Amma K. Akrofi, Texas Tech University

Examining a Multilingual Educator’s Path to Multicultural Awareness: A Case Study - Patriann Smith, University of Illinois at Urbana-Champaign

Gender Gap in Reading and Mathematics in Sub-Saharan African Countries: A Meta-Analysis - Christine Ouma, Florida A&M University; Jiwon Nam, Florida State University

Language Policy That Promotes Education for All: Language of Instruction in Haitian Schools - Lauren Christian Gibson, New York University

Teacher Efficacy and Perspectives on Disabled Students’ Future Trajectories: Using Research to Facilitate Quality Education Outcomes - Stacey Natasha Jillian Blackman, University of the West Indies; Arthur Glanville Richardson, The University of The West Indies; Claudette Fong-Kong Mungal, University of the West Indies; Gerald Rose, University of the West Indies; Jason Emile Marshall, University of the West Indies; Erin Mahon, University of the West Indies; Allyson Pennegan, University of the West Indies; Martin Timothy Hall, Charles Sturt University

Mark R. Connolly, University of Wisconsin - Madison

Balancing Personal, Professional, and Academic Commitments: Challenges Experienced by Online Doctoral Students - Meredith Coughlin, University of Florida; Heidi Fernandez, University of Florida; Allison Johnson, University of Florida; Johanna K. Kenney, University of Florida; Swapna Kumar, University of Florida; Florence Wolfe Sharp, University of Florida; Tasha Wells, University of Florida

Students in the Mist: The Struggle to Make Sense of Doctoral Study - Sandra S. Acker, University of Toronto - OISE; Eve Haque, York University

The Influence of Family on Part-time Education Doctoral Students - Lisa S. Bircher, Kent State University

Working at the Interface: Indigenous Students’ Experience of Undertaking Doctoral Studies in Aotearoa New Zealand - Elizabeth McKinley, University of Auckland; Barbara Grant, University of Auckland; Sue C. Middleton, University of Waikato

Lisa M. Korteweg, Lakehead University

“There’s Nothing Aboriginal in the Subject I Teach”: Seeking Systemic Shifts in Non-Aboriginal Teacher Education - Lisa M. Korteweg, Lakehead University; Brooke Madden, The University of British Columbia

“Spontaneous Laughter and Good Marks”: From Policy Framework to Working Model - Celia E. Haig-Brown, York University; Lisa Ewanchuk, Simcoe County District School Board

“I Had a Rough Past But Things Are Getting Better for Sure”: Aboriginal Youth and Schooling - Susan Dion, York University; Catherine Pawis, Toronto District School Board

Jennifer A. Vadeboncoeur, The University of British Columbia

Classroom Interaction and Dialogue: Processes of Continuity and Change - Adam Lefstein, Ben Gurion University of the Negev; Julia Snell, King's College London

Critical Literacy, Power, and the Struggling Reader - Courtney Marie Bauer, Dallas Independent School District

Engaging Literacies: Improving Literacy Outcomes for Students in Low SES (Socioeconomic Status) Schools Through Media Arts and Literacy Pedagogy Reform - Annette Woods, Queensland University of Technology

“Face Saving Is Huge”: Using Discourse-Analytic Concepts to Frame Equitable Classroom Interactions - Melinda J. McBee Orzulak, Bradley University

Kristina Ayers Paul, Purdue University

Assessing Motivational Orientations of Highly Gifted Students - Yi-Lung Kuo, BNU-HKBU United International College

Cope and Grow: A Model of Affective Curriculum for Talent Development - David Yun Dai, University at Albany - SUNY; Kimberly K. Westcott, University at Albany - SUNY

Doubt and Proof: The Struggle to Accept One’s Giftedness Across the Life Span - Adrienne E. Sauder, The University of Western Ontario

Empowering Underachieving High-Potential Students for Academic Success - Lisa DaVia Rubenstein, Ball State University; Del L. Siegle, University of Connecticut; E. Jean Gubbins; Micah Nicole Bruce-Davis, University of Connecticut; Jamie Garner, University of Connecticut; Sarah M. Richardson, University of Connecticut; Eric M. Rubenstein, Yale University

Maria E. Hernandez Finch, Ball State University

A Randomized Study of the Impact of STEM Mentors With Disabilities on High School Students With Disabilities - Jo-Ann Sowers, Portland State University

The Face of Special Education in High-Risk Successful Schools - Sherry Mee Bell, The University of Tennessee; Susan McLean Benner, The University of Tennessee; Anne McGill-Franzen, The University of Tennessee; Kandy Smith, The University of Tennessee

Disciplinary Consequence Effects on the Achievement of Students With Disabilities: A Statewide Examination - Kirsten Allman, Klein Independent School District; John R. Slate, Sam Houston State University

Disproportionality and Gaps: Insights Into Diversity, Special Education, and Response-to-Intervention - Maria E. Hernandez Finch, Ball State University; Mei Chang, University of North Texas; Gregory J. Marchant, Ball State University

A Comparison of the Effects of Teacher-Mediated and Computer-Mediated Instruction on the Mathematical Word Problem-Solving Performance of Third-Grade Students With Mathematical Difficulties - Jayne Melissa Leh, The Pennsylvania State University; Asha K. Jitendra, University of Minnesota

Arnold B. Danzig, Arizona State University

Quality of Professional Life for a School-Based Team of Teachers: Collaboration, Leadership, and Trust Impact Teacher and Student Learning - Andi Fourlis, Scottsdale Unified School District

