C U when U Get There: Young, Black, and Male in Education, Special or Not! - Larry C. Bryant, University of North Texas - Dallas

Experiences of Preservice Teachers on Study Abroad: Developing New Pedagogical Perspectives on Teaching Non-White Students - Genevieve Ngozi Aglazor Ph.D., Tarleton State University

Exploring Change in Preservice Teacher Beliefs About Language, Language Acquisition, Culture, and Instruction for English Language Learners - Laura J. Mahalingappa, Duquesne University; Davi Schirmer Reis, Duquesne University

Language Awareness of Experienced English-as-a-Second Language Teachers - Beth L. Samuelson, Indiana University - Bloomington

Language Planning in Environmental Education: A Study of the First Project WILD Workshop in Spanish - Maria Guadalupe Arreguin-Anderson, The University of Texas - San Antonio; Kimberley Dawn Kennedy, The University of Texas - San Antonio

McIntosh as Synecdoche: White Privilege and Teacher Education - Timothy J. Lensmire, University of Minnesota - Twin Cities; Audrey Lensmire, Augsburg College; Zachary A. Casey, University of Minnesota; Bryan Davis, Columbus School District; Jessica Dockter Tierney, University of Minnesota; Mary Elizabeth Lee-Nichols, University of Wisconsin - Superior; Shannon McManimon, University of Minnesota

More Than a Field Trip: Integrating and Mediating Study Abroad Experiences in a Cultural Diversity Course - Matthew Conley, Ohio Dominican University; Michele Lynn Regalla, Ohio Dominican University

“Latina and Smart”: Negotiating the Complexities of Identity Within Oppressive Spaces - Aja E. LaDuke, College of Saint Rose; Jason G. Irizarry, University of Connecticut

Changing Practices and Minds: The Effects of Just-in-Time Professional Development Teachers and Their Students - Gary R. Galluzzo, George Mason University; Janis Streich, Spotsylvania County Schools; Paula Azevedo, George Mason University

Teachers as Continual, Collaborative Learners: A Case-Study of Implementing New Practices - Suzanne L. Porath, Edgewood College & Concordia University

Online Professional Development to Advance High School Biology: Two Studies - Lauren B. Goldenberg, Education Development Center, Inc.; Scott A. Strother, Education Development Center, Inc.

Supporting Content Literacy for High School Readers Through Coordinated Lessons, Professional Development, and Mentoring - Marcia H. Davis, Johns Hopkins University; Charlene Pryseski, Johns Hopkins University; James M. McPartland, Johns Hopkins University

Expanding Mind-Sets, Transforming Practices: Teachers as Architects of Inclusive Practices - Sarah L. Schlessinger, Teachers College, Columbia University; Celia J. Oyler, Teachers College, Columbia University

Teachers' Technological Readiness for Online Professional Development: Evidence From the E-Learning for Educators Initiative - Todd Reeves, Boston College; Zhushan Mandy Li, Boston College

Writing Outside the Lines: Liberation of Teaching Praxis through Social Justice Learning - Tamra W. Ogletree, The University of West Georgia; Michael T. Garrett, The University of West Georgia

A Case Study: Investigating an Innovative Course to Improve Innovation Literacy - Niyazi Erdogan, Texas A&M University; M. Sencer Corlu, Bilkent University

Browsing to Achieve: Intention-Based Web Browsing Linked to Performance - Gregory Mullin, University of Connecticut; Andrew Cutter, University of Connecticut; Scott W. Brown, University of Connecticut; Kimberly A. Lawless, University of Illinois at Chicago; Mark A. Boyer, University of Connecticut; Mariya Yukhymenko, California State University - Fresno; Nicole Powell, University of Connecticut; Maria Fernada Enriquez, University of Connecticut; Jerry Rice, University of Connecticut; Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

Emerging Technologies for Interactive Learning: What Can Be Learned From Literature Review and Case Studies - Heng Luo, John A. Dutton e-Education Institute; Jing Lei, Syracuse University

Preliminary Development of a Gaming Intrinsic Motivation Scale: A Phenomenological Research Approach - Hongxia Fu, Arizona State University; Richard N. Van Eck, University of North Dakota

Rural Educators in the 21st Century: Using Evidence-Based Practices With Communication Technologies - Alina Padilla-Miller, University of Oregon; Lynne Anderson-Inman, University of Oregon

