From Know-How to Do Now: Clinical Testing of the School Leader Communication Model - Benjamin H. Dotger, Syracuse University; Amanda Leigh Alger, Syracuse University

Emotional Intelligence Skills, School Accountability Ratings, and Demographic Factors - Fred C. Lunenburg, Sam Houston State University; Sandra Labby, Sam Houston State University

Sustaining Improved Practices Through Technology-Enriched Learning Communities - Leslie Ann Williams, University of Oklahoma; Linda Atkinson, University of Oklahoma; Jean Cate, University of Oklahoma; Sharon Ann Wilbur, University of Oklahoma; Gregg A. Garn, University of Oklahoma; Scott Neal Wilson, University of Oklahoma; Gloria Hamlin, Oklahoma Educational Technology Trust

Family Literacy and Differential Effects: The Role of Vocabulary Knowledge - Lisa O'Brien, Boston University; Jeanne R. Paratore, Boston University; Christina Cassano, Boston University; Christine Leighton, Emmanuel College; Barbara Krol-Sinclair, Boston University; Jennifer Greif Green, Boston University

Leading for Student Academic Outcomes: What Counts? - Paula Kwan, The Chinese University of Hong Kong

Partnering for Success: Data-Based Parental-School Engagement in Low-Income Communities in New Zealand - Irena Madjar, University of Auckland; Elizabeth McKinley, University of Auckland

Understanding Secondary School Capacity to Educate Globally: A Case Study of School Leaders in Houston, Texas - Debora Hinderliter Ortloff, University of Houston - Clear Lake

The Effect of PAT (Parents as Teachers) on Childhood Outcomes for a Migrant Population: Results From a Quasi-Experimental Design Study - Helena P. Miranda, Florida Gulf Coast University; Thomas C. Valesky, Florida Gulf Coast University; Madelyn Isaacs, Florida Gulf Coast University; Margaret Sullivan, Florida Gulf Coast University; Mari Fernandez, University of South Florida

Research on the Relationships Between Distributed Leadership, Teacher Academic Optimism and Student Achievement in Taiwanese Elementary Schools - I-Hua Chang, National Chengchi University; Cheng-Mei Hsu, China University of Technology; I-Tsai Chang, Wulong Elementary School in Hsinchu County

Types and Roles of Interruptions in School Faculty Meetings - Lynn Marie Sikma, University of Illinois at Urbana-Champaign

Middle School Teachers and Students in Texas: Ethnic Diversity Over 11 School Years - Jamie A. Bone, Conroe Independent School District; John R. Slate, Sam Houston State University; Cynthia Martinez-Garcia, Sam Houston State University

Classroom Observations of Instruction for Second Language Students - Yolanda N. Padron, Texas A&M University; Hersh C. Waxman, Texas A&M University; Kayla Braziel Rollins, Texas A&M University; Beverly L. Alford, Texas A&M University

Identifying Efficacious Interaction in Collaborative Learning Situations - Elina Maatta, University of Oulu; Hanna Jarvenoja, University of Oulu; Sanna Järvelä

Longitudinal Effects of Statewide Professional Development: Classroom Observations of Teachers’ Mathematics Instruction and Student Outcomes - Melanie N. Woods, Wright State University; Hersh C. Waxman, Texas A&M University; Beverly L. Alford, Texas A&M University; Kayla Braziel Rollins, Texas A&M University; Danielle Bairrington Brown, Texas A&M University; Jacqueline R. Stillisano, Texas A&M University - College Station

Correlations Between Developmental Kindergarten - Kelly A. Coughlan, University of Washington

Examining Alignment Between State Science Assessment and Classroom Activities - Linette M McJunkin, The University of Kansas; Vicki D. Peyton, The University of Kansas; Melinda Montgomery, The University of Kansas; Kayla Supon-Carter, The University of Kansas

Learning Through the Lens of 21st-Century Competencies: Evaluating a School-Based Professional Development Program - Philip Evan Bernhardt, Metropolitan State University of Denver; Marjorie Clark, The George Washington University

Performance Assessments: A Potential Solution to High-Stakes Testing Consequences - Angela Shelton, Temple University

