Crystal Claudett Jensen, Touro University - California

Linguistic and Sociocultural Perspectives on Second Language Learning in the Cherokee Nation Immersion School - Lizette Peter, The University of Kansas; Tracy Hirata-Edds, The University of Kansas; Philip Duncan, University of Kansas; Durbin Feeling, Cherokee Nation; Wyman Kirk, Northeastern State University - Tahlequah

Technology Integration in American Indian Education: An Overview - Lee M. Adcock, University of North Carolina - Asheville

The Impact of Testing Variables on Math Performance Among American Indian Students in Minnesota - Ximena Patricia Suