Naomi Elizabeth Nichols, York University

Reimagining School Safety From a Perspective of Care and Opportunity: Considerations for Policy, Research, and Evaluation - Bethy Leonardi, University of Colorado - Boulder; Lauren P. Saenz, Boston College

Restorative Approaches in Schools: Findings From an International, Cross-Sector and Interdisciplinary Seminar Series - Hilary Cremin, University of Cambridge; Edward Mark Sellman, University of Nottingham; Gillean McCluskey, University of Edinburgh

Restorative Justice and School Safety: Pedagogy, Praxis, and Discipline - Brenda Elizabeth Morrison, Simon Fraser University; Dorothy Vaandering, Memorial University

Karen S. Sullenger, University of New Brunswick

Investigating Novice Teachers’ Abilities for Noticing and Responding to Their Students’ In-Class Inquiry - Loucas T. Louca, European University; Thea Skoulia, University of Cyprus; Dora Tzialli, University of Cyprus

Student Science Teachers’ Self-Efficacy Beliefs About Teaching a Socioscientific Issue - Ahmet Kilinc, Ahi Evran Üniversitesi; Tezcan Kartal, Ahi Evran Üniversitesi; Ozkan Gorgulu, Ahi Evran Üniversitesi; Dilber Bahceci, Ahi Evran Üniversitesi; Mutlu Pinar Demirci Guler, Ahi Evran Üniversitesi; Ozlem Afacan, Ahi Evran Üniversitesi; Kasim Yildirim, Ahi Evran Üniversitesi; Baris Eroglu, Aksaray University; Umit Demiral, Ahi Evran Üniversitesi; Nagihan Tanik, Erciyes University

The Attitudes Toward Science scale revisited: Attitudes and beliefs about science as a multidimensional composition - M Cecil Smith, West Virginia University; David A. Walker, Northern Illinois University; Nigorahon Ismailovna Hamidova, Nothern Illinois University

Vertical Collaborative Inquiry: Assessing Elementary and Middle School Students’ Models of Energy Transfer in Ecosystems - Erin A. Hashimoto-Martell, Boston College/Boston Public Schools; Michael Clinchot, Boston Public Schools; Fiona Bennie, Boston Public Schools; Haven Daniels, Boston Public Schools

Developing a Researchable Question: Open-Inquiry in a School Garden - Eric Berson, Stanford University