Principal Change Facilitator Style and Student Learning: The Effects of Teacher Efficacy and Curriculum Satisfaction - Jillian Cohen, University of Nevada - Las Vegas; Jason Boggs, University of Nevada - Las Vegas; Ralph E. Reynolds, Iowa State University; Gwen C. Marchand, University of Nevada - Las Vegas; Gene E. Hall, University of Nevada - Las Vegas

Comparison of the Efficiency of Blocking Factors for Randomized Control Studies in Education - Ying Zhang, IMPAQ International, LLC

Creating the Tools for Student Success: Validation of an RtI (Response to Intervention) School Fidelity Rubric - Adena S. Miller, Colorado Department of Education

Examining Relationships Between Student Learning Conditions and Student Achievement: Evidence From a North Carolina Survey - Jennifer Maxfield, North Carolina State University; Daniel S. Stanhope, North Carolina State University; Dina Carol Walker-DeVose, North Carolina State University

How Principals Understand and Apply Growth Model Data - Amanda Corby Soto, University of Massachusetts - Amherst; Kathryn A. McDermott, University of Massachusetts - Amherst; Lisa A. Keller, University of Massachusetts - Amherst

Using Data to Innovate: How Teachers Develop Student Assessment Systems to Advance New School Visions - Jarod N. Kawasaki, University of California - Los Angeles; Karen Hunter Quartz, University of California - Los Angeles

Metadiscourse in Oral Discussions and Persuasive Essays in Collaborative Reasoning Groups - Beata M. Latawiec, University of Illinois at Urbana-Champaign; Richard C. Anderson, University of Illinois at Urbana-Champaign

Small Group Discussions and Language Development for Diverse Learners - Jie Zhang, Western Kentucky University; Shahbaz Munawar, Western Kentucky University; Chunling Niu, Western Kentucky University; Richard C. Anderson, University of Illinois at Urbana-Champaign; Kim Nguyen-Jahiel, University of Illinois at Urbana-Champaign

Morphological Processing During Children’s Word Reading: Is It Really a Meaningful Relationship? - Deborah E. Mccutchen, University of Washington; Becky D. Logan, University of Washington

Long-Term Effects of Orthographic Depth on Literacy Performance: Reading Comprehension Difficulties Across Languages - Nicola McClung, University of San Francisco

Qualitative Portraits of Multifaceted Vocabulary Instruction in Diverse Upper Elementary-Grade Classrooms - Patrick C. Manyak, University of Wyoming; Heather Peterson, University of Wyoming

Cyber-Plagiarism Among Taiwanese 4th-12th Graders: The “Cut-and-Paste” of Digital Content - Yun-Yin Huang, New York University; Yin-lan Chen, Institution of Education - National Chiao Tung University; Chih-ming Chang, Institution of Education - National Chiao Tung University; Chien Chou, National Chiao Tung University

Adolescents’ Reading Attitude and Its Relationship to Reading Behavior and Strategy Use - Hyo Jin Lim, Chonbuk National University; Yeon-kyoung Woo, Korea University(bMRI)

The Role of Overlapping and Contradictory Information in Students' Multiple Texts Comprehension - Wenke Mork Rogne, Volda University College; Helge I. Stromso, University of Oslo

Familiar and Unfamiliar Topics’ Effect on Readers: Test-Taking Strategies for TOEFL iBT Reading Comprehension Questions - Jia-Ying Lee, the University of Iowa

The Role of Implicit Learning in Incidental Vocabulary Acquisition while Reading - Ben Seipel, California State University, Chico

A Study of Reading Identities and Reading Ideologies Among Adolescents - Julie E. Learned, University of Michigan

A Meta-Analysis of the Relations Between Middle and Secondary School Learning Environments and Student Outcomes - Rebecca Givens Rolland, Harvard University

A Meta-Analysis on the Influence of Spatial Ability on Learning With Visualizations - Tim Niclas Hoeffler, University of Kiel

A Study of iGoogle PLE (Personal Learning Environment) Management as the Predictor for Self-Regulation in Online Learning - Cherng-Jyh Yen, Old Dominion University; Chih-Hsiung Tu, Northern Arizona University; J.Michael Blocher, Northern Arizona University; Chien-Hui Hung, Oriental Institute of Technology

