Rachel G. Ragland, Lake Forest College

Elementary Teachers’ Conception of Effective Text-Based Writing Tasks - Elaine Lin Wang, University of Pittsburgh

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy - Juliet Michelsen Wahleithner, University of California - Davis

Teachers’ Pedagogical Practices in Grade 3 English Classes in the United States and Costa Rica - Beverly J. Irby, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University; Fuhui Tong, Texas A&M University - College Station; Yinan Fan, Texas A&M University; Cindy Lynn Guerrero, Texas A&M University

Multiple Spheres of Knowledge Required: An International Study on the Professional Development of Literacy Teacher Educators - Bethan-Jane Marshall, Kings College, London; Clare Kosnik, University of Toronto; Cathy Marie Miyata, University of Toronto; Pooja Dharamshi, University of Toronto - OISE; Yiola Cleovoulou, University of Toronto - OISE; Lydia Menna, OISE/University of Toronto; Clive M. Beck, OISE/University of Toronto

Suzanne C. Carothers, New York University

Advancing the Academic-Pedagogical Spanish Competencies of Bilingual Teacher Candidates: A Case of Self-Reflective Practice - Cristian R. Aquino-Sterling, SDSU/The Graduate Center, CUNY

Prospective Teachers as Cultural Mediators: Negotiating Experiences and Hurdles - Patricia L. Bullock, Kennesaw State University; Karthigeyan Subramaniam, University of North Texas; Incho Lee, University of Wisconsin - Eau Claire; Lisa Cabulong Buenaventura, University of Massachusetts - Boston

Threshold Concepts in Language Teacher Knowledge: Practice Versus Policy - Ann Devitt, Trinity College Dublin; Eugene McKendry, Queen's University - Belfast

Upward, Downward, and Horizontal Social Comparisons in Teachers: Effects on Adjustment and Student Engagement - Sonia Rahimi, McGill University; Nathan C. Hall, McGill University; Hui Wang, McGill University; Rebecca Lynn Maymon, McGill University; Melanie M. Keller, University of Konstanz

Sherry Lynn Deckman, Ithaca College

Examining Teacher Candidate Readiness, Resistance, and Responsibility Regarding Incorporating Indigenous Understandings and Pedagogies in Teaching - Kathryn Broad, OISE/University of Toronto; Jean-Paul Restoule, University of Toronto; Angela Nardozi, University of Toronto

Supporting Critically Reflective Practitioners in Science Teacher Education - Regina E. Toolin, The University of Vermont

Exploring Perceptions and Practices Among Preservice Teachers and Participating Elementary Teachers: A Clinical Immersion Model - Christopher Michael Hansen, Illinois State University; Roland Kerry Schendel, Illinois State University

An Examination of Self-Efficacy Over the Course of a Clinically Rich Graduate Teacher Education Program: Changes in Residents’ Perceptions and Behaviors - Heather Meyer Reynolds, SUNY Empire State College; Donna Mahar, Empire State College - SUNY; Leigh Yannuzzi, Empire State College; Amanda J. Wagle, Empire State College - SUNY

Dialogic Understanding of Student In-Service Teachers’ Online Transformative Learning Experiences in a Double-Layered Community of Practice - Kyungmee Lee, University of Toronto - OISE; Clare M. Brett, University of Toronto

Zachary A. Casey, Rhodes College

Developing Professionals: Findings From Educators Involved in a Lesson Study Network - Candice Bocala, WestEd

Enacting Critical Literacy With and for Students: The Intellectual Resources of English/Language Arts Teachers in an Era of Standardization - Kathleen Riley, West Chester University of Pennsylvania

Examining Context and Process of Professional Development for Culturally Responsive Practice: A Cross-Case Synthesis - Letitia C. Fickel, University of Canterbury

Joshua H. Barnett, National Institute for Excellence in Teaching

A Policy Analysis of Teacher Education Reform in Chile - Maria Beatriz Fernandez Cofre, Boston College

Context as Key to (Re)Shaping Teacher Education: Informing Policy in Australia - Diane E. Mayer, The University of Sydney; Jodie Kline, Deakin University; Bernadette Mary Walker-Gibbs, Deakin University; Simone Jane White, Monash University; Michelle Ludecke, Deakin University

Two Teacher Quality Measures and the Role of Teacher, School, and Municipal Characteristics in Those Measures - Maria Veronica Santelices, Catholic University of Chile

