Conflicting Expectations and Developing Relationships in Moving Toward a Clinically Rich Teacher Education Program - Jane Bolgatz, Fordham University; Kristen H. Turner, Fordham University

Designing a Virtual Learning Community for Elementary Mathematics Teachers - Megan Schleppenbach, University of Chicago; David Beer, University of Chicago

Exploring “the Ripple in the Pond”: What Do We Know About Teacher Change Agents? - Karrin Lukacs, Shenandoah University

Frankie Stein’s E-Portfolio: A Creative Ethnography Unstitching a Teacher’s Body of Knowledge - Timothy F. Hopper, University of Victoria; Katherine J. Sanford, University of Victoria; Sarah Bonsor Kurki, University of Victoria

Interaction and Critical Thinking: Comparison of Student Moderation in an Online Course for K-12 Educators - Joan Thormann, Lesley University

Looking in the Wrong Mirror? The Use of Self-Assessments in Teacher Aptitude Testing - Michaela Maria Koeller, University of Kiel; Uta Klusmann, University of Kiel; Jan Retelsdorf, IPN - Leibniz Institute for Science and Mathematics Education

Programmatic Influences on Preservice Teachers’ Self-Efficacy Beliefs Regarding Working With Students With Disabilities - Holly H. Robbins, Radford University

Tackling Teacher Recruitment and Preparation Challenges: The Effectiveness of Teaching Fellows in North Carolina Schools - Kevin Christopher Bastian, University of North Carolina; Gary Henry, Vanderbilt University; Adrienne A. Smith, Horizon Research

Training Teachers for Virtual Classrooms: A Case Study of a Course in Online Pedagogy - Wayne Journell, University of North Carolina - Greensboro

Virtual Technology-Enhanced Attainable Mathematics (V-TEAM): An Integrated Mathematics Lesson Study Project - Pamela L. Whitehouse, Midwestern State University; Ugur Kale, West Virginia University; Sarah Selmer, West Virginia University; Johnna Bolyard, West Virginia University; Malayna Bernstein, West Virginia University

Addressing Quality Teaching in Hard-to-Staff Settings: The Exceptional Teachers for Disadvantaged Schools Project - Bruce Munro Burnett, Queensland University of Technology; Jo Lampert, Queensland University of Technology

How Mentors Learn: Exploratory Analysis of Mentor Teachers’ Professional Learning Conversations - Frances June Langdon, The University of Auckland; Annaline Flint, University of Auckland; Alexis Ryde, University of Auckland

Teacher Attrition and Retention: Root Causes to Solutions - Christine Ruth Probasco, University of New Mexico

Teacher Education and the Choice for a Career in Teaching: A Predictive Study - Isabel Rots, Ghent University; Antonia Aelterman, Ghent University; Geert Devos, Ghent University

Teacher Sorting Across Schools in Chile: Variation in Teachers’ Background and Education - Carolina Milesi, NORC at the University of Chicago; Soledad Ortuzar, The Pontifical Catholic University of Chile; Carolina Flores, The Pontifical Catholic University of Chile

The Development of Beginning Physics Teachers’ Content Knowledge Over the First Three Years of Teaching - Jennifer J. Neakrase, New Mexico State University; Julie A. Luft, University of Georgia

The Emotionality of Leaving Teaching: The Role of Emotions on Early Career Teachers’ Decisions to Leave - Aubrey Scheopner Torres, Education Development Center, Inc.

The Impact of Certification Status on Special Educators’ Predicted Level of Retention - Leman Kaniturk Kose, University of Rochester

The Influence of Induction Programs on Beginning Teachers’ Well-Being and Professional Development: A Mixed-Method Study - Klaas Van Veen, University of Leiden; Chantal Kessels, ICLON, Leiden Univertsity; Douwe Beijaard, Eindhoven University of Technology; Nico Verloop, Leiden University

To Know Is Not Enough: Mentoring Interns Through a Liminal Phase - Teresa Moore, Central Queensland University; Pam S. Gargett, CQUniversity

Toward a Model of Factors Influencing Teacher Motivation and Professional Commitment - Breana Sylvester, The University of Texas - Austin; Jaehak Jung, Texas State University

Using Evaluation Research to Improve Mentoring Program Outcomes - Tyonka Perkins, University of Indianapolis; Jennifer A. Drake, University of Indianapolis; Jill Bradley-Levine, University of Indianapolis; Gina Gabriele Mosier, University of Indianapolis

Barriers Yet Interest: Institutional Advancement Officers’ Engagement of Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, and Intersex (LGBTQQI) Alumni in Philanthropy - Noah Daniel Drezner, University of Maryland - College Park; Jason C. Garvey, University of Maryland

A Professor’s Role in Applying Action Research to Support Collaboration Among Graduate Students - Andrea B. Martone, The College of Saint Rose

Action Research as a Culturally Open System: Infusing East Asian Epistemology Into Action Research Initiatives - Noriyuki Inoue, University of San Diego; Lonnie L. Rowell, University of San Diego

An Action Research Program in Sustained Implementation: Learning From Practice-Based and Graduate School Models - William H. Rickards, University of Southern California

Dramatic Impact of Arts-Based Teaching on At-Risk Students: Three Action Research Studies - Xin Li, California State University - Long Beach; Patricia Kenzy, Long Beach Unified School District; Laura Severson, Los Angleles Unified School District; Lou Ellen Underwood, Long Beach Unified School District

Intrinsic Motivation in the Responsive Classroom - Dana Nicole Ruggiero, Purdue University

Play and Learning: An Action Research Project in Preschool - Johanna Einarsdottir, University of Iceland

Characterizing Profiles of Interest in Science and Designing Supportive Measures - Pay Ove Dierks, Leibniz Institute for Science and Mathematics Education, Kiel; Wilfried Wentorf, Leibniz Institute; Tim Niclas Hoeffler, University of Kiel; Ilka Parchmann, Leibniz Institute

Developing and Validating a “Ruler” to Locate and Follow Students Along a Learning Progression - Shawn Stevens, University of Michigan; Namsoo Shin, University of Michigan

How Learners Visually Navigate Concept Maps: An Analysis of Eye Movement Single Transitions - Kiran Bisra, Simon Fraser University; John Cale Nesbit, Simon Fraser University

Inquiry-Based Science Interventions for Middle School Students: A Meta-Analysis of Cognitive, Behavioral, and Affective Outcomes - Louis S. Nadelson, Boise State University; Susan M. Williams, Metiri Group

Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The Practices of Science Observation Protocol (P-SOP) - Cory T. Forbes, University of Iowa; Mandy Biggers, The Pennsylvania State University - University Park; Laura Zangori, University of Missouri - Columbia

Learning to Focus on Processes and Steady States in Ecosystems Dynamics Using a Virtual Environment - Tina A. Grotzer, Harvard University; Amy M. Kamarainen, New York Hall of Science; Michael Shane Tutwiler, Harvard University; Shari J. Metcalf, Harvard University; Christopher J. Dede, Harvard University

Testing Cultural Factors as Predictors of International Differences in Academic Achievement - Gavin W. Fulmer, National Institute of Education - Nanyang Technological University

The FCI (Force Concept Inventory) Story: Who Is Not Learning and What Isn’t Being Learned - Helena Dedic, Vanier College; Steven Usher Robert Rosenfield, Cegep Vanier College; Nathaniel Lasry, Harvard University

The quality of high school curriculum and academic success: Does coursework rigor translate into higher achievement? - Judy H. Tang, Westat; Stephen E. Roey, Westat; Robert Colby Perkins, Westat; Philip H. Morse, Retired

Which Factors Influence The Ability To Solve Analytical Problems In The Area Of Science? - Manuela Lehnen, University of Duisburg-Essen

What children think about ocean circulation: An exploratory study - Lynn Uyen Tran, University of California - Berkeley; Sarah Pedemonte, University of California - Berkeley

Using student drawings to illustrate shifts in teaching, learning and classroom ecology - Damian J. Bebell, Boston College; Yigal Rosen, Pearson

An Exploration of Girls’ Socialization Patterns in a High School: University Science Partnership Program - Megan E. Faurot, Illinois Institute of Technology; Stephen A. Bartos, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology; Teresa K. Woodruff, Northwestern University; Cathryn L. Smeyers, Northwestern University; Nadia L. Reynolds, Northwestern

Validity of Inferences From Game Play: An Examination of Cognitive Processes - Kristen E. Dicerbo, Pearson; Dennis Charles Frezzo, Cisco Systems Inc

Facilitating Transactive Memory System (TMS) Through Computer-Supported Collaboration Script in Multidisciplinary Learning - Omid Noroozi, Wageningen University; Harm Biemans, Wageningen University; Armin Weinberger, Saarland University; Martin Mulder, Wageningen University; Mohammad Chizari, Tarbiat Modares University