Hengameh Kermani, University of North Carolina

Preservice Teachers’ Professional Noticing Through Lesson Study - Julie Amador, University of Idaho; Ingrid Weiland, Metropolitan State University of Denver; Rick Alan Hudson, University of Southern Indiana

The Development of Prospective Elementary Teachers’ Early Pedagogical Content Knowledge - Sarah Hough, University of California - Santa Barbara; Monica Mendoza, University of California - Santa Barbara; Bill Jacob, University of California - Santa Barbara; Kyunghee Moon, The University of West Georgia

The Effects of Socioscientific Inquiry on Nature of Science (NOS) Conceptions - Kristin Leigh Cook, Bellarmine University; Gayle A. Buck, Indiana University

The Role of Mathematics Teacher Education Curriculum in Turkish Preservice Mathematics Teachers’ Content Knowledge for Teaching Mathematics - Serife Sevinc, Middle East Technical University

Develop Preservice Teachers’ Conceptual Understanding of the Division of Fractions by Integrating Mathematical Habits of Mind - Hsing-Wen Hu, The University of Alaska - Anchorage; Cathy A. Coulter, The University of Alaska - Anchorage; Wei-Ying Hsiao, University of Alaska Anchorage

Ann E. Larson, University of Louisville

Assessing the Influence of Preparation on Preservice Teachers’ Awareness of Diversity: How Valid Are the Measures We Use? - Susan F. Skawinski, Providence College; Zachary S Rossetti, Boston University

Generalizability Theory and the Development of a Performance Assessment for a Clinically Based Mathematics Methods Course - Sarah Ann van Ingen, University of South Florida; Amanda Rose Mohn, University of South Florida; Elaine Cerrato Fisher, University of South Florida

Learning From Practice: Investigating a Seminar Reflection Tool for Debriefing Student Teaching Experiences - Amy E. Ryken, University of Puget Sound; Fred L. Hamel, University of Puget Sound

Working Toward a Better Qualitative Measure of Nature of Science (NOS) Conceptions - Huseyin Colak, Northeastern Illinois University; Christian Alexander Carstensen, University of Illinois at Chicago

Deneese L. Jones, Drake University

Developing Reflective Teachers Through a Phenomenological Middle Grades Teacher Education Pedagogy - Katie Wester-Neal, University of Georgia

Innovation in Practice: Designing, Implementing, and Evaluating a Course on Approximations of Practice - Sean F. Delaney, Marino Institute of Education; Annie Ó Breacháin, Marino Institute of Education; Barbara O'Toole, Marino Institute of Education; Karin Bacon, Marino Institute of Education; Suzy Macken, Marino Institute of Education

Involving Students of Teaching in Learning Research as a Pedagogy for Developing Professional Practice - Fiona Jane Hughes-McDonnell, Emmanuel College

Thinking Like Researchers: Action Research and Its Impact on Novice Teachers’ Thinking - Janine Schank Davis, University of Mary Washington; Courtney M. Clayton, University of Mary Washington; John P. Broome, University of Mary Washington

Jenny Tuten, Hunter College - CUNY

Negotiating Fears: White Student Teachers Immersed in a Diverse Urban Setting - Veronica Marie Fife-Demski, Ball State University

Sustainable Teaching and Learning: Building a Cross-Campus Community of Collaborative Urban Teacher Educators - Robert E. Lee, Illinois State University; Brent Showalter, Illinois State University; Jennifer O'Malley, Illinois State University

“The Hardest Job in the Entire World”: A Year in an Urban Teacher Residency Program - Jori S. Beck, Old Dominion University

James C. Jupp, Georgia Southern University

Family Math for Non-English-Speaking Parents: Implications for Teacher Education - Zulmaris Diaz, The University of Texas - Pan American; Olga M. Ramirez, The University of Texas - Pan American; Cherie A. McCollough, Texas A&M University - Corpus Christi

Funds of Knowledge Within Six Roma Households - Hsiao-Chin Kuo, Western Michigan University

Teacher Educators in a Video Learning Community: Focus on English Language Learner Pedagogy - Laura Baecher, Hunter College - CUNY; Sherryl B. Graves, Hunter College School of Education; Shiao-Chuan Kung, Hunter College - CUNY

Scott Bailey, Stephen F. Austin State University

Becoming Culturally Responsive: Teachers Making Sense of Cultural Responsiveness - Roey Ahram, New York University; Chemay Morales-James, New York City Metropolitan Center on Urban Education; Adeyemi Stembridge, New York University

Impact of English Learner Teacher Agency on Professional Development in Light of Common Core Standards - Lisa Pray, Vanderbilt University; Shannon Mary Daniel, Vanderbilt University - Peabody College; Mark Barba Pacheco, Vanderbilt University; Robert T. Jimenez, Vanderbilt University

Professional Development Integrating Mathematics and Language Development: Boosting Achievement for Struggling Students - Patricia E. Swanson, San José State University

Delar K. Singh, Eastern Connecticut State University

Disciplinary Literacy Instruction With Preservice Teachers: Facilitating Practice Through a Virtual Clinical Experience - Corrine M. Wickens, Northern Illinois University; Michael Manderino, Northern Illinois University

Project-Based Learning as Innovation in Secondary Content-Area Classrooms: Preservice Teachers and Disciplinary Literacy - J. David Gallagher, Mount Saint Mary College; Matt J. Hollibush, Mount Saint Mary College

Thinker-Doer Dialogues: Preservice Mathematics Teachers’ Analyses of Problem-Solving Discourse - Kyle T. Schultz, James Madison University; Kristy L. Dunlap, James Madison University