Quality of Professional Life for Teachers: Focus, Trust, and a Normative Culture - Jeffrey Thomas, Scottsdale Unified School District

Teacher Retention: One District’s Search to Understanding Complex Issues Regarding Retaining Quality Teachers - Susan Lugo, Creighton School District

Learner-Centered Leadership: Applications to Teacher Quality of Life and Retention - Arnold B. Danzig, Arizona State University

Edward Brockenbrough, University of Rochester

The Experiences of LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer) Youth in Urban Schools: Findings From a National Survey - Emily Greytak, GLSEN:Gay, Lesbian & Straight Education Network

Creating a Supportive School Environment by Establishing Gay-Straight Alliances: Barriers to an Urban Implementation - Amanda C. Thompkins, King County Department of Community and Human Services

Reducing Risk and Victimization in High-Risk Urban LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning) Youth: The Hetrick-Martin Institute Model - Lisa M. Chauveron, The Leadership Program; Lillian Rivera, The Hetrick-Martin Institute

Rob Ho, University of California - Los Angeles

Asian American and Pacific Islander Faculty and the Glass Ceiling in the Academy - Wenfan Yan, University of Massachusetts - Boston; Samuel D. Museus, University of Hawaii - Manoa

Performing Race and Ethnicity Through Campus Culture Shows - Rican Vue, University of California - Riverside

Asian Americans and Assimilation in Higher Education: An Interpretative Account - Jennifer R. Crandall, University of Pittsburgh

Ron Brunton, Nova Scotia Teachers Union

The Future of Teachers' Work - Jean-Claude Couture, Alberta Teachers' Association; Andrew Hargreaves, Boston College; Phil McRae, University of Alberta

Teacher Colleagues’ Influence on Novice Teachers’ Perceptions of Teacher Unions and Labor-Management Relations - Ben Pogodzinski, Wayne State University; Nathan Jones, Boston University

Teacher Union Legitimacy and Member Engagement - Kara Popiel, Teachers College, Columbia University

Mary Rose McCarthy, Pace University

The Day of Dialogue and the Golden Rule Pledge: Public Discourse, Religious Belief, and Mutual Respect - Brendan Randall, Harvard University

Do English Education Leaders Care About Religious Literacy and Respect for Religious Diversity? Should We? - Robert Todd Bruce, Erskine College; Beatrice Naff Bailey, Clemson University

Religious Schooling and Adult Civic Engagement in the United States - David H. Sikkink, University of Notre Dame

Ellen H. Reames, Auburn University

Interrogating Self, Pedagogy, and Context: How Inquiry Becomes Part of Preservice Teachers’ Identities and Practice - Sharon B. Hayes, West Virginia University; Jason Jude Smith, University of South Florida

Investigating the Impact of Action Research on K-12 Content Teachers - Jessica S. Lee, The George Washington University; Amy J. Mazur, The George Washington University; Elizabeth L. Crouch, The George Washington University

Knowing Is Not Enough: Developing Curricula That Force Reflection Through Action Research - Jo A. Cady, The University of Tennessee; Theresa M. Hopkins, The University of Tennessee; Kristin T. Rearden, The University of Tennessee

The Research Portfolio: Engaging Teacher Researchers in Data Analysis - Alisa J. Bates, Willamette University; Jill Bryant, Willamette University

Jennifer R. Wolgemuth, University of South Florida

Narratives of Female Leaders in Disadvantaged South African Schools - Brigitte Smit, University of South Africa; Juliet Christine Perumal, University of Johannesburg Faculty of Education; Petro Du Preez, North West University

Unpacking Images and Metaphors of Female Curriculum Leadership Through Nostalgia and Memory as Narrative Nuances - Petro Du Preez, North West University

The Role of Women in School Leadership and the Transition From Colonial to Postcolonial Education in South Africa - Graeme Edwards, St Benedict's Preparatory School

Exploring Scholarly Identity Development in Our Academic Sandbox: Building Castles and Rebuffing Backyard Bullies - Denise M. McDonald, University of Houston - Clear Lake; Cheryl J. Craig, University of Houston; Michele Kahn, University of Houston - Clear Lake; Carrie Markello, University of Houston; Margie Garcia, University of Houston - Clear Lake; Donna Smith, University of Houston - Clear Lake; Jean Kiekel, University of Houston

James R. Chromy, RTI International

A Psychometric Evaluation of the Inventory of the Polychronic Values in a Paired Sample of Mothers and Adolescents - Kim Nimon, University of North Texas; David Bonner, University of Mary Hardin-Baylor; Lin Lin, University of North Texas

Estimation of Expected Academic Engagement Behaviors: The Use of Vague Quantifiers Versus Tallied Responses - James S. Cole, Indiana University; Ali Korkmaz, Accord Institute for Education Research

Respondent Use of Straight-Lining as a Response Strategy in Education Survey Research: Prevalence and Implications - James S. Cole, Indiana University; Alexander C. McCormick, Indiana University - Bloomington; Robert M. Gonyea, Indiana University - Bloomington

The Relationships among Course and Instructor Evaluations and an External Student Satisfaction Inventory - Christine M. Schram, Baker College; J. Michael Tyler, Baker College

When Education Survey Data Come From Multiple Sources - Peter H. Siegel, RTI International; James R. Chromy, RTI International