1. Allowing Children to Play With Language Through Hybrid Language Practices to Foster Their Language Development - Nan Li, Claflin University

2. Innovative Research Practice to Engage Preservice Teachers With Religious Diversity - Yan Guo, University of Calgary

3. Investigating the Hegemonic Language of the “American Dream” - Cheryl A. Kreutter, SUNY - College at Geneseo

4. Just How Just Is This Service-Learning Project? Assessing English Teacher Candidates’ Urban SAT Course - Deborah A. Bieler, University of Delaware

5. Teachers’ Understandings of Multicultural and Intercultural Bilingual Education in Chilean Schools: A Case Study - Cesar Pena-Sandoval, Pontificia Universidad Catolica de Valparaiso; Rukmini Dasi Becerra, University of Washington

6. “I Struggle With How Much to Bring Into Classroom Spaces”: Exploring Literacy Teacher Educators’ Negotiations of a Critical Stance in Preservice Teacher Education - Pooja Dharamshi, University of Toronto - OISE; Clare Kosnik, University of Toronto; Cathy Marie Miyata, University of Toronto

7. An Analysis of Career Changers’ Need in a Clinical Immersed STEM Teacher Preparation Program - Xin Liang, The University of Akron; Lynne Pachnowski, The University of Akron; Karen Plaster, University of Akron; Gary M. Holliday, The University of Akron

8. Exploring the Teacher-Curriculum Partnership in Beginning Elementary Mathematics Teaching - Susanna Farmer, University of Michigan

9. Implementing Garden-Based Learning: What Do Teachers Experience as Factors That Support or Challenge Their Efforts? - Sarah Selmer, West Virginia University; Melissa J. Luna, West Virginia University; Jim Rye, West Virginia University

10. Measuring Science Teachers’ Pedagogical Content Knowledge for Student Ideas About Natural Selection Using a Concept Inventory - Margaret M. Lucero, Santa Clara University; Cesar Delgado, The University of Texas - Austin; Anthony Petrosino, The University of Texas - Austin

11. Promoting Student Understanding Through Teacher Questioning: A Discourse Analysis of Inquiry-Based Fifth-Grade Science Classrooms - Christopher D. Van Booven, New York University

12. Teaching Science Through Inquiry in the Classroom: Experience From Pakistan - Nelofer Halai, The Aga Khan University

13. The 21st-Century Physics Classroom: What Students, Teachers, and Classroom Observers Report - Dennis Sunal, The University of Alabama; John A. Dantzler, The University of Alabama; Cynthia S. Sunal, The University of Alabama; Donna Patrice Turner, The University of Alabama - Tuscaloosa; Marsha Emelene Simon, University of West Georgia; James Wl Harrell

14. The Use of Learning Aids in Online Learning Environments: An Examination of Developmental Mathematics - Nicole Forsgren Velasquez, Utah State University; Taylor Martin, National Science Foundation; Jason Maughan; Sarah Jane Harris-Brasiel, Utah State University

15. Using Cogenerative Dialogues to Illuminate Shifting Student-Teacher Alignments - Joanna Higgins, Victoria University of Wellington; Linda Bonne, Victoria University of Wellington

16. “Something Wicked This Way Comes”: Curriculum Integration With Multimedia Simulations in Chemistry Learning - Catherine E. Milne, New York University; Ruth N. Schwartz, Quinnipiac University; Jan L. Plass, New York University; Bruce Douglas Homer, City University of New York; Trace Jordan, New York University; Steve Yavner, New York University; Tzuchi Tsai, New York University; Anna Gustava Brady, New York University; Ethlyn Saltzman, CUNY - Graduate Center

17. Mathematics Knowledge for Teaching and Its Influential Factors: An Analysis of Chinese Elementary Mathematics Teachers - Jian Wang, Texas Tech University

18. Connecting Cultural Sponsorship and a Motivated Sense of Self to Understand the Language Learning Project - Anke Julia Zwietasch Sanders, The University of Texas; Jeong-bin Hannah Park, The University of Texas - Austin; Diane L. Schallert, The University of Texas - Austin

19. Culturally Responsive Teaching and Latino Ethnic Identity - Francesca Lopez, The University of Arizona

20. Effects of Implicit Stereotypes, Stereotype Threat, and Performance Motivation Goals on Women’s Math Performance - Leia Ann Charnin, University of Missouri - Kansas City; Jacob M. Marszalek, University of Missouri - Kansas City

21. English Language Learners and the Shame of Being a Struggling Reader - Rhonda D. Goolsby, University of Oklahoma

22. Exploring the Relationship Between Achievement Goal Theory and Disruptive Classroom Behavior - Danyelle Tauryce Ireland, University of Maryland - Baltimore County; Kimberley Edelin Freeman, Howard University

23. Fostering Eighth-Grade Lumbee Students’ Reading Motivation - Heather H. Lynn, University of North Carolina - Chapel Hill; Angela M. Rogers, Clemson University; Laura Staal, University of North Carolina - Pembroke

24. High- and Low-Achieving Students and Their Engagement in Mathematics - Karen Skilling, The University of Sydney; Janette M. Bobis, The University of Sydney; Andrew J. Martin, The University of New South Wales; Judy Anne Anderson, The University of Sydney; Jenni Way, The University of Sydney

25. Impact of Teachers’ Immediacy and Instructional Conversations on English Language Learner Language Acquisition and Science Achievement - Brady Kocher, North Carolina State University; Heather A. Davis, San Diego State University

26. Korean Teachers’ Praising Typology - Hyeyoung Bang, Bowling Green State University; Jungsub Kim, Pusan National University

27. Learning From the Learners: Research for Rescripting Educational Failure - Limor Pinhasi-Vittorio, Lehman College - CUNY; Elite Ben-Yosef, Nassau Community College

28. Measuring Changes in College-Going Efficacy: A Case Study of an Innovative Digital Game Intervention - Zoe Corwin, University of Southern California; Kevin Eagan, University of California - Los Angeles; Gisele Ragusa, University of Southern California

29. Measuring Cultural Dimensions of Classroom Interactions: Initial Psychometric Findings - Bryant Jensen, Brigham Young University; Sara Bernice Chapman, Brigham Young University

30. Motivational Profiles in High School: A Person-Centered Approach and Examination of Contextual Predictors of Change - Angela D. Miller, George Mason University; Tamera B. Murdock, University of Missouri - Kansas City

31. Parent Autonomy Support and Academic Achievement: A Meta-Analysis of Research - Ariana Christine Crowther, The University of Texas - Austin; Erika Alisha Patall, University of Southern California; Carlton Jing Fong, The University of Texas - Austin; Andrew Corrigan, The University of Texas - Austin; Lisa E Pine, The University of Texas - Austin

32. Parental Beliefs About Math and Verbal Ability Predict Self-Reported Behavior: The Role of Child Competence - Katherine Marie Muenks, University of Maryland; David B. Miele, Boston College

33. Cooperative Learning for Youth on the Margins: Community Research Empowering Social Transformation - Laurie Stevahn, Seattle University; Charisse Cowan Pitre, Seattle University

34. Cooperative Learning in Physical Education: Pedagogical Approaches for Positively Interdependent Learning - Victoria Anne Goodyear, University of Bedfordshire; Ashley Casey, University of Bedfordshire; David Kirk, University of Strathclyde

35. Positioning Practices Across Pairs of Students Working on Computers in High School Mathematics - Anna Fricano DeJarnette, University of Cincinnati

36. Uncovering Hidden Patterns: Temporal Analysis of Productive and Improvable Knowledge-Building Discourse - Bodong Chen, University of Minnesota - Twin Cities; Monica Resendes, University of Toronto

37. Inspiring Assessment That Promotes Learning: Preparing Teacher Candidates for New Teacher Evaluation Procedures - Whitney Elaine Wall Bortz, Radford University; Patricia B. Shoemaker, Radford University; Boyoung Park, Radford University

38. Comparability of Computerized and Paper-Administered Achievement Assessments in the Primary Grades - Catherine Welch, University of Iowa; Keyu Chen, University of Iowa; Ye Lin, University of Iowa; Heather Rickels, Iowa Testing Programs; Stephen B. Dunbar, University of Iowa

