Myra Luna-Lucero, Teachers College, Columbia University

Computational Thinking in an After-School Program: How Critical Pedagogy Can Facilitate Engagement for Urban Youth - Sepehr Vakil, University of California - Berkeley

Challenging Occupational Exclusion and Stereotypes of Computing Education via Culturally Responsive Computing Curricula - Elizabeth Eger; Catherine S. Ashcraft, University of Colorado - Boulder; Kimberly A. Scott, Arizona State University; Shelley Zion, University of Colorado - Denver

Activists at the Intersections: Latinas Overcoming Barriers in Computing - Sarah Taylor Hug, University of Colorado - Boulder; Heather L. Thiry, University of Colorado - Boulder

Ayesha Khurshid, Florida State University

Beyond the Home-School Dyad: Illuminating the Promises and Limitations of Parental Involvement Policy Through the Case of Educational Advocacy by Latina Mothers of Children With Disabilities - Irenka Dominguez-Pareto, University of California

Educator Perceptions of Culturally and Linguistically Diverse Students and Special Education - Norma A. Guzman, Texas A&M University - Kingsville

Perceptions of Inclusion: Relationships Between Stakeholders in Special Education - Adrienne D. Woods, University of Michigan; Frederick J. Morrison, University of Michigan

Angela Rose Hines, Arizona State University

Shaping School Lives Within Story Lines of College-Bound Success - Karla Scornavacco, University of Colorado - Boulder

Deconstructing College Readiness: Ideologies, Discourses, and Academic Socialization - Sana Ansari, University of Illinois at Chicago

Reference-Group Effects of Class-Average Cognitive Ability on Teacher Recommendations for Higher Education - Rachel Wollschlaeger, University of Trier; Christoph Niepel, University of Trier

Parental Expectations of Postsecondary Outcomes for Students With Learning Disabilities: A Funds of Knowledge and Social Capital Approach to Transition Planning - Sara B. Werner, Claremont Graduate University; Gabriel E. Chaparro, Claremont Graduate University

Ajay Singh, Murray State University

Attention-Inattention on a Continuum: Responses to Daily Routine by Preschoolers Considered to Have Attention-Deficit/Hyperactivity Disorder - Kyunghwa Lee, University of Georgia; Rebecca Ann Smith, University of Georgia - Athens; Su Yun Choi, University of Georgia - Athens

“I’d Rather Be Normal”: Living “With” Attention Deficit/Hyperactivity Disorder Stigma in the Context of Compulsory Schooling - Juho Honkasilta, University of Jyväskylä; Tanja Vehkakoski, University of Jyväskylä

The Power of Collaboration: Meeting the Needs of Learners With Differing Abilities and Interests - Katharine Lynette Chamberlain, The University of Texas - Austin

Disproportionality Fills in the Gaps: Special Education and the School-to-Prison Pipeline - Subini Ancy Annamma, University of Denver; Deb Morrison, University of Colorado - Boulder; Darrell Jackson, University of Wyoming; Graham Garlick

Taucia Gonzalez, Arizona State University

Immigrant Youth and Activism: Developing a Critical Social Consciousness and Immigrant Identity - Roseanne Macias, California State University - Dominguez Hills

Reframing, Reimagining, and Retooling Curriculum From the Grassroots - Gabriel Alejandro Cortez, Northeastern Illinois University; Isaura Betzabe Pulido, Northeastern Illinois University; Ann M. Aviles de Bradley, Northeastern Illinois University; Anton Miglietta; Kay Fujiyoshi, Chicago Grassroots Curriculum Task Force; David O. Stovall, University of Illinois at Chicago

The Social and Academic Experiences and Needs of Street-Involved, K-12 Students - Tara Marie Brown, University of Maryland - College Park; Jesus Santos, Brandeis University; Edwin Alamo; Newlyn De La Rosa

Using Community-Based Participatory Research and Spatial Cartography to Build Community Relationships and Improve Equity in Early Childhood Education - Meriah Heredia-Griego, University of New Mexico; Adrian Pedroza, Partnership for Community Action; Adai A. Tefera, Arizona State University

Yoonhee Naseef Lee, Arizona State University

When Language Ideologies Meet Political Ideologies: An English-Only Immersion Program’s Issues With Standardized Test Accountability - Rolf Straubhaar, University of Georgia

