Babette M. Benken, California State University - Long Beach

A Case Study of Coaching in STEM Professional Development - Sue Ellen DeChenne, University of Nebraska - Lincoln; Gwen Nugent, University of Nebraska - Lincoln; Gina Michelle Kunz, University of Nebraska - Lincoln; Linlin Luo, University of Nebraska - Lincoln; Brandi Leigh Berry, University of Nebraska - Lincoln; Katherine Craven, University of Nebraska - Lincoln; April Riggs, University of Nebraska - Lincoln

Mary E. Earick, Plymouth State University

A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by Middle School Math and Science Teachers for Included Students With Autism - Whitney Lynn Moores-Abdool, Kutztown University of Pennsylvania

Exploring High School Teachers’ Discourse-Based Formative Assessment Practices in Mathematics Instruction - Michele D. Crockett, University of Illinois at Urbana-Champaign; Chang-Hua Chen, National Academy for Educational Research; Sun Hee Lee, University of Illinois at Urbana-Champaign; Johndamaseni Anacleti Zilimu, University of Illinois at Urbana-Champaign

Identifying Teachers’ Beliefs and Practices in Teaching Science to Middle School English Language Learner Students - Beth A. Wassell, Rowan University; Kathryn Scantlebury, University of Delaware; Sonya N. Martin, Seoul National University; Coniqua Abdul-Malik, Rowan University

Research-Based Approaches to Effective High School Mathematics Teaching for Traditionally Underserved Students - Jenn Persson, University of North Carolina - Chapel Hill

Using Cases as Triggers for Teachers’ Thinking About Practice: A Comparison of Responses to Animations and Videos - Patricio G. Herbst, University of Michigan - Ann Arbor; Karl Wesley Kosko, Kent State University

Sarah R. Semon, University of Northern Iowa

A Figured World of Becoming: Positioning Identities of Preservice Art Teachers - Lisa Lajevic, The College of New Jersey; Kimberly Anne Powell, The Pennsylvania State University

Does Student Teaching Matter? Investigating Teacher Candidates’ Sense of Teaching Efficacy - Joohi Lee, The University of Texas - Arlington; Amber L. Brown, The University of Texas - Arlington; Denise Collins, The University of Texas - Arlington

Intake Procedures and Student Teacher Failure: Refining the Process - Kim J. Calder Stegemann, Thompson Rivers University

Is All Feedback Created Equal? A Content Analysis of Feedback of Teacher Candidates During Field Experiences - Karina R. Clemmons, University of Arkansas at Little Rock; Amanda L. Nolen, University of Arkansas at Little Rock

Preservice Teacher Assessment: A Comparison Study - Sarah Enterline, K12 Insight; Keridan Doyle, Boston College; Frances A. Loftus, Boston College

Creating Spaces for Interrogating and Transforming Practice and Identity: Learning About Practice in Practice - Johnna Bolyard, West Virginia University; Sharon B. Hayes, West Virginia University; Sararose Lynch, Westminister College

Preservice Teachers’ Conceptual Understanding and Reasoning for Curriculum, Instruction, and Assessment Decisions - Edward Jadallah, Coastal Carolina University

Teachers’ Awareness and Acquisition of Questioning Skills - Alpaslan Sahin, Texas A&M University - College Station; Robert M. Capraro, Texas A&M University

The Role of Peers in the Learning Process: Examining the Secondary Social Studies Methods Course - Jennifer Cutsforth, University of Scranton

Jeffrey Byford, The University of Memphis

Enacting Design Principles to Lay the Foundation for Continuous Professional Development in Teacher Education - Larike Bronkhorst, Utrecht University; Bob Koster, Utrecht University; Paulien C. Meijer, Utrecht University; Jan Vermunt, University of Cambridge

From Knowing to Doing: Simulated Interactions for Mathematics and Science Teacher Development - Benjamin H. Dotger, Syracuse University; Sharon Dotger, Syracuse University; Jeffrey J. Rozelle, Knowles Science Teaching Foundation; Joanna O. Masingila, Syracuse University

Opportunities for Expansive Transformation: Complexifying the Use of Approximations of Practice in a Teacher Education Science Methods Course - Amanda Benedict-Chambers, University of Michigan

Preservice Teachers’ Self-Regulatory Competence: Evaluation of a Training Program - Jessica Mattern, TU München; Manfred Prenzel, Technische Universität München

Students’ Perspectives on the Effectiveness of Case Studies in Preparing Them to Teach - Diana Akhmedjanova, The College of Saint Rose; James D. Allen, College of Saint Rose

H. Sophia Han, University of South Florida

Making and Maintaining Gains of Teacher Knowledge of Early Literacy by Preschool Paraprofessionals Through Professional Development - Maureen Ruby, Eastern Connecticut State University; Ann Anderberg, Eastern Connecticut State University

A Culturally Responsive Coaching Model for Culturally Responsive Teaching Practices: An Early Childhood Case Study - Icela Pelayo, University of Southern California; Diane Nevárez, University of Southern California; Xiomara Mateo-Gaxiola, University of Southern California; Gisele Ragusa, University of Southern California; Robert S. Rueda, University of Southern California

Preschool Teachers in Practice: Examining the Role of Professional Development in Literacy - Jacqueline Lynch, York University; Ronald D. Owston, York University

Professional Development for Preschool Teachers: Shifting Their Beliefs and Use of Instructional Strategies to Promote Children’s Peer Social Competence - H. Sophia Han, University of South Florida

Jane H. Applegate, University of South Florida

Perceptions and Beliefs About Content-Area Literacy Pedagogy: Differences in Hispanic and White Preservice Teacher Preparation - Heriberto Godina, The University of Texas - El Paso; Arturo Olivarez, The University of Texas - El Paso; Doug D. Hamman, Texas Tech University

Preservice Teachers’ Implementation of Project-Based Learning and Its Influence on Disciplinary Literacy in the Secondary Classroom - J. David Gallagher, Mount Saint Mary College; Matt J. Hollibush, Mount Saint Mary College

Preparing Preservice Teachers to Effectively Integrate Literacy Instruction in Secondary Social Studies - Gayle Y. Thieman, Portland State University; Susan D. Lenski, Portland State University

When Rubber Meets the Road: Preservice Teachers Navigating the Intersection of Expanding Literacies and Universal Design for Learning - Kara L. Lycke, Illinois State University; Robyn Seglem, Illinois State University