Jeongmi Kim, South Dakota State University

Developing Critical Praxis in an Online Social Justice Seminar - Elyse L. Hambacher, University of New Hampshire; Elizabeth Bondy, University of Florida; Amy S Murphy, University of Florida; Rachel Wolkenhauer, University of Florida; Desirae Eva Krell, University of Florida

Mapping Teachers’ Understanding of the Mathematical Learning Progression Through Vertical Articulation During Lesson Study - Jennifer M. Suh, George Mason University; Padmanabhan Seshaiyer, George Mason University

Technology-Infused Lesson Study Professional Development: The Study of a Failed Initiative - Sara Jolly Jones, University of Houston

Integrating Coursework in Methods With Practice: Purposeful Support for the Theory-to-Practice Morass by Providing the “Information Needed When Needed” - Paula M. Carbone, University of Southern California

The Future Starts Now: “Professional” Community in a Second-Grade Literacy Workshop Classroom - Treavor Lowell Bogard, University of Dayton; Jo Worthy, The University of Texas - Austin; Annamary Consalvo, The University of Texas - Tyler

Launching Pedagogical Relationships on the First Day of School: Teacher Strategies for Developing Disciplinary Learning Communities - Brian Girard, The College of New Jersey

Ereka R. Williams, North Carolina Agricultural and Technical State University

Humanizing Pedagogy in Teacher Education: Dilemma Cases and Novice Teachers’ Dispositional Development - Jenna Cushing-Leubner, University of Minnesota - Twin Cities

Relationship Between Novice Teachers’ Beliefs and Their Ways of Teaching - Gaoyin Qian, Lehman College - CUNY; Liqing Tao, College of Staten Island - CUNY; Serigne Mbaye Gningue, Lehman College - CUNY

Uncovering the Motivations for Career-Changers to Become Teachers: An Untapped Source of Highly Qualified Educators - Gary O. Bunn, University of Central Arkansas; Donna Wake, University of Central Arkansas

Jian Wang, Texas Tech University

Enhancing Middle-Year Students’ Engagement in Mathematics - Janette M. Bobis, The University of Sydney; Jenni Way, The University of Sydney; Judy Anne Anderson, The University of Sydney; Maryam Khosronejad, University of Sydney

Examining Correlates of Mathematics Achievement in the Fourth Grade in the United States: A Hierarchical Analysis - Haniza Yon, MIMOS Berhad; Nur Ayu Binti Johar, MIMOS Berhad

The Impact of Teachers’ Characteristics and Self-Reported Practices on Students’ Algebra Achievement - Liza Marie Cope, Delta State University

Using Generic and Content-Specific Teaching Practices in Teacher Evaluation: An Exploratory Study of Teachers’ Perceptions - Charalambos Y. Charalambous, University of Cyprus; Andreas Komitis, University of Cyprus; Maria Papacharalambous, University of Cyprus; Afroditi Stefanou, University of Cyprus

Catherine Larsen, DePaul University

Investigating a Professional Development Facilitator’s Moves to Enhance Teacher Knowledge and Practices - Rukiye Didem Taylan, MEF University; Amanda Thomas, The Pennsylvania State University - Harrisburg; Luz Edith Valoyes, Center for Advanced Educational Research - University of Chile; Kathryn B. Chval, University of Missouri - Columbia

Learners as Leaders: Teacher Leadership as an Essential Component of Team-Based Professional Development - Megin Charner-Laird, Salem State University; Jacy C. Ippolito, Salem State University; Christina L. Dobbs, Boston University

Supporting Teachers to Focus on Student Learning in Evidence-Informed Data Conversations - Anna E. Richert, Mills College; Julie M. Nicholson, Mills College; Carrie Wilson, Mills College; Claire G. Bove, Mills College

Jane E. Neapolitan, Towson University

Exploring the Level of Turkish Teachers’ Involvement in Professional Development Activities - Sedat Gumus, Necmettin Erbakan University

Strengthening In-Service Teacher Educator Practice - Rosanne Mary Parsons, Education Review Office; Joanna Higgins, Victoria University of Wellington

Train the Trainer Version 2.0: Following an Innovative Professional Development Model Implemented Through a School Improvement Grant - Michele K. Pollnow, National Assessment of Educational Progress; Margarita Jimenez-Silva, Arizona State University

Daljit Kaur, Francis Marion University

Profession Driven: Teachers’ Genres of Participation in Social Media - Margaret Polizos Peterson, University of Maryland; Thor Gibbins, University of Maryland - College Park; Elizabeth Singleton, University of Maryland - College Park

Teachers’ Knowledge Development Within a Technology-Mediated Professional Learning Community - Mary Kooy, University of Toronto - OISE; Carlos Ossa, University of Toronto - OISE

