Reyes L. Quezada, University of San Diego

Confronting the Assumptions Underpinning Mathematics Education in Remote Indigenous Communities: When “Knowing” Is Not Enough - Dianne E. Siemon, Royal Melbourne Institute of Technology

The Ideological Becoming of International Graduate Assistants in a U.S. University: Insights for Diversifying the Faculty of Teacher Education Programs - Mary Louise Gomez, University of Wisconsin - Madison; Amy Johnson Lachuk, University of South Carolina

The Journey Is Not So Far: A Self-Study on Critical Perspectives in Teacher Education - Umar Keoni Pantaleon-Umangay, Charles Sturt University

O I Matou e Faia: Dreaming of Better Ways to Prepare Teachers in the Pacific - Holly M. Manaseri, University of Hawaii - Manoa; Kelly Drew Roberts, University of Hawaii - Manoa

Lessons From the Field of Learning Science: How Teachers Can Learn From Context to Improve Their Practice - Zanette Johnson, Stanford University

Creating an Online Instructional Environment That Fosters an Inquiry Stance About Teaching and Learning - Jill Bryant, Willamette University; Alisa J. Bates, Willamette University

American Voices: Teaching American History Grants Rethink History Education and Professional Development - Christine Beaudry, University of Houston; Samuel Richard Brower, University of Houston; Cameron S. White, University of Houston; Angela L. Miller, Houston Independent School District; Sara G. Mcneil, University of Houston; Sabrina Marsh, University of Houston; Amy Denise Mulholland, University of Houston

Creating an Identity in a Blended Teacher Professional Development Program for Teachers of English Language Learners - Lauren M. Shea, University of California - Irvine

Transforming Online Teaching: A Multifaceted Perspective of Cyber Content and Communities - Nancy L. Williams, University of South Florida

Transformative Features in an Online ESL (English as a Second Language) Professional Development Program: Are Sociocultural Perspectives Changing? - Karin Sprow Forté, The Pennsylvania State University - Harrisburg

Kristin Lesseig, Washington State University Vancouver

Classroom Community and Possible Selves: Implications for Mid-Career Teacher Seminars - Romena Marie Holbert, Wright State University

The Passion of Teaching: Learning From an Older Generation of Teachers - Marilyn Jean Pietsch, Charles Sturt University; Ninetta Santoro, Charles Sturt University; Tracy Borg, Charles Sturt University

A New Approach to the Study of Teacher Self-Efficacy and Writing - Stacy Hughey Surman, The University of Alabama

Exploring the Tacit: A Narrative Inquiry Into Two Beginning Teachers’ Meaning Making From Classroom Events - Christi Edge, Northern Michigan University

Examining a Framework for Guiding Teacher Reflections - Cynthia C. Minchew Deaton, Clemson University

Wayne Journell, University of North Carolina - Greensboro

Rethinking “General Audience”: A Comparison of Film Usage Between Honors and General-Level Social Studies Classes - Lisa Brown Buchanan, University of North Carolina - Wilmington; Wayne Journell, University of North Carolina - Greensboro

Developing Historical Reading and Writing: Relationships Among Professional Development, Fidelity of Implementation, and Student Learning - Susan De La Paz, University of Maryland; Mark K. Felton, San José State University; Robert G. Croninger, University of Maryland - College Park; Chauncey Monte-Sano, University of Michigan - Ann Arbor

Developing Responsible Global Pedagogy: Readings of Diverse High Schools Students’ Interpretation of Global Issues - Binaya Subedi, The Ohio State University; Johnny Merry, The Ohio State University; Nathan Taylor, Robert Morris University

Elementary Teachers’ Strategies for Integrating the Arts Into the Social Studies Curriculum - Joyce H. Burstein, California State University - Northridge; Greg Knotts, California State University - Northridge

Geographic Tools Encourage Children’s Spatial Questions - Reese H. Todd, Texas Tech University

Brendesha M. Tynes, University of Southern California

An Investigation of the Digital Media Practices of Preservice Teachers - Maryellen Ohrnberger, Arizona State University; Elisabeth R. Hayes, Arizona State University

Cognitive Consequences of Using Case-Based Supplemental Instruction in Teacher Education: The Role of Real and Virtual Peer Discussions - Kira Joy Carbonneau, University of New Mexico; Carolyn J. Hushman, University of New Mexico

Exploring and Comparing the Discourse of Students’ Online and Face-to-Face Discussions - Sally Frances Heineke, Sam Houston State University; Joan A. Williams, Sam Houston State University; Chad Allen Rose, University of Missouri - Columbia

Innovating Professional Book Discussion Through Blogging: Teaching Candidates Exploring 21st-Century Learning - Sandra M. Webb, Georgia College & State University

The 4E (Establish, Extend, Elaborate, and Edit) Wiki Model: Facilitating Writing Development and Conceptual Understandings in a Technologically Relevant Way - Jenifer Salter Thornton, The University of Texas - San Antonio

Toni Griego-Jones, The University of Arizona

Beyond Scores: What Performance Assessments Make Visible About Preservice Teachers’ Knowledge and Practices - Anissa R. Stewart, University of California, Santa Barbara; Jennifer Noel Scalzo, University of California - Santa Barbara; Katherine Joy Nilsen, University of California - Santa Barbara; Nicole Marie Merino, University of California - Santa Barbara

Pouring the Apprenticeship of Observation Into the Preservice Blender: Mix, Crush, or Puree? - Ashley Summer Boyd, University of North Carolina - Chapel Hill; Julie Ellison Justice, Vanderbilt University; Janice L. Anderson, University of North Carolina - Chapel Hill; Jennifer Jones Gorham, University of North Carolina - Chapel Hill; Steven Wall, University of North Carolina - Chapel Hill; Kathleen Nichols, University of North Carolina - Chapel Hill; Jonathan Bartels, University of North Carolina - Chapel Hill

Teacher Candidates’ Beliefs About Dispositions: Where Do We Go From Here? - A.J. Zenkert, Boise State University

What the Filling in the “Compliment Sandwich” Entails: Preservice Teachers’ Views of Constructive Criticism - Carlton J. Fong, Texas State University; Diane L. Schallert, The University of Texas - Austin

“I Will Stick to My Guns”: Preservice Teachers’ Thinking About Agency and Professional Decisions - J. Spencer Clark, Utah State University

Kristen L. Buras, Georgia State University

Content Knowledge and Pedagogical Content Knowledge of Teachers: The Role of Teacher Education - Dirk Richter, Humboldt University Berlin; Thilo Kleickmann, Leibniz-Institute for science and mathematics education; Mareike Kunter, Goethe University; Juergen Baumert, Max Planck Institute for Human Development

Preservice and First-Year School Supports Affecting Beginning Teachers’ Feelings of Preparedness - Laura Neergaard, Vanderbilt University

Reconceptualizing Resistance in Order to Better Prepare White Teachers for Urban Schools - John Lockhart, Pacific University

Anita A. Wager, University of Wisconsin

Ethnicity and the Literary Aesthetic: White Preservice Teachers Developing Cultural Competence Through Story - Wendy J. Glenn, University of Connecticut

Official Discourses and Educators’ Everyday Practices: Effects on Inclusive Education - Amanda Ajodhia-Andrews, OISE/University of Toronto

Raising Race Questions - Ali Michael, University of Pennsylvania

Talking About Race and Social Justice in Rural and Urban Teacher Education Programs - Marga Madhuri, University of La Verne; Keonghee Tao Han, University of Wyoming

Tonda Liggett, Washington State University - Vancouver

"Nice White Ladies": Operationalizing the Empathy Effect on Student-Teacher Interactions With Black Male Students - Chezare Warren, University of Pennsylvania

A Survey Approach on the Effect of Critical Liberal Education on Undergraduate Teacher-Citizen Predisposition - Christina Chavez-Reyes, California State Polytechnic University, Pomona

Student Teaching in Diverse Settings: Impact on White Racial Identity and Teacher Efficacy - Diane S. Bloom, Kean University; Terri Peters, Monmouth University

Waiting for the Sun, Superman, or God? - Jie Yu, Rollins College

The Phantasy of Teacher Identity and the Transitional Space of Becoming - Melanie D. Janzen, University of Manitoba

Virginia M. Jagla, National-Louis University

Investigating the Effects of a Multicultural Perspectives Course on Preservice Teachers’ Intercultural Sensitivity - Yaoying Xu, Virginia Commonwealth University; Chenfang Hao, Virginia Commonwealth University

Our Greatest Songs Are Still Unsung: Teaching and Learning in a Democratic Society - Simona Goldin, University of Michigan; Erin Flynn, University of Michigan; Cori Mehan, University of Michigan

Preservice Teacher Beliefs on the Antecedents to Bullying and Victimization - Joel Lopata, University of Western Ontario; Elizabeth Nowicki, University of Western Ontario

The Human Bean Activity: Preservice Teachers Acknowledge and Engage With Issues of Race - Laura M. Jimenez, Boston University

The Perennial Problem of White Resistance and the Promise of Post-Structuralism - Genevieve Harris, Linfield College

Janine F. Allen, Corban University

Exploring Frames of Data for Engagement: How Educators Frame Data for Instruction - Peter Samuelson Wardrip, University of Pittsburgh; Phillip Herman, University of Pittsburgh; Aaron Kessler, University of Pittsburgh; Benny Cooper, University of California - Los Angeles

Cross-Level Faculty Learning Communities: A School-University Partnership Professional Development Model - Audrey M. Kleinsasser, University of Wyoming

Exploring Secondary Mathematics Teachers’ Identities With Photo-Elicitation Interviews - Theodore Chao, Harvard University

The Relationship Between Epistemologies and Teachers’ Beliefs Measured by the Q4TB (Questionnaire on Four Teachers’ Beliefs) - Natalia Tchoudova, Leibniz Institute for Science and Mathematics Education; Matthias Nückles, University of Freiburg

How Teachers Use and Discuss Student-Learning Data: A Multicase Analysis - David Slavit, Washington State University Vancouver; Tamara Holmlund Nelson, Washington State University - Vancouver; Angie Foster, Washington State University - Vancouver

Misfer Saud AlSalouli, King Saud University

Elementary Teachers’ Views on Teaching Inquiry-Based, Interdisciplinary Science and Social Studies in Urban Settings - Alexandra Olivia Santau, Duquesne University; Jason K. Ritter, Duquesne University

To Believe That Students Should Read for Recreation Is Not Enough: Examining the (Dis)connections Between Preservice Teachers’ Beliefs About Reading and Their Classroom Pedagogies - Denise Davila, University of Nevada - Las Vegas

Mandated Curriculum Guides: A Blessing or a Curse in the Lives of Beginning Teachers? - Michelle Bauml, Texas Christian University; Sherry L. Field, Arkansas Tech University

Phonics: Foundational Knowledge and Attitudes - Brecca Faust, University of Maryland

Michael W. Dunn, Washington State University - Vancouver

Knowing Is Power: An Examination of Struggling Readers and Their Caregivers’ Coping Behaviors - Ruth Sylvester, University of South Florida; Wendy-lou L. Greenidge, University of South Florida

Educators’ Implicit Theories About Teaching Skills and Their Relationship to Professional Development Choices - Vandana Thadani, Loyola Marymount University; William Breland, University of Southern California; Jacqueline Dewar, Loyola Marymount University

Exploring the Development of Novice Teachers’ Self-Efficacy: Teacher Perceptions and Principal Roles - Maria Boeke Mongillo, College of New Rochelle

Meditation: A Contemplative Practice With Preservice Teachers to Foster Spiritual Nourishment - Jennifer Mata, DePaul University

Navigating the Landscape of Teachers’ Beliefs: Where’s the View and What’s the Purpose? - Heidi J. Stevenson, University of the Pacific