It Runs in the Family: Association of Parental Occupation and Physical Scientists’ Interest in Science - Devasmita Chakraverty, Indian Institute of Management Ahmedabad; Robert H. Tai, University of Virginia

Social Self-Efficacy in Virtual Versus Face-to-Face Environments - Gena A. Khodos, University of Illinois at Chicago; Michael Manderino, Northern Illinois University

Can a Bridging Visualization Help Chemistry Students Integrate Observable and Molecular Views? - David I. Miller, Northwestern University; Kevin McElhaney, University of California - Berkeley; Marcia Linn, University of California - Berkeley

Cognitive Processes During Reading and Conceptual Change - Matthew T. McCrudden, Victoria University of Wellington; Julie Brockman Smart, Presbyterian College; Blair Daniel Northcott, Victoria University of Wellington

Constraints and Criteria in the Classroom: Classifying Elementary Teacher Implementation of Engineering Design - Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University

Development, Implementation, and Evaluation of a Chemistry-Integrated Resource Package (ChIRP) for First-Year Chemistry - Jaclyn Jeanette Stewart, The University of British Columbia

Examining “Scientists in the Classroom” Through Systems Thinking - P. Elizabeth Pate, The University of Texas - San Antonio

Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers - Amanda N. Clark, Florida State University

How to Get Real: The Authenticity of Computer-Based Science Labs - Megan Sauter, Northwestern University; Michael Downing, Northwestern University; Kemi Jona, Northwestern University; David Henry Uttal, Northwestern University; David Rapp, Northwestern University

Middle School Students’ Scientific Literacy: Constructing a Measure - Helenrose Fives, Montclair State University; Wendy Huebner, Montclair State University; Amanda Birnbaum, Montclair State University; Mark Nicolich

Reading Comprehension Strategies in High School Science Classrooms: Evidence That Improving Students’ Reading-to-Learn Competencies Increases Science Achievement - Phillip Herman, University of Pittsburgh; Kristen Perkins, Northwestern University; Peter Samuelson Wardrip, University of Pittsburgh

Rethinking Expertise in Physics: An Investigation of Expertise in High School Physics Teachers - Kara Krinks, Vanderbilt University; Pratim Sengupta, Vanderbilt University

Student Uses and Perceptions of Formative Assessment: Voices From the “Truth Box” - Rachelle Haroldson, University of Minnesota

Supporting Elementary Teacher Candidates’ Understandings of Ambitious, Content-Rich Science Instruction - Julie Kittleson, University of Georgia; Janna Dresden, University of Georgia; Julianne A. Wenner, University of Georgia

The Stanford Global Climate Change Education Project: Classroom Implementation, Student Achievement, and Project Evaluation - Nicole Holthuis, Stanford University; Rachel A. Lotan, Stanford University; Jennifer Saltzman, Stanford University; Michael Mastrandrea, Stanford University; Salina Gray, Stanford University; Laura Bofferding, Purdue University; Shayna Sullivan, Stanford University

Technology Supported Inquiry-Based Approaches: Opportunities for Culturally-Relevant Pedagogy? - Noemi Waight, University at Buffalo - SUNY

Student Learning and Inquiry-Based Science Instruction: Testing Effectiveness in a Randomized Trial - Mack C. Shelley, II, Iowa State University; Christopher Gonwa-Reeves, Iowa State University; Joan Baenziger, Iowa State University; Ashley Seefeld, Iowa State University; Brian Hand, University of Iowa; William J. Therrien, University of Iowa

A Q Methodology Study of Personal Learning Profiles: An International Baccalaureate Staff Looks in the Mirror - Linda Collins, The University of Akron; Lori J. Vargo, The University of Akron; Jaclyn Prizant Gordon, The University of Akron; Kristine Lynn Still, Cleveland State University; Ronald J. Abate, Cleveland State University; Lisa A. Lenhart, The University of Akron

A Comparative Study of Principals’ Roles, Responsibilities, Time Allocations, and Pedagogical Beliefs: The United States and China - Neelam Kher, Michigan State University; Yehui Wang, Beijing Normal University; William H. Schmidt, Michigan State University; Richard T. Houang, Michigan State University; Na Yu, Beijing Normal University