Immigrant Youth’s Frames of Reference: A Resource for Navigating School and Beyond - Jie Yie Park, Clark University

What’s a “Good” Writer? From Language and Nationhood to Superheroes: Writing in a French-English Curriculum - Elizabeth A. Morphis, Teachers College, Columbia University

New York State Bilingual Common Core Initiative: Language and Content Scaffolds for Emergent Bilinguals - Patricia Velasco, Queens College - CUNY; Helen L. Johnson, City University of New York; Estrella L. Olivares-Orellana, Teachers College, Columbia University

Howard L. Smith, The University of Texas - San Antonio

Samara Wolf Fetner, American Educational Research Association

#donttagyourhate: Sexual Subjectivities, Writing as Reparation, and the On-/Off-Line Queer Politics of Everyday Life - Jon Michael Wargo, Michigan State University

Beyond Queer Blindness: Sexual Identity, Social Studies, and Sexual Civic Empowerment in Urban Communities - Ashley Nicole Woodson, University of Pittsburgh

English/Language Arts Teachers’ Comfort and Awareness Levels Related to LGBT-Inclusive Literature and Curriculum - Michelle L. Page, University of Minnesota - Morris

Heteronormativity and Hidden Curriculum in Higher Education - Dana Bible, Sam Houston State University; Stacey L. Edmonson, Sam Houston State University; Rebecca McBride Bustamante, Sam Houston State University; Daphne D. Johnson, Sam Houston State University

Kevin C. Roxas, Western Washington University

Managing Symbolic and Social Boundaries: Student Strategies for Maintaining Academic Identities in the Context of Discriminatory Schooling Practices - Stacy I. Olitsky, Saint Joseph's University; Markita Billups, Temple University

“We Are All the Same Inside”: Resistance to Critical Pedagogy in Teacher Education - Beatrice S. Fennimore, Indiana University of Pennsylvania

Unmasking the Invisibility of Bias: Exploring Interpersonal Classroom Microaggressions in Community College Settings - Saskias Casanova, Arizona State University - Tempe; Margary Martin, Brown University; Carola Suarez-Orozco, University of California – Los Angeles; Veronica Cuellar; Naila Smith, Fordham University; Sandra Dias, NYU; Dalal Katsiaficas, New York University; Alicia Ana Ayala, New York University

Jennifer Keys Adair, The University of Texas - Austin

Cultural Capital in English as a Lingua Franca: A Poststructuralist Perspective - Yi Ping Huang, National Chengchi University

Facilitating Internally Persuasive Discourse to Enhance Multiculturalism in a Diverse Society - Sarah Pollack, Hebrew University of Jerusalem; Yifat Ben-David Kolikant, The Hebrew University of Jerusalem

Reconceptualizing Linguistic Repertoires in an Australian Context: “Learning About Language and Learning About My Friends” - Jacqueline A. D'warte, University of Western Sydney

“You Can Start Thinking About Making Something out of Your Life”: Deferred Action for Childhood Arrivals as a Form of Basic Capital - Jose Garcia, University of Texas - Austin

Shanyce L. Campbell, University of Michigan - Ann Arbor

“There’s Just Some Things That Aren’t Working”: Teachers and Language Policy - Christian Ellen Zuniga, The University of Texas - Austin; Deborah K. Palmer, The University of Texas - Austin

Developing a “Guerrilla Pedagogy”: Student Teachers Navigate the Policy Environments of Placement Schools - Anne Marie Liebel, Clemson University

Finding and Creating Space for Hope in Teacher Education - Melissa B. Rivers, South Ridge High School; Gustavo E. Fischman, Arizona State University

From Another Perspective: Understanding Preservice Teachers’ Conceptions of Poverty - Jennifer Tatebe, University of Auckland

How Teacher Identity Shapes Intercultural Learning: A Case Study - Chiu-Hui Wu, Wenzao Ursuline University of Languages; Cathrine L. Beaunae, Georgian Court University

White Women, Racial Others, and the Complex Social Production of Identity - Timothy J. Lensmire, University of Minnesota - Twin Cities

Whiteness and Teacher Education: The Problems and Possibilities of White Ambivalence - Ryan M. Crowley, University of Kentucky

“Is He Just Saying That Because I’m Black?” Race, Silence, and Becoming an Art Teacher - Amelia M. Kraehe, University of North Texas