Technology-Based Resources in Instruction of English Learner Students - Annette M. Zehler, Westat; Yesim Yilmazel-Sahin, Center for Applied Linguistics; Lindsey Anne Massoud, Center for Applied Linguistics; Sarah Catherine K. Moore, Center for Applied Linguistics; Chengbin Yin, University of Maryland - College Park; Katherine Kramer, Center for Applied Linguistics

The Impact of Group Setting and Visual Representations on Secondary School Students’ Learning Outcomes - Cindy De Smet, Ghent University; Tammy Schellens, Ghent University; Bram De Wever, Ghent University; Martin M. Valcke, Ghent University

The Interaction Between Design and Experience in an Online, Interactive Poster Competition - Joni K. Falk, TERC Technical Education Research Center; Rena Stroud, TERC; Kathryn Hobbs, TERC; Brian E. Drayton, TERC

Wikis as Collaborative Learning Tools in Higher Education: From Content Analyses of Wiki Behaviors to Instructional Practices - Chun-Yi Lin, Indiana University - Bloomington; Hyunkyung Lee, Yonsei University

What Factors Predict Students’ Use of Technology for Learning? A Case From Hong Kong - Chun Lai, The University of Hong Kong; Jing Lei, Syracuse University; Qiu Wang, Syracuse University

Applying a Web-Based Training to Foster Self-Regulated Learning - Henrik Bellhäuser, Technical University Darmstadt

Home Environments and Literacy Achievement in Taiwan, Norway, Iran, and South Africa - Nicola McClung, University of San Francisco; Diana J. Arya, University of California - Santa Barbara; Andrew Maul, University of Colorado - Boulder; Anne E. Cunningham, University of California - Berkeley

Chinese Children’s Literacy Learning in Different Environments in Canada - Xiaoxiao Du, The University of Western Ontario

Shared Book Reading in Malaysia: Promoting Emerging Literacy Skills of Young Indigenous Children - Aini Marina Ma'rof, University of Illinois at Urbana-Champaign; Richard C. Anderson, University of Illinois at Urbana-Champaign

Teaching for English Language Proficiency - Claudia Rodriguez-Mojica, Stanford University

Empowering Rural Communities Through an Enriched Literacy Program - Gloria Ramirez, Thompson Rivers University

Examining Faculty Motivators, Demotivators, and Self-Efficacy Related to Online Teaching - Brian Horvitz, Western Michigan University; Andrea L. Beach, Western Michigan University; Mary Louise Anderson, Western Michigan University; Jiangang Xia, Western Michigan University

Factors Associated With Future Educational Technologists’ Intentions to Participate in Online Teaching - Wei Chen Hung, Northern Illinois University; Ifeng Jeng, Indiana University; Feng-Ru Sheu, Indiana University - Bloomington

Measuring Faculty Community of Inquiry and the Role of Technology - Beth Rubin, DePaul University; Ron Fernandes, DePaul University; Maria D. Avgerinou, DePaul University

The Viability and Acceptance of Blended Online Professional Development in the Boston Public School District - Angela Sangeorge, Boston Public Schools; Lori J. Vargo, The University of Akron; Lisa A. Lenhart, The University of Akron

A Brave New World: Understanding Shifts in Faculty Literacy Practices and Identities in Learning to Teach Hybrid and Online Courses - Suzanne Schwarz McCotter, Montclair State University; Dana J. Wilber, Montclair State University

Transformative Dimensions of Online Teaching: A Critical Look at the Online Teaching Literature - Evrim Baran, Middle East Technical University; Ana-Paula Correia, Iowa State University; Ann D. Thompson, Iowa State University

Using Quality Matter Rubric As Assessment Tool to Foster Online Instructor’s Technological Pedagogical Content Knowledge - Xin Liang, The University of Akron; Cheryl L. Ward, University of Akron

“Blending With Purpose”: A Strategy for Delivering Effective Teacher Professional Development - Art W. Bangert, Montana State University

Experiences of Instructors in Online Learning Environments: Identifying and Regulating Emotions - Kelley Sarah Regan, George Mason University; Anya S. Evmenova, George Mason University; Pamela Hudson Baker, George Mason University