Julie Brockman Smart, Presbyterian College

Impact of Formative Assessment Feedback on Students’ Conceptual Understanding of Oxidation-Reduction - Kun-Shia Liu, National Sun Yat-Sen University; Ying-Yao Cheng, National Sun Yat-Sen University; Wen-Chung Wang, The Hong Kong Institute of Education; Mark R. Wilson, University of California - Berkeley

Measuring Student Perceptions of Constructivism Within the Science Classroom: Development and Application of the Elementary School Science Classroom Environment Scale - Laura M. O'Dwyer, Boston College; Shelagh M. Peoples, Boston College; Yang Wang, Wisconsin Center for Education Research; Katherine Shields, Boston College

The Association of Parental Influence on Early Interest in Science - Katherine P. Dabney, Virginia Commonwealth University; Devasmita Chakraverty, Indian Institute of Management Ahmedabad; John Taylor Almarode, James Madison University; Robert H. Tai, University of Virginia

Michael C. Mensink, Northern Illinois University

An Initial Study of Online Reading Comprehension Ability in Rich and Poor School Districts - Donald J. Leu, University of Connecticut; Jonna M. Kulikowich, The Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Julie Coiro, University of Rhode Island; Greg McVerry, Southern Connecticut State University; Heidi Everett-Cacopardo, University of Connecticut; Elena E. Forzani, University of Connecticut; W. Ian O'Byrne, University of New Haven; Lisa Zawilinski, University of Hartford; Clint Kennedy, University of Connecticut; Michael Hillinger, Lexicon Systems LLC

Examining Skilled and Less Skilled Readers’ Inference Generation During an Online and Offline Reading Activity - Sarah Elizabeth Carlson, University of Oregon; Paul van den Broek, Leiden University

Reducing Cognitive Demands on Preschoolers and Its Effect on Causal Cohesion: A Preliminary Study - Stephanie Lai, University of Georgia - Athens; Paula J. Schwanenflugel, University of Georgia; William Alexander Mira, University of Georgia

Fostering Generative Learning Activities During Reading: An Experimental Test of the Generative Drawing Principle and the Prognostic Drawing Principle - Annett Schmeck (nee Schwamborn), University Duisburg - Essen; Richard E. Mayer, University of California - Santa Barbara; Maria Opfermann, University of Duisburg-Essen; Vanessa D.I. Pfeiffer, University of Duisburg-Essen; Angela Sandmann, University Duisburg - Essen; Detlev Leutner, University of Duisburg-Essen

The Effect of Recasts and Prompts on the Learning of New Linguistic Features - Ting Ding, University of Cambridge; Androula Yiakoumetti, Oxford Brookes University; Michael Evans, University of Cambridge; Yang Zhao, Peking University

Gabriella Juliana Ducamp, UVA Curry School

Investigating Cyber-Enabled Learning Usage, Access, Achievement, and Beliefs - Jeffrey Olsen, Utah State University; Brett E. Shelton, Utah State University; Todd Campbell, University of Connecticut

Understanding Visual Characteristics in Virtual Digital Assistants that Support Positive Affect in Learning Elementary Science - Eric N. Wiebe, North Carolina State University; Jennifer London, North Carolina State University; John Curtin Bedward, Buena Vista University; Marc Russo, North Carolina State University; Bradford Mott, North Carolina State University; Robert Taylor, North Carolina State University; James Lester, North Carolina State University

Well Meant Is Not Well Done: When Instructional Aids in Computer-Based Simulations Fail - Tim Niclas Hoeffler, University of Kiel

Monty Jones, Virginia Commonwealth University

Effects of Enhancing Lecture Podcasts With Learner-Generated Bookmarks and Notes - Frank Zander, Simon Fraser University; Kevin O'Neill, Simon Fraser University

Enabling Learning With User-Generated Web Video in Higher Education - Dennis N. York, York University; Ronald D. Owston, York University

Viewer Comments as Educational Annotation in Video Content Sharing Sites - Penny Marie Thompson, Oklahoma State University