“A-Ha” Moments: Bridging Content-Area Literacy and Disciplinary Learning for Secondary Preservice Credential Candidates - Betina Hsieh, California State University - Long Beach

Ruben Garza, Texas State University

Linking New Science Teachers’ Use of Resources to Student Learning Opportunities Mediated by Instructional Tasks - Hosun Kang, University of California - Irvine; Mark A. Windschitl, University of Washington; Jessica J. Thompson, University of Washington

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

Is Experience the Best Teacher? Extensive Clinical Practice and Mentor Teachers’ Perspectives on Effective Teaching - A. Lin Goodwin, Teachers College, Columbia University; Rachel Roegman, Purdue University; Emilie N. Reagan, University of New Hampshire

New Teachers’ Embodiment of a Critical Identity and Perceptions of Preparedness and Support for Urban Teaching - Terry Kyle Flennaugh, Michigan State University; Dorinda Carter Andrews, Michigan State University

Stress and Coping Among Beginner Teachers in Urban High Schools - Kelly Feighan, Research for Better Schools; Diana Campbell, Philadelphia Education Fund; Megan Richardson, Research for Better Schools

Preservice Teachers’ Motivations, Career Expectations, and Goals - Todd Reeves, Northern Illinois University; Rebecca Jane Lowenhaupt, Boston College

Jeanine M. Staples, The Pennsylvania State University

Supporting the Recontextualization of Mathematics Practice From Preparation to Early Practice - Marcy Singer-Gabella, Vanderbilt University; Min-Joung Kim, Louisiana State University

“Raising Teachers”: A Sociocultural Approach to Teacher Induction - Barbara Seidl, University of Colorado - Denver; Sally Nathenson-Mejia, University of Colorado - Denver; Maria Uribe, University of Colorado - Denver

“What If Those Two Things Come in Conflict?” The Effects of Threat Rigidity on a Beginning Teacher - Sean Connors, University of Arkansas; Ed Bengtson, University of Arkansas

Terry Robertson

Professional Development to Support Math Talk in Pre-K Classrooms - Anita A. Wager, University of Wisconsin; Jiwon Kim, University of Wisconsin - Madison

Recipient Perceptions of Early Childhood Professional Development - Sandra Mammano Linder, Clemson University; Kellye Rembert, Clemson University; Amber Simpson, Clemson University; Deanna Ramey, NAEYC

The Power of Improvisational Practice - Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison; Kristin Lyn Whyte, University of Wisconsin - Madison

Rabia Hos, Zirve University

Advocacy for English Language Learners: The Role of the English-as-a-Second-Language Teacher - Heather Linville, University of Wisconsin - LaCrosse

Change in Teacher Beliefs About English Language Learners in Mainstream Classes - Laura J. Mahalingappa, Duquesne University; Nihat Polat, Duquesne University

Left Out of the Culturally Responsive Conversation? Reimagining a More Inclusive Vision of Working With Immigrant and Refugee Students - Ramona M. Fruja, Bucknell University; Kevin C. Roxas, Western Washington University

Understanding the Syntax of School Life for English Learners: A Study of Preservice Teacher Narratives Regarding Issues of Social Justice - Amanda Sugimoto, The University of Arizona; Kathy Carter, The University of Arizona; Kathleen Jablon Stoehr, The University of Arizona

Shakhnoza Kayumova, University of Massachusetts - Dartmouth

“Because My Time Is Limited”: Accountability Reform and Teachers’ Changing Roles - Erin E Rooney, Temple University

A Framework for Talking to Discipline-Specific Teachers About Their Literacy Practices - Kathleen Moxley, Central Michigan University

Relevance and Rigor in the 21st Century: An Examination of the Impact of Historically Black Colleges and Universities on Teacher Preparation - Tehia Starker Glass, University of North Carolina - Charlotte; Helena Mariella-Walrond, Bethune-Cookman University; Allyson Leggett Watson, Northeastern State University; Lakia M Scott, Baylor University

Jeffery D. Nokes, Brigham Young University

(Im)Possibilities of Teaching Justice Through Literature: Exploring High School Students’ Concepts of Social Inequity in the Transition to Common Core State Standards - Seungho Moon, Oklahoma State University - Stillwater; Allisyn Mills, Stillwater High School

Visual Representations of Engagement in Learning: Insights From Grade 8 Students - Tara-Lynn Scheffel, Nipissing University

Kamala Vychel Williams, Texas A&M University

Challenges, Dilemmas, Successes: A Comparative Analysis of Aspirations Among Latino Children Who Have Parents With Varied Formal Education - Nichole Garcia, University of California - Los Angeles

Academic Resilience: Narratives of High-Achieving Black Female Middle School Adolescents - Courtne Joell Thomas

The (De)institutionalization of Gender in American Schools - Scott Richardson, Millersville University of Pennsylvania

Critical Examination of Race, Class, and Gender in U.S Islamic Schools: New Possibilities for Critical Multicultural Education - Kadriye El-Atwani, Purdue University

Differential Participation in and Effects of Extracurricular Activities - Phoebe Ho, University of Pennsylvania

Marek Tesar, The University of Auckland

Images of School Experiences Though a Child’s Lens: A Reflexive, Microethnographic Inquiry - Angela L. Eckhoff, Old Dominion University

Reconsidering Beginning-of-the-School-Year Transitions: Embracing a Narrative in Preschool as Aesthetic - Heather J. Pinedo-Burns, Teachers College, Columbia University

Stories of Childhoods: Elusive Invisibility and Hidden Meanings - Marek Tesar, The University of Auckland