39. Contextual Factors That Affect Teachers’ Conceptions of Assessment: Findings From a Survey of Singaporean Teachers - Gavin W. Fulmer, National Institute of Education - Nanyang Technological University; Iris C. H. Lee, National Institute of Education - Nanyang Technological University; Kelvin Tan, National Institute of Education - Nanyang Technological University

40. Data-Based Decision Making, Assessment for Learning, and Diagnostic Testing in Formative Assessment - Fabienne Van der Kleij, Cito; Jorine Adinda Vermeulen, Universiteit Twente; Kim Schildkamp, Universiteit Twente; Theo Eggen, Cito

41. Do Interim Assessments Influence Teachers’ Grouping Methods? Evidence From a Randomized Controlled Trial - Feng Liu, American Institutes for Research; Jared Eno, American Institutes for Research; Gregory Chojnacki, American Institutes for Research; Arie J. van der Ploeg; Coby Meyers, American Institutes for Research; Shazia R. Miller, American Institutes for Research; Spyros Konstantopoulos, Michigan State University

42. Massachusetts School Classroom Environment Survey: Development and Validation of a Qualitatively Enriched Rasch-Based Instrument to Measure Teacher Practices Within Massachusetts Schools - Shelagh M. Peoples, Massachusetts Department of Elementary and Secondary Education; Claire Abbott; Elizabeth Davis; Robert Lee, Massachusetts Department of Elementary and Secondary Education; Kathleen Marie Flanagan, Massachusetts Department of Elementary and Secondary Education; Jennifer Malonson

43. Modeling Assessment Literacy of Beginning Teachers: The Contribution of Training and Conceptions - Adi Levy-Vered, Beit Berl College; Fadia M Nasser-Abu Alhija, Tel Aviv University

44. Teacher Stress, School Climate, and Teaching Practices in the Age of High-Stakes Testing - Nathaniel Paul von der Embse, East Carolina University; Stephen Kilgus, East Carolina University

45. Teachers’ Perceptions of Their Response-to-Intervention Skills as They Relate to Assessment, Instruction, and Intervention - Jarrett M. Landor-Ngemi, Southern University and A&M College

46. The Development of an Online Tool to Support Teacher Judgments Against National Standards - Charles William Darr, New Zealand Council for Educational Research

47. The Effect of Data Collection Schedules on Curriculum-Based Measurement Growth Estimates - Ethan Van Norman, University of Minnesota - Twin Cities; Theodore Christ, University of Minnesota; Scott Ardoin, University of Georgia; Tanya Eckert, Syracuse University; Mary Jane White, University of Minnesota

48. The Impact of an Interim Assessment Program on Educator Practice and Student Achievement: Uncovering the Processes at Work - Beth Morton, Center for Education Policy Research - Harvard University; Martin West, Harvard Graduate School of Education; Corinne M. Herlihy, Harvard University

49. Classroom Experiences of Students Preparing for a High-Stakes National Public Examination in Trinidad and Tobago - Jerome De Lisle, University of the West Indies; Sabrina McMillan-Solomon; Hazel Edwards, University of the West Indies; Rhoda Misty Mohammed, Ministry of Education, Trinidad and Tobago

50. Does Expectation Affect Behavior? The Effect of Credit Hour Notification on Retention Rates - Jacqueline S Ryan-Rojas, Independent Scholar; Iris Lafferty, Ashford University; Christine Makris, Ashford University; Mark Ryan, Ashford University

51. Exploring Online Teachers’ Pedagogical Beliefs - Fethi A. Inan, Texas Tech University; Doris U. Bolliger, University of Wyoming

52. Paradigm for Online Mathematics Performance, Policy, and Practice: Learning in a Synchronous Environment - Guadalupe VanderPloeg, K12 Inc.; Cherie Ichinose, California State University - Fullerton

53. Power Distance in Online Learning: Experience of Chinese Learners in U.S. Higher Education - Yi (Leaf) Zhang, University of Texas at Arlington

54. Probing Innovative and Effective Online Pedagogical Practices: Faculty Perceptions on the Future of Cybereducation - Katherine L. Hayden, California State University - San Marcos; Nahid Nariman, non profit organization

55. Using Online Contexts to Specify Boundary Conditions in Educational and Social Psychology Theories - Andy Saltarelli, Stanford University

56. Examining Student Note Revising as a Component of Knowledge Construction in Discussion-Centered Online Courses - Kim Mackinnon, University of Toronto - OISE; Jim Hewitt, OISE/University of Toronto

57. Promoting Self-Regulation Through the Online Learning Community - Jackie HeeYoung Kim, Armstrong Atlantic State University

58. What Concerns Faculty: The Effect of Organization Restructuration on Online Learning - Daniel Gutmore, Seton Hall University; Al Galloway, Seton Hall University

59. A Design Case: The Community of Inquiry Model as a Design Framework for Massive Open Online Courses - Heng Patrick Luo, The Pennsylvania State University; Erin C. Long, John A. Dutton e-Education Institute

60. Exploring Health Education Strategies and Theoretical Foundations of E-Health and M-Health Education Interventions - Suha Rahif Tamim, The University of Memphis; Michael M. Grant, University of South Carolina

61. Integration of Social Media in Teaching: What Pedagogies Do Preservice Teachers Adopt in Practice? - Elson S.Y. Szeto, The Hong Kong Institute of Education; Annie Y.N. Cheng, The Hong Kong Institute of Education

62. Leveling the Playing Field: Using Development Research to Create an E-Portfolio Implementation Framework for Educators - Samantha J. Blevins, Radford University; Jennifer M. Brill, Virginia Polytechnic Institute and State University

63. Understanding of Instructional Design Students’ Design Judgment - Muruvvet Demiral-Uzan, Indiana University - Bloomington

64. An Approach for Combining Qualitative Analysis With Learning Analytics to Study Learning Processes in Project-Based Learning - Marcelo Worsley, Stanford University; Paulo Blikstein, Stanford University

65. Analogy From the Realm of Digital Games to the Realm of Formal Discipline - Shulamit Kapon, University of Haifa

66. Combining Computational Modeling, Theory, and Data: Steps Toward a Metamodel Framework for the Study of Learning - James A. Levin, University of California - San Diego; Michael J. Jacobson, The University of Sydney; Lina Markauskaite, The University of Sydney

67. Defining Computational Thinking for STEM - David Weintrop, Northwestern University; Elham Beheshti, Northwestern University; Michael S. Horn, Northwestern University; Kai Orton, Northwestern University; Kemi Jona, Northwestern University; Laura Trouille, Northwestern University; Uri J. Wilensky, Northwestern University

68. Entering the Dialogic: Disengaged Students and Multivoicedness in Computer-Supported Collaborative Learning Environments - Benzi Slakmon, The Hebrew University of Jerusalem; Baruch C. Schwarz, Hebrew University of Jerusalem

69. EvoBuild: Building Models of Evolutionary Change Using Individual-Level Behaviors - Aditi Wagh, Northwestern University; Uri J. Wilensky, Northwestern University

70. Examining the Relationship Between Educational Goals, Self-Efficacy, and Science Academic Achievement in High School Students: A Latent Moderated Structural Model - Yueming Jia, Education Development Center, Inc.; Youn Joo Oh, Independent Researcher; Bernadette Sibuma, Education Development Center, Inc.; Helen Chung, Education Development Center, Inc.; Frank LaBanca, EDUCATION CONNECTION; Mhora Lorentson, EDUCATION CONNECTION

71. Is Collaboration a Necessary Component of Problem-Based Learning? - Christopher Manente, Rutgers University; Suzanne Wichtel, Rutgers University; Angela M. O'Donnell, Rutgers University

72. Microgenetic Learning Analytics - Florence R. Sullivan, University of Massachusetts - Amherst

73. Religious Participation and Mathematical Problem-Solving Strategies - Edd V. Taylor, University of Colorado - Boulder; Tracy Dobie, Northwestern University

74. Tangible Agent-Based Computation for Learning Physics - Gokul Krishnan, Vanderbilt University; Pratim Sengupta, Vanderbilt University

75. What More in Lectures for Learning Science? Body Positioning as a Pedagogical Resource for Communication - SungWon Hwang, University of Calgary; Wolff-Michael Roth, University of Victoria