Valerie Hill-Jackson, Texas A&M University

Race C.A.R.: Examining Race as a Driving Force in Critical Autoethnographic Research - Stephen D. Hancock, University of North Carolina - Charlotte; Ayana Allen, University of North Carolina - Charlotte

Stories of Immigrants’ Past: Examining the Role of Life Narratives in the Socialization Practices of Afro-Caribbean Immigrant Parents - Chonika Coleman King, The University of Tennessee - Knoxville

Researching the “Other”: Power and Positionality in the Research Process - Alexandra Allweiss, University of Wisconsin - Madison; Kalwant Bhopal, University of Southampton

A Critical Race Analysis of Highly Engaged and Influential Parents in a Mixed-Race Elementary School - Jennifer Leigh Foubert, University of Wisconsin - Madison

Donna Marie Johnson, Tulane University

The Development and Implementation of Multicultural Education Policy, Pedagogy, and Philosophy in South Korea - John D. Palmer, Colgate University; Hyein Amber Kim, University of Washington - Seattle

Thailand’s Education Policies on Multiculturalism - Thithimadee Arphattananon, Research Institute for Languages and Cultures of Asia, Mahidol University

Asian Americans, FOBs (Fresh Off the Boat), and ... Me? An Examination of a Third Culture Kid: Experience, Perception, and Coping Strategies for Stereotype Threats - Kyoungwan Cathy Shin, Indiana University

Lonnie L. Rowell, University of San Diego

Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course - Christopher C. Martell, Boston University

Scaling Up Action Research: Professional Development for In-Service School Librarians - Jenny Robins, University of Central Missouri

Faculty Development in Online Communities of Practice - Michelle P. Collay, University of New England

“Without Hermeneutics I’m Stuck in My Own Thinking”: Preservice Teachers Adopt a Hermeneutical Stance Toward Action Research - Colette Rabin, San José State University; Grinell Smith, San José State University

Elizabeth J. Grace, National Louis University

Cross-Cultural Differences in the Features of Illustrations in Science Test Items in Three Assessment Systems: China, the United States, and TIMSS (Trends in International Mathematics and Science Study) - Chao Wang, University of Colorado

Improving Illustration-Based Accommodations for English Language Learners in Science Assessment: Report on an Analytical Strategy - Ashley M. Chrzanowski, University of Colorado - Boulder; Chao Wang, University of Colorado; Guillermo Solano-Flores, University of Colorado - Boulder

The Impact of Discourse Features of Science Test Items on English Language Learner Performance - Rachel R. Kachchaf, Smarter Balanced; Tracy E. Noble, TERC; Ann Rosebery, TERC; Yang Wang; Beth M. Warren, Cheche Konnen Center, TERC; Catherine O'Connor, Boston University

Using Teacher Ratings to Evaluate the Validity of an Alternate Assessment for English Language Learners - Deepak Ebenezer, Center for Applied Linguistics; Jennifer Renn, Center for Applied Linguistics; Shu Jing S. Yen, Center for Applied Linguistics; Carsten Wilmes, University of Wisconsin - Madison

Heather Toomey Zimmerman, The Pennsylvania State University

Comparing Informal Outreach Methods for Their Effect on Student Learning and Interest in Entomology - Faith J. Weeks, Purdue University

Impact of an Out-of-School Education Program on Students’ Development of Ecological Mental Models - Michael William Dentzau, Columbus State University

Teaching Science in an Informal Learning Setting: Assessing a Garden-Based Approach to Teaching the Life Cycle of Insects - Carley Fisher-Maltese, University of Maryland - College Park; Timothy D. Zimmerman

Hua-Yu Sebastian Cherng, New York University

Assessing the College-Going Cultural Capital of Urban High School Seniors in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) - Christine M Knaggs, Lourdes University; Toni A. Sondergeld, Bowling Green State University; John M. Fischer, Bowling Green State University; Jeffrey Griffith, Waite High School

High School Student Preparedness for College and Career Goals - Cheryl Carrico, Virginia Polytechnic Institute and State University; Holly Marie Matusovich, Virginia Polytechnic Institute and State University; Marie Christine Paretti, Virginia Polytechnic Institute and State University

How Does High School Poverty Matter? High School Economic Composition and Postsecondary Outcomes - Zitsi Mirakhur, Princeton University

How Do I Get In? Teacher Decision Making and the Course Recommendation Process - Philip Evan Bernhardt, Metropolitan State University of Denver