Hengameh Kermani, University of North Carolina

“Times Are Changing and You’ve Got to Keep Up”: Preservice Teachers Negotiating Contemporary Literacy Pedagogy - Lydia Menna, OISE/University of Toronto; Clare Kosnik, University of Toronto

Using Technology for Conceptual Learning in Physics Teacher Education: Engaging Teacher Candidates as Learners and Teachers - Alexandra MacDonald, The University of British Columbia; Heather Anne Fisher, The University of British Columbia; Marina Milner-Bolotin, The University of British Columbia

The Use of Web-Based Technologies in Higher Education: An Explorative Study on Preservice Teachers - Anna Liza Daunert, University of Paderborn; Christian Harteis, Paderborn University

Rachel Roegman, Purdue University

Agency in Real-Enough Time: Situating Teachers’ Efforts Toward Inclusion Within Local and Enduring Struggles - Srikala Naraian, Teachers College, Columbia University

Autism Teacher Education: A Review of the Literature - Elizabeth Stringer Keefe, Stonehill College

Keeping Up With the Class: A Critical Discourse Analysis of Coteacher Interactions - Jennifer Ashton, College at Brockport - SUNY

Craig A. Cunningham, National Louis University

Beginning Teachers’ Experiences With Video as a Professional Development Tool - Billie Gastic, Relay Graduate School of Education

Engaging Multiple Digital Technologies as a Foundation for an Online Learning Trajectory - Henry Gillow-Wiles, Oregon State University; Margaret L. Niess, Oregon State University

From Hi-Tech to Hi-School: Integrating Ex-High-Tech Workers Into the High School Educational System - Einav Aizikovitsh-Udi, Beit Berl Academic College; Jon R. Star, Harvard University

Quest2Teach: Using 3-D Game-Based Learning in Teacher Education - Anna Arici, Arizona State University; Sasha A. Barab, Arizona State University; Ryen Borden, Arizona State University

Yeping Li, Texas A&M University

A Qualitative Comparative Study of Teacher Evaluation Policies and Teachers’ Perceptions in Korea and the United States - Jihyun Kim, Michigan State University; Peter A. Youngs, University of Virginia

Trickle-Down Education? The Case of India’s Cascade Structure for Teacher Education - Rohit Setty, University of Michigan

What Counts as a Professional Teacher in Chinese Schools? The Reconstruction of Teachers’ Professional Identity - Shuang Zhang

Monika Williams Shealey, Rowan University

Examining the Influence of Professional Development on Primary Students’ Mathematical Achievement - Andrew B. Polly, University of North Carolina - Charlotte; Chuang Wang, University of North Carolina - Charlotte; Christie Lynn Martin, University of South Carolina - Columbia; Richard G. Lambert, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte

Orchestrating Equitable and Productive Discussion: Elementary Teachers’ Implementation of Mathematics Professional Development - Rebecca Ambrose, University of California - Davis; Heather Martin, University of California - Davis; Leslie C. Banes, University of California; Rachel Marie Restani, University of California

Prime Online: Teacher Professional Development for Inclusive Elementary Mathematics Classrooms - Cynthia C. Griffin, University of Florida; Nancy Fichtman Dana, University of Florida; Stephen J. Pape, Johns Hopkins University; Jungah Bae, University of Florida; Sherri Prosser, University of Florida; James Algina, University of Florida

Suzanne L. Porath, Edgewood College & Concordia University

Innovative Professional Development: Summer Learning Lab - Ellen B. Meier, Teachers College, Columbia University; Caron M. Mineo, Teachers College, Columbia University; Kenneth E. Graves, Teachers College, Columbia University

Teachers Engaged in Authentic Mirroring Strategies: Using Peer Observation to Enhance Inquiry-Based Science Instruction - Andrew Kapral, University of Houston; Wallace Dominey, Rice University; Sissy S. Wong, University of Houston; Sara Jolly Jones, University of Houston

“I’m a Team Player”: The Complicated Promise of Communities of Practice for School Change - Paul Sutton, University of Washington

Matt J. Hollibush, Mount Saint Mary College

Permission to Question Norms and Assume Agency: Resisting Adolescent Readers Redefine Themselves - Wendy J. Glenn, University of Connecticut; Ricki Ginsberg, University of Connecticut

Reaching Out and Drawing In: A Conceptual Framework for Socially Empowered Learning and Student Engagement - Brittany Harker Martin, University of Calgary

Too Disabled? Teacher Discourses on Physical Education Participation by Severely Disabled Students - Kagendo Mutua, The University of Alabama; Oleg A Sinelnikov, University of Alabama; Jane Newman, University of Alabama

Danne E. Davis, Montclair State University

A Case Study Analyzing the Impact of Cooperating Teachers on Social Studies Student Teachers’ Autonomous Practices - Rory Philip Tannebaum, Merrimack College

The Impact of Community-Based Field Experience on Candidates’ Culturally Responsive Teaching Self-Efficacy and Outcome Effects - Patricia Clark, Ball State University; Eva M. Zygmunt, Ball State University; Susan Tancock, Ball State University; Winnie Mucherah, Ball State University; Jon M. Clausen, Ball State University

Influence of Field Experiences on Preservice Teachers’ Teaching Anxiety and Self-Efficacy in Science Teaching - Sanghee Choi, University of North Georgia

Middle-Level Teacher Candidates’ Reading Efficacy and Field Experiences - Heather Rogers Haverback, Towson University; Molly Mee, Towson University

Justina Osato Osa, American University of Ras Al Khaimah, UAE

A Statewide Examination of Mentors as Teacher Leaders: Their Influence on Beginning Teachers in Induction Programs - Elizabeth A. Wilkins, Northern Illinois University

Developing Mentor Expertise: Perspective Intention and Enactment - Frances June Langdon, Auckland University; Alexis Ryde, University of Auckland

Mentoring “Inside” and “Outside” the Action of Teaching: A Professional Framework for Mentoring - Wendy L. Gardiner, National Louis University

The Role of Prior Teaching Experience and Institutional Context in Developing a Pedagogy of Teacher Education - Jason K. Ritter, Duquesne University; Shawn M. Bullock, Simon Fraser University; Judy Joy Williams, Monash University

Veteran Teachers’ Emotions in Mentoring: Development, Vulnerability, and Identity - Eva Ponte, University of Hawaii - Manoa; Sarah Jane Twomey, University of Hawaii

Judy Randi, University of New Haven

Changing Preservice Teachers’ Beliefs Regarding Mathematics Teaching: The Effects of a Methods Course - Limin Jao, McGill University

Increasing Teacher Self-Efficacy for Math and Science: An Action Research Study of Graduate Education Students - Maria Boeke Mongillo, Central Connecticut State University

Past Experiences and Present Reality: How Women Preservice Teachers View Teaching Mathematics - Kathleen Jablon Stoehr, The University of Arizona; Kathy Carter, The University of Arizona; Amanda Sugimoto, The University of Arizona

“We Chose a Good Activity and Did It Well”: The Emergence of Community Through Service-Learning - Jennifer Cutsforth Kaschak, University of Scranton; Karim Medico Letwinsky, Wilkes University

Brian L. Wright, The University of Memphis

Intimidated and Empowered by STEM: Gender and the Reorganization of Mathematics and Science Learning in an Urban School - Zayoni Nidia Torres, University of Illinois at Chicago; Joseph C. Rumenapp, Judson University; Aria Razfar, University of Illinois at Chicago

Preparing STEM Teachers to Be Effective in Urban Settings - Jill Bradley-Levine, University of Indianapolis; Gina Gabriele Mosier, Indiana University - Bloomington; Tyonka Perkins, University of Indianapolis

The Question of Who Becomes a Teacher Revisited: Does the Study Major Make the Difference? - Janina Roloff Henoch, Leibniz Institute for Science and Mathematics Education, Kiel; Uta Klusmann, Leibniz Institute for Science and Mathematics Education, Kiel; Oliver Lüdtke, Humboldt University; Ulrich Trautwein, University of Tubingen

Rachel G. Ragland, Lake Forest College

Assessing the Predictive Validity of Teacher Performance Assessment for Teaching Credential Candidates: A Case Study - Tsehsien Kelly Vaughn, Notre Dame de Namur University; Kim Tolley, Notre Dame de Namur University; Stephanie Demaree, Notre Dame de Namur University

Preservice Teachers Speak: Perspectives on the Teacher Performance Assessment - Genevieve A. Archer, The University of the West Indies

Toward a More Comprehensive Understanding of the Development of Teacher Competency - Laura D. Goe, ETS; Iwan Syahril, Michigan State University

Alison L. Rutter, East Stroudsburg University

How Do We Teach Them to Read If They Can’t Pay Attention? Collaborative Learning and Change in Literacy Teaching Practice - Shelley Murphy, OISE/University of Toronto

Where Will You Go Next? Understanding Formative Assessment in the Context of Literacy - Cristin Marie Geoghegan, University of Illinois at Urbana-Champaign

“A Fly on the Wall”: Teachers’ Narratives on Their Journey Through Inquiry - Sandra I. Musanti, The University of Texas - Brownsville

Suzanne Elgendy, New York City Department of Education

The Impact of Urban Advantage on Teachers, Students, and Families in Metro Denver - Tanya Breeling, Denver Museum of Nature & Science; Erin Caldwell, National Research Center; Nancy Walsh, Denver Museum of Nature & Science

Beating the Odds: How School-Level Factors Influence Success With Urban Advantage - Meryle Weinstein, New York University; Emilyn Ruble Whitesell, New York University; Michele Leardo, New York University

Using a Resource Framework to Examine Middle School Science Teachers’ Learning From Professional Development - Jamie N Mikeska, Michigan State University; Suzanne Elgendy, New York City Department of Education; Suzanne M. Wilson, University of Connecticut; Mark Helmsing, George Mason University; Don McClure, St. John's University; Amber Meyer, Michigan State University; Tamara Shattuck, Michigan State University

Karla R Manning, University of Wisconsin - Madison

Critical Caring Against Backlash Pedagogy: Teachers as Activists in the New York State Spanish Spelling Bee - Carmina Makar, City College of New York - CUNY

Developing Culturally Responsive Caring Teachers in High-Poverty Schools - Joan L. Whipp, Marquette University; Brandon Buck

Teachers’ Lived Experience of Acting and (T)acting in Culturally Heterogeneous Classrooms - Neda Forghani-Arani, University of Vienna

The Vulnerable Heart of Social Justice Pedagogies: Trauma, Affect, and Emotion in a Preservice Literacy Methods Course - Elizabeth M. Dutro, University of Colorado; Ashley Cartun, University of Colorado - Boulder

Danielle M. Cowley, University of Northern Iowa

A Multilevel Evaluation of an Academic Support Program for College Students With Learning Differences - Guili Zhang, East Carolina University; Sarah Carver Williams, East Carolina University; Diane Majewski

Factors Associated With the Receipt of Disability-Specific Accommodations and Supports in College: National Perspective - Lynn A. Newman, SRI International; Joseph W. Madaus, University of Connecticut

Postsecondary Students With Learning Disabilities: Do Universities Provide Effective Accommodations? - Kimberly Kris Floyd, West Virginia University; Tara Jeffs, Loudoun County Public Schools; Ann Stafford Maydosz, Old Dominion University

Anja Swennen, VU University Amsterdam

Reflexive Turn 4: Teaching Teachers to Teach Teachers - Linda M. Fitzgerald, University of Northern Iowa; Julie Klein, University of Northern Iowa

Crossing Intellectual Borders: Learning to Become Teacher Educator-Researchers in a Doctoral Seminar - Yonghee Suh, Old Dominion University; Brandon M. Butler, Old Dominion University; Mark Diacopoulos, Old Dominion University; Maria O'Hearn, Old Dominion University; Wendy Scott, Old Dominion University

Building the Bridge as We Walk on It: Reflections on the Tensions of Teacher Research - Susanna M. Steeg, George Fox University; Amy M. Markos, Arizona State University - Tempe; Angela Renee Clark-Oates, Arizona State University