1. Transforming Teachers’ Knowledge of Practice for Teaching With Technologies: An Online Learning Progression - Margaret L. Niess, Oregon State University; Henry Gillow-Wiles, Oregon State University

2. A Clinically Rich Residency Track for Teaching Assistants: The Development and Implementation of a Successful “Grow Your Own” Model - Heather Meyer Reynolds, SUNY Empire State College; Leigh Yannuzzi, Empire State College

3. Beginning Teachers Studying Adolescents’ Thinking as a High-Leverage Practice? Synthesizing Pedagogies of Investigation and Enactment - Kevin W. Meuwissen, University of Rochester; Andrew Thomas, University of Rochester

4. Colearning: Growing Together Through a Coteaching Partnership - Nicole Titus, State College Area School District; Bernard J. Badiali, The Pennsylvania State University

5. Evaluating Intake Variables for a Teacher Education Program: Improving Student Success and Faculty Workload - Sheryl Lynn MacMath, University of the Fraser Valley; Barbara Salingre, University of the Fraser Valley

6. Shared Partnership Within University Programs and With Schools - Sophia Han, University of South Florida; Audra Parker, George Mason University; Ilene R. Berson, University of South Florida

7. Evaluating Teacher Preparation Programs: An Interdisciplinary Approach - Megan Sanders, The Ohio State University - Columbus

8. Identifying and Improving Preservice Teachers’ Mathematics Knowledge Through a Mathematically and Clinically Rich Preparation Program - Debra J. Coffey, Research for Better Schools; Anne M. Marshall, Lehman College - CUNY

9. Potential Impacts of Charter School Strategies on Teacher Education - Sarah Marie Stitzlein, University of Cincinnati

10. Preparing the Next Generation of Teacher Educators: The Role of Practitioner Research - Jennifer Lynn Jacobs, University of South Florida; Nancy Fichtman Dana, University of Florida; Diane Yendol-Hoppey, University of South Florida

11. Understanding Secondary Teachers’ Concerns About Response to Intervention: Using the Concerns-Based Adoption Model - Laura Jane Isbell, Texas A&M University - Commerce

12. A Constructivist Graduate Learning Community Model for Teacher Development - Rachel Stickles, Carroll University; Mary Lee Danielson, Metropolitan State University of Denver

13. Pedagogical Discourse in Teacher Educators: Senses and Meanings - Helena Loreto Montenegro, Pontificia Universidad Catolica de Chile; Lorena Medina; Andrea Valdivia Barrios, Universidad de Chile

14. Pilot Study of the Use of Teaching Replays as a Professional Development Tool - Kimberly D. Masloski, Knowles Teacher Initiative; Rachael Eriksen Brown, Penn State Abington; Michele C. Cheyne, University of Pittsburgh

15. Randomized Trials of Teacher Professional Development Programs: The Alignment of Research Methods With Content - David Quinn, Harvard University

17. A Qualitative Study About the Impact of Case-Based Instruction in an Undergraduate Mechanical Engineering Course - Aman Yadav, Michigan State University; Megan Arnold, University of Oregon

18. Assessment for Shaping Feedback and Instruction in Engineering Mechanics Within the Training of Mechanical Engineers - Frank Musekamp, University of Bremen; Georg Spoettl; Joerg-Henrik Heine, Ludwig-Maximilians-Universität München

19. Disrupting Segregation in Computer Science Education: Researching How to Teach Computer Science to All Students - Joanna Goode, University of Oregon; Jane S. Margolis, University of California - Los Angeles; Jean J. Ryoo, Exploratorium

20. Identifying the Sources of Undergraduate Engineering Students’ Self-Efficacy - Natasha Mamaril, University of Kentucky; Ellen L. Usher, University of Kentucky; Ross Economy, Clemson University; Marian Kennedy, Clemson University

23. What Motivates Adolescents to Choose Engineering? Attitudes, Experiences, and Cultural Influences in Hong Kong - Peter Jay Kutnick, The University of Hong Kong; Rosanna Yuen-Yan Chan, Chinese University of Hong Kong; Pok Yee Betty Lee, The University of Hong Kong

24. Comparison of Attribute Coding Procedures for Retrofitting Cognitive Diagnostic Models - Amy Clark, The University of Kansas; Neal M. Kingston, The University of Kansas

25. Effects on the Linear Logistic Test Model’s Cognitive Components When the Person Distribution Is Skewed - George T. MacDonald, University of South Florida; Yi-Hsin Chen, University of South Florida

26. Empirical Comparison of Bayesian Networks and Structural Equation Models in the Context of Educational Assessment - Yoon Jeon Kim, Worcester Polytechnic Institute; Mengyao Cui, Florida State University; Russell Almond, Florida State University

27. Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments - Danhui Zhang, Beijing Normal University; Chandra H. Orrill, University of Massachusetts - Dartmouth; Todd Campbell, University of Connecticut

28. Verifying Cognitive Attributes for the Iowa Test of Basic Skills Using the General Diagnostic Model - Isaac Li, University of South Florida; Yi-Hsin Chen, University of South Florida; Elizabeth Shaunessy-Dedrick, University of South Florida; Chunhua Cao, University of South Florida

29. Better Learning in Practice: The Effect of Mental Contrasting With Implementation Intentions on Successful Internships - Haske van Vlokhoven, HAN University of Applied Sciences

31. If You Build It, Will They Come? Creating Successful Professional Online Learning Communities - Jessica M Vettese, Drexel University; Rajashi Ghosh, Drexel University

32. A Framework to Study Professional Learning: French Professional Didactics - Claire Tourmen, Higher National Institute Of Agricultural Sciences, Food and the Environement (AgroSup Dijon); Otilia Holgado, University of Sherbrooke

33. The Relationship Between Training Self-Efficacy and Training Motivation: Structural Equation Models of Longitudinal Data - Ching-Yi Lee, National Academy of Civil Service; Hsin-Yi Kung, National Changhua University of Education

34. School Disadvantage, Relational Peer Culture, and Adolescent Academic Achievement and School Engagement - Alicia Doyle Lynch, Boston College

35. CARD-tamen Education: Modification and Application of a Card Game for Assessment - Stephen Slota, University of Connecticut; Benedict Lai, University of Connecticut; Michael F. Young, University of Connecticut

36. Does Optimized Student Support in Elementary School Improve the Persistence of Preschool Effects on Student Outcomes? - Bercem Akbayin, Boston College; Terrence Lee St John; Anastasia E. Raczek, Boston College; Mary Elizabeth Walsh

37. Estimating the Impact of Optimized Student Support in Elementary School on Boston Exam School Attendance - Chen An, Boston College; Terrence J. Lee-St. John, Boston College; Anastasia E. Raczek, Boston College; Mary Walsh, Boston College; George F. Madaus, Boston College

38. Gender and Student Attitudes Toward STEM - Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

39. Physiological Evaluation of Different-Gender People’s Attention During Serious Game Play - Liu shan, Nanjing Normal University

40. Studying Charter School Effectiveness of Los Angeles Unified School District - Hyo Jeong Shin, University of California - Berkeley; Hye Kyung Lee, University of California - Berkeley; Bruce Fuller, University of California - Berkeley

41. The Effects of After-School Programs on English Language Learners’ Academic Achievement: Hierarchical Linear Modeling Approach - Nami Shin, University of California - Los Angeles

42. Evaluation of the German Governmental Preschool Initiative “Early Chances”: First Results - Yvonne Anders, Freie Universität Berlin; Mathias Tuffentsammer, Otto Friedrich University Bamberg; Jutta Sechtig, University of Bamberg; Nadine Wieduwilt, Otto Friedrich University Bamberg; Manja Floeter; Sabine Weigel; Hans-Guenther Rossbach, Otto Friedrich University Bamberg; Wolfgang Tietze, Freie Universität Berlin

43. The Impact of Positive Behavior Interventions and Supports on Kentucky Teachers’ Perceptions of Teaching Conditions - Gary W. Houchens, Western Kentucky University; Jie Zhang, Western Kentucky University; Chunling Niu, Western Kentucky University; Kelly S. Davis, Kentucky Center for Instructional Discipline; Kyong Hee Chon, Western Kentucky University

44. The Potential of Learning Analytics Data in Implementation Research - Virginia Walker Snodgrass Rangel, Rice University; Elizabeth R. Bell, Accelerate Learning Inc.; Carlos Monroy, Rice University; Jarrett Reid Whitaker, Rice University

45. The Promises and Pitfalls of Implementing a District-Wide Eighth-Grade Algebra I Initiative - Kamal Chavda, Boston Public Schools; Apryl Holder, Boston College

46. Using Teacher Formative Assessment to Predict Statewide Testing Scores - Linda Reddy, Rutgers University; Christopher Dudek, Rutgers University - New Brunswick/Piscataway; Stephanie Peters, Rutgers University

47. Improving Confidence in Program Evaluation Findings: A Meta-Analytical Approach - Kolawole K. Sunmonu, Prince George's County Public Schools

48. The Effectiveness of Synthetic Control Methods for School Comparison in Program Evaluation - Clay S. Johnson

49. “Finding Our Time”: Predicting Students’ Time Management in Online Collaborative Group Work - Jianzhong Xu, Mississippi State University; Jianxia Du, University of Macau; Xitao Fan, University of Macau; Ruiping Yuan, Mississippi State University

50. The Effectiveness of Student-Led Online Discussions as a Strategy for Promoting Metacognition: A Qualitative Inquiry - Martha Marie Snyder, Nova Southeastern University; Laurie P. Dringus, Nova Southeastern University

51. Design of an Argumentation Activity in an Asynchronous Online Learning Environment for Adult Leaners: A Conceptual Framework - Hyun Song Kim; Eunjung (Grace) Oh, University of Illinois at Urbana-Champaign

52. Effects of Belongingness and Synchronicity on Online Cooperative Learning - Andy Saltarelli, Stanford University

54. Exploring Student Engagement Patterns in Online Classrooms - Nathaniel Hunsu, Washington State University; Olusola Olalekan Adesope, Washington State University

55. Instructors’ Scaffolding Strategies to Promote Online Interaction: A Scale Development Study - Moon-Heum Cho, Sungkyunkwan University; YoonJung Cho, Sungshin University

56. Promoting and Evaluating Online Learner-Instructor Relationships - Yanghee Kim, Utah State University; Ryan Burdo, Utah State University; Tianyu Chen, Utah State University

57. Examining the Qualities of Liked Notes Versus Nonliked Notes in a Collaborative Online Learning Environment - Alexandra Makos, University of Toronto - OISE; Daniel Zingaro, University of Toronto; Murat Oztok, University of Pennsylvania; Jim Hewitt, OISE/University of Toronto

58. Exploring Revisiting - Lesley Wilton, University of Toronto - OISE; Clare M. Brett, University of Toronto

59. Gaining an Understanding From Students About the Best Practices for Implementing Groups in Online Environments - Funda Ergulec, Indiana University - Bloomington; Janet Mannheimer Zydney, University of Cincinnati

60. One Bad Apple: Dynamics of Online Group Work - Glenn Gordon Smith, University of South Florida; Andrew Gump, University of South Florida

61. The Impact of Peer Moderators and Original Case Studies on Student Engagement in Online Discussion - Sara G. Mcneil, University of Houston; Rashmi Chhetri, University of Houston

62. Understanding Value Creation in Online Communities for Educators - Sherry Booth, North Carolina State University; Shaun B. Kellogg, North Carolina State University