The Fragmented Educator: Social Networking Sites and Acceptable Identity Fragments - Royce Kimmons, University of Idaho; George Veletsianos, Royal Roads University

Juan Pablo Jimenez, Columbia University

A Transformational Coaching Journey: Creating Success in Teacher Learning Through an Online Coaching Course - Mary Kathleen Rodgers, University of Florida; Alyson J. Adams, University of Florida

Design-Based Research on Continuous Professional Development and Discipline-Based Inquiry With Pervasive Technology - Sharon Friesen, University of Calgary; Michele Jacobsen, University of Calgary

Sustained Inquiry-Focused Professional Development for Teacher Learning - Helenrose Fives, Montclair State University; Tammy Mills, Montclair State University; Charity Mack Dacey, Montclair State University

Toward Self-Sustainable Teacher Professional Development Communities Through Participatory Media - Richard C. Miller, University of Wisconsin - Madison; Katrina Liu, University of Wisconsin - Whitewater

Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

Using Fidelity Data “Midstream”: Garnering Principal Support for School-Based Services in an Early Math Intervention - Jennifer S. McCray, Erikson Institute; Jie-Qi Chen, Erikson Institute; Suzanne Budak, Erikson Institute

School Improvement for Early Childhood Teachers: The Florida Master Teacher Initiative - Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign; Philip E. Poekert, University of Florida

Implementation Fidelity in a Multiyear Professional Development Intervention for Preschool to Third-Grade Teachers: Decisions, Decisions, Decisions - Erika Gaylor, SRI International; Ximena Dominguez, SRI International; Donna Spiker, SRI International

Measuring Implementation Fidelity: Decoding a Multifaceted Early Childhood Initiative - Marjorie E. Wechsler, SRI International; Shari Golan, SRI International

Penny Marie Thompson, Oklahoma State University

Definitions and Indefinite: A Critical Examination of Mobile Learning and Implications for Use, Research, and Instructional Design - Michael M. Grant, University of South Carolina

A Model for Supplementing Reader’s Advisory Services to K-3 Students Using Augmented Reality Mobile Technologies - Tamara Meredith, University of North Texas

Using Social Network Analysis to Measure Learners’ Participation in Facebook Discussion - Hyeon Woo Lee, Sangmyung University; Hye Yeon Lee, Sangmyung University; Myounghee Jo, Sangmyung University

Motivation and Interaction in Peer-Moderated Online Asynchronous Discussions Using Case Method Teaching - Rashmi Chhetri, University of Houston; Sara G. Mcneil, University of Houston

Rose A. Rudnitski, Felician College

Do Advanced Placement Courses Provide a More Rigorous High School Experience? - Craig L. Esposito, Goodwin College; Anysia P. Mayer, California State University - Stanislaus

Fidelity of Implementation and the Impacts of a Math, Reading, and Creative Curriculum on School Readiness in Head Start Students - Tracy Christine Missett, Sweet Briar College; Carolyn M. Callahan, University of Virginia

The Effect of an Advanced Math Curriculum on the Math Achievement and English Proficiency of Mathematically Promising English Language Learners - Seokhee Cho, St. John's University; Jenny Yang, St. John's University; Marcella Mandracchia, St. John's University

The Impact of Elementary Gifted Mathematics Programming: Moving Into Middle School - Josie Zayac, Anne Arundel County Public Schools

The Reading First Initiative: How Did Advanced Readers Fair? - Catherine M. Brighton, University of Virginia; Tonya R. Moon, University of Virginia; Francis Howard Lim Huang, University of Missouri - Columbia

SJ Miller, University of Colorado - Boulder

Research Informing Practice: How Preservice Teachers Understand Multicultural Education - Cathy A.R. Brant, University of South Carolina - Columbia

Long Overdue: Rethinking Research on Social Justice in Teacher Education From an Intersectionality Perspective - Marleen Carol Pugach, University of Wisconsin - Milwaukee; Joyce Melissa Gomez-Najarro, University of Southern California; Ananya Mukhopadhyay, University of Southern California

Stopping at Culture, Ignoring Societal Critique? What Does Culturally Relevant/Responsive Teaching Really Mean? - Keffrelyn D. Brown, The University of Texas - Austin; Racheal Rothrock, The University of Texas - Austin; Anthony L. Brown, The University of Texas - Austin

The Influence of Diversity Courses on Culturally Responsive Teaching Practices Among Early Childhood Educators - Cara M. Moore, The University of Tennessee; Linda Traum, The University of Tennessee - Knoxville