Carolyn P. Panofsky, Rhode Island College

First-Generation College Graduates and the Discourses Needed for Academic Success - Mari Plikuhn, University of Evansville; Matthew Knoester, University of Evansville

Reimagining the Study of Up: A Reflexive and Relational Approach - Amy Elizabeth Stich, University at Buffalo - SUNY; Julia Colyar, University at Buffalo - SUNY

Ray Fenton, Fenton Research

International Comparison of the Effectiveness of Information and Communication Technologies in Education: Korea and the United States - Hye-Sook Kim, Daegu University; Kil Hyeji, Seoul National University

Four Lessons for Sustaining a Technology Initiative - Amy Overbay, Overbay Consulting Group; Melinda J. Mollette, Gwinnett County Public Schools; Megan Townsend, North Carolina State University

Using Cost-effectiveness Analysis to Evaluate School-of-One - Fiona M. Hollands, Columbia University

Science Magnet Middle Schools and Their Influence on Student Motivation and Achievement in Science - David E. Allen, Texas Christian University; Larry R. Price, Texas State University - San Marcos; Robert F. Reardon, Texas State University - San Marcos

Teacher Integration of 21st-Century Skills in Technology Rich Classrooms - Robin Lee Clausen, The Pennsylvania State University; Orrin T. Murray, The Pennsylvania State University; Jeanne Vilberg, Clarion University

Raquel C. Sanchez, Berkeley Policy Associates

Paper Versus Web-Based Surveys: Knowing Your Audience - Kari Nelsestuen, Education Northwest; Matthew C. Lewis, Eastern Washington University

Constructing a Quantitative Survey for Fostering Educational Resilience on a Qualitative Study Foundation - Katherine Ann-Smith Bertolini, South Dakota State University

Empirical Support for a Fidelity of Implementation Instrument Based on NCATE (National Council for Accreditation of Teacher Education) Professional Development School Standards: A New Online Instrument - William L. Curlette, Georgia State University; Robert Hendrick, Georgia State University; Susan L. Ogletree, Georgia State University; Gwendolyn T. Benson, Georgia State University; Harley Gordon Granville, Georgia State University

Brett D. Campbell, Clark County School District

Teaching Children of Different Backgrounds to Get Along: Second-Year Evaluation of the Together 4 All Program in Northern Ireland - Steven M. Ross, Johns Hopkins University; Mary Sheard, University of York; Alan Cheung, The Chinese University of Hong Kong

Examining the Effects of a School-Based Mentoring Program on Social Network Development Among Youth Over Time - Natalie A. Tran, California State University - Fullerton; Sara Trevino, California State University - Fullerton; Reina Galvez, California State University - Fullerton; Steve Tran, California State Polytechnic University, Pomona; Jennifer A. Yee, California State University - Fullerton; Leslie Chanthaphasouk, University of California - Los Angeles; Jason Lacsamana, Orange County Asian and Pacific Islander Community Alliance; Louise Milner, Garden Grove Unified School District; Daniel Mejia, Garden Grove Unified School District

Utilization-Focused Evaluation of a Community Program and School Partnership in Chicago: Staff and Evaluator Perspectives - Korinne Chiu, University of North Carolina - Greensboro; Holly A. Downs, University of North Carolina - Greensboro; Amanda Glascott, City Year Chicago; Lauren Fleugge, University of North Carolina - Greensboro; Carly Siuta, City Year Chicago

Steven M. Cantrell, The Bill & Melinda Gates Foundation

Effects of Teachers and School Instructional Environment: Taking Action for Our Students - Stacey Michie Takanishi, University of Hawaii - Manoa

Teacher Use of State Test Data for Classroom Instructional Purposes - Sarah M. Bonner, Hunter College - CUNY; Peggy P. Chen, Hunter College - CUNY

Teachers’ Perspectives on Eliciting Students’ Knowledge: Do They Align With the Formative Assessment Model? - Comfort Muyang Ateh, Providence College

Thel Kocher, Walden University

To Know Is Not Enough: The Transparency-Vaulted EVAAS (Education Value-Added Assessment System) Model and Its Impact on Teaching Practices - Clarin Collins, Arizona State University; Audrey Amrein-Beardsley, Arizona State University

The Consequence of Ignoring Student Mobility in Multilevel Modeling of Achievement Growth - Shuyan Sun, University of Maryland - Baltimore County; Wei Pan, Duke University

Data-Driven Decision Making: A Multisite Case Study in Trinidad and Tobago - Rhoda Misty Mohammed, The University of the West Indies; Alicia Nalini Gayah-Batchasingh, The University of the West Indies; Jerome De Lisle, University of the West Indies; Sabeerah Abdul-Majied, The University of the West Indies

Accounting for the Unaccountable: Identifying Effective Schools Populated by Uncommon Students - Belinda B. Brand, Louisiana State University; Kim D. MacGregor, Louisiana State University

Evaluating the Use of Interim Assessments as Measures of Teacher Effectiveness - Elena Kitaoka Diaz-Bilello, National Center for the Improvement of Educational Assessment, Inc.

Beverly M. Klecker

A Sociocultural Analysis of Improving Teacher Judgment Practice for Summative Assessment in the Early Years of Schooling - Annette Woods, Queensland University of Technology; Valentina Klenowski, Queensland University of Technology

Feedback Information Is Not Enough: A Cross-Cultural Exploration of Mathematics Teachers’ Feedback Practices Reveals the Need for More Formative Feedback - Whitney Elaine Wall Bortz, Queen's University - Belfast; Jannette Elwood, Queen's University - Belfast

Formative Feedback in Context - Julie Rae Oxenford - O'Brian, University of Colorado - Denver; Deanna J. Sands, University of Colorado - Denver; Maria Araceli Ruiz-Primo, University of Colorado - Denver; L. Shahrzad Ahmadi, University of Colorado - Denver

Jennifer Katz, University of Manitoba

Authority Roles of Teachers and Students’ Achievement in Civic Knowledge and Attitudes in Secondary Schools - Benilde Garcia-Cabrero, National Autonomous University of Mexico; Susana Eguía-Malo, Natonal Autonomous University of Mexico

Situating Teacher Inquiry: A Micropolitical Perspective - Kimberly LeChasseur, University of Connecticut; Anysia P. Mayer, University of Connecticut; Anjale DeVawn Welton, University of Illinois at Urbana-Champaign; Morgaen L. Donaldson, University of Connecticut; Casey D. Cobb, University of Connecticut

Drama-Based Instruction at a Constructivist Charter School: Opportunities and Challenges for Research Methodology - Elizabeth G. Walsh, The University of Texas - Austin; Kathryn Dawson, The University of Texas - Austin; Stephanie W. Cawthon, The University of Texas - Austin; Elijah Lotz, The University of Texas - Austin

Engaging With Students’ Voices: Evaluating and Refining a Framework for Addressing Marginalization in Schools - Kyriaki Messiou, University of Southampton

Response to RTI: A Study of Five Schools Implementing Response to Intervention - Julie Alonzo, University of Oregon; Frank Bender, University of Oregon; Rhonda Nadine Torki Nese, University of Oregon; Gerald A. Tindal, University of Oregon

Talking The Walk: Students’ Talk About Learning and School’s Pedagogy - Linor Lea Hadar, University of Haifa; Yotam Y. Hotam, Faculty of Education, University of Haifa

Attribution of Responsibility for College Readiness in High Schools - Michelle Baldwin, Educational Policy Improvement Center; Mary Seburn, Educational Policy Improvement Center; David T. Conley, University of Oregon

Tanya S. Wright, Michigan State University

English-Spanish Cognates in Trade Books: Content and Quantity - Jose A. Montelongo, Canutillo Independent School District; Anita C. Hernandez, New Mexico State University

Examining the Potential of the L1 (First Language) to Promote L2 (Second Language) Vocabulary for Language Minority Children in Primary School - Wahiba El-Khechen, Technical University of Dortmund; Nele McElvany, TU Dortmund University; Miriam Gebauer, Technische Universität Dortmund; Karin Guill, Technical University of Dortmund

Reading Personally Meaningful Books With Preschoolers: Do Personalized Features of Books Foster Children’s Word Knowledge? - Natalia Kucirkova, The Open University; David Messer, The Open University; Kieron Sheehy, The Open University

Teacher Implementation of Research-Based Vocabulary Instruction for Adolescent Learners - Judith K. Wilson, University of Nebraska - Lincoln