Examining Preservice Teachers’ Knowledge of Number and Operations Using Cognitively Guided Instruction - Leigh A. Van Den Kieboom, Marquette University; Lara Geronime, Marquette University

Exploring the Effectiveness of Interventions Designed to Deepen Preservice Teachers’ Conceptual Understanding of Algebra Concepts - Xiaobo She, Governors State University; Shirley M. Matteson, Texas Tech University; Kamau Oginga Siwatu, Texas Tech University; Jennifer A. Wilhelm, University of Kentucky

Preservice Teachers’ Epistemic Changes Involved in Modeling Fractions - Mohan Chinnappan, University of South Australia; Tricia Forrester, University of Wollongong; Elise Thurtell, University of Wollongong

Prospective Middle School Teachers’ Experiences and Conceptions of Mathematics Teaching and Learning: A Mixed-Methods Study - Kadian M. Callahan, Kennesaw State University

Studying Mathematical Preparation in an Elementary Teacher Education Program - Stephanie Z. Smith, Georgia State University; Marvin E. Smith, Kennesaw State University; Susan L. Swars, Georgia State University; Lynn C. Hart, Georgia State University; Jody Carothers, Georgia State University

The Juxtaposition of Instructor and Student Perspectives on Mathematics for Teachers Courses - Susan L. Swars, Georgia State University; Susan Michele Oesterle, Douglas College; Lynn C. Hart, Georgia State University

Transferring Problem-Solving Skills in Art Education: Preservice Elementary Candidates’ Perceptions of the Relationship to Mathematics Education - Patricia M. Lamphere-Jordan, Oklahoma State University

“Gives Me the ‘Right’ to Teach Science”: Professional Development’s Impact on Primary Grade Teachers’ Practice - Margaret Sauceda Curwen, Chapman University; Kimberly A. White-Smith, Chapman University; Roxanne Greitz Miller, Chapman University; Colette Marie O'Bannion, Chapman University; Robert Calfee, Stanford University

Reading, Writing, Arithmetic, and Science? Examining the Impact of Professional Development on K-2 Science Instruction - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd

A Summary of Impacts of Two Distinct RET (Research Experience for Teachers) Programs - Katrina Roseler, Florida State University; Giang-Nguyen T. Nguyen, University of West Florida; Barry W. Golden, Florida State University

Examining the Influence of Mathematics Professional Development on Elementary School Teacher’s Knowledge, Beliefs, and Practices - Andrew B. Polly, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte; Henry W. Neale, University of North Carolina - Charlotte

Elementary Teachers’ Self-Directed Approach to Developing Knowledge of Inquiry-Based Teaching of Mathematics - Olive Chapman, University of Calgary

Evaluation of a Curriculum-Focused Professional Development Program in Elementary School Mathematics - Andrew B. Polly, University of North Carolina - Charlotte; Chuang Wang, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte; Christie Lynn Martin, University of North Carolina - Charlotte

Possibilities, Promises, and Potential Barriers: Learning to Plan for Differentiated Instruction in Elementary Science - Ruthanne Tobin, University of Victoria; Christine D. Tippett, University of Ottawa

Teachers Teaching Teachers: In-School Professional Development Integrating Mathematics, Science, and Technology Learning - Emily H. Van Zee, Oregon State University; Henry Gillow-Wiles, Oregon State University; Nancy Staus, Oregon State University; Margaret L. Niess, Oregon State University

Do Spatial Abilities Matter for Teaching Diagram Comprehension? A Test of the Ability-as-Compensator Hypothesis - Jennifer G. Cromley, Temple University; Theodore W. Wills, Temple University; Bradley W. Bergey, Temple University; Shannon L. Fitzhugh, Temple University; Nora Newcombe, Temple University

Perceptual Benefits of Physical Material for a Spatial Task - Bertrand Schneider, Stanford University

The Influence of Working Memory on ELL (English as a Second Language) Children’s Literacy - H. Lee Swanson, University of California - Riverside; Cathy Lussier, University of California; Michael John Orosco, University of Kansas; Danielle Guzman-Orth, Educational Testing Service; Michael M. Gerber, University of California - Santa Barbara

The Rhythm Task: A New Method for Measuring Cognitive Load while Learning from Multimedia Instruction - Babette Park, Saarland University; Roland Bruenken, Saarland University

The Role of Immediate Feedback on the Accuracy of Metacognitive Judgments in an Intelligent Multi-Agent Hypermedia Learning Environment - Reza Feyzi Behnagh, McGill University; Roger Azevedo, McGill University

“What’s the Question?” Examining the Impact of Question Type on Students’ Multiple Source Use - Alexandra List, University of Maryland; Emily M. Grossnickle, University of Maryland; Patricia A. Alexander, University of Maryland

The Hidden Cost Of Help On Subsequent Task Persistence - Shuchi Grover, Stanford University

The Impact of Teachers’ Instruction on Children’s Knowledge and Strategy Use: An Experimental Investigation - Jennie K. Grammer, University of Michigan; Jennifer L. Coffman, University of North Carolina - Chapel Hill; Peter A. Ornstein, University of North Carolina - Chapel Hill

The Influence of Popular Culture Infusion in Self-Regulated Learning Instruction - Terri Lynn Gaffney, University of Central Florida; Bobby Hoffman, University of Central Florida

Accuracy of Immediate and Delayed Comprehension Judgments About Problem-Solving Tasks - Martine Baars, Erasmus University Rotterdam; Tamara Van Gog, Erasmus University; Anique De Bruin, Erasmus University; Fred Paas, Erasmus University

Excluding Seductive Details From Case-Based Instructional Narratives to Increase Novice Teacher Education Students’ Learning Transfer - Sara A. Abercrombie, Bowling Green State University

Interactive Effects of Text and Task Characteristics on Active Cognition, Metacognition, and Learning Outcomes - Marie Lippmann, Dresden University of Technology; Neil H. Schwartz, California State University - Chico; Susanne Narciss, Technical University of Dresden; Robert William Danielson, University of Southern California; David Sarmento, California State University - Chico

Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students’ Learning Behavior - Ulrike Elisabeth Nett, University of Konstanz; Thomas Goetz, University of Konstanz; Nathan C. Hall, McGill University; Anne C. Frenzel, University of Augsburg

Maximizing and Counterfactual Thinking in Academic Major Decision Making - Jennifer Kay Leach, The University of Texas - Austin; Erika Alisha Patall, The University of Texas - Austin

Self-Regulation and Stigma Consciousness: The Moderating Role of Attributional Beliefs - Faye Huie, George Mason University

Guidelines for Assessing Two Independent Calibration Processes - Gregory John Schraw, University of Nevada - Las Vegas; Fred Kuch, University of Nevada - Las Vegas; Antonio P. Gutierrez, University of Nevada - Las Vegas

Climate Change, Genetically Modified Foods, Airport Body Scanners: Investigating Students’ Emotions Related to Science Topics - Suzanne H. Broughton, Utah State University; Reinhard Pekrun, University of Essex; Gale M. Sinatra, University of Southern California

Academic Achievement in Supplemental Educational Services: An Experimental Study of an Online Reading Program - S. Marshall Perry, Dowling College

An Immersive Simulation for Evolutionary Biology: Advancing Knowledge Community Through Shared Experiences in Collective Inquiry - Michelle Lui, University of Toronto - OISE; Maria Niño-Soto, University of Toronto Schools; James D. Slotta, University of Toronto

Differentiated Teaching and Learning: Analyzing One-to-One Teacher-Student Interactions in Technology-Rich Environment - Yigal Rosen, Pearson; Dawne Beck-Hill, Time To Know

Finding the Right Balance: Integrating Fantasy, Rhythm, and Content Into Educational Computer Games - Ugochi Cynthia Acholonu, Stanford University; Osvaldo Jimenez, Stanford University; Dylan Andrew Arena, Stanford University

GlobalEd 2: A Technology-Mediated Simulation - Kimberly A. Lawless, University of Illinois at Chicago; Kamila Brodowinska Bruscianelli, University of Illinois at Chicago; Scott W. Brown, University of Connecticut; Daniel William O'Brien, University of Illinois at Chicago; Nicole Powell, University of Connecticut; Andrew Cutter, University of Connecticut; Gregory Mullin, University of Connecticut; Mark A. Boyer, University of Connecticut; Maria Fernada Enriquez, University of Connecticut

Learning Argumentation Skills in Mathematics Education Using Collaboration Scripts - Freydis Vogel, University of Munich; Elisabeth Lorenz, TU München; Frank Fischer, University of Munich; Ingo Kollar, University of Munich; Kristina M. Reiss, TU München; Stefan Ufer, University of Munich

Second-Language Learning in the Activity of Podcasting Storybook Writing: Fluid Personal Identity - Shu-Hwa Wu, Chung Yuan Christian University

Designing for Participation, Understanding, and Achievement in E-Learning Contexts - Daniel T. Hickey, Indiana University; Andrea M. Rehak, Indiana University

Investigating Participation Equity During Students’ Construction of Collaborative Knowledge Artifacts - Vanessa L. Peters, University of Michigan

A Meta-Analysis of Web-Based English Instruction in Taiwan - Mei-Mei Chang, National Pingtung University of Science and Technology; Mei-Chen Lin, National Pingtung University of Science and Technology; Takumi Kano, National Pingtung University of Science and Technology

Does Prior Distance Learning Make a Difference? Examining Student Perceptions and Preferences - Dale Kirby, Memorial University; Michael Kristopher Barbour, Wayne State University; Dennis B. Sharpe, Memorial University

Online Learning: Effects of Motivation and Problem Solving on Learner Efficacy - Michelle L. Rosser, The University of Oklahoma; Tammy C. Pannells, University of Oklahoma

Students’ Engagement With Learning Applied Research Methods Online: A Mixed-Methods Study - Nataliya V. Ivankova, The University of Alabama - Birmingham; Corilyn Ott, The University of Alabama - Birmingham

The Impact of Online Learning Behaviors on Reading Literacy in PISA (Programme for International Student Assessment) 2009 Based on Higher and Lower Achievement Groups of Chinese Students - Dianfu Chang, National Chi Nan University; Sung-Po Lin, National Chi Nan University

Investigating How Digital Technologies Can Support a Triad Approach for Student Assessment in Higher Education - Norman Davis Vaughan, Mount Royal University

Acculturation and Korean Parents’ Involvement in American Schooling - Minjung Lim, Chung-Ang University

Beyond “Leagues Tables” When Person Heterogeneity Matters: Insights From the International Civic and Citizenship Education Study - Joseph Kui Foon Chow, The Hong Kong Institute of Education

Learning About Globalization and World Society: North-South Youth Encounters as a Learning Opportunity? - Susanne Krogull, Otto-Friedrich-Universitat Bamberg; Annette Scheunpflug, University of Erlangen - Nuremberg

Making and Breaking Stereotypes: East Asian International Students’ Experiences With Cross-Racial Interaction - Zachary Stephen Ritter, University of California - Los Angeles

Private Education, Teacher Education: Implications for Equity and Quality in Cambodia - James H. Williams, The George Washington University; Yuto Kitamura, Sophia University

Working With Rookies: A Case Study of Science Teacher Mentors Who Mentor Face-to-Face and Online - Thomas Francis Meagher, Owatonna Public Schools

Impact of Design Features for Cross-Classified Random-Effects Logistic Models When the Cross-Classification Structure Is Ignored: A Monte Carlo Study - Weijia Ren, The Ohio State University; Ann A. O'Connell, The Ohio State University; William Loadman, The Ohio State University; Raeal Moore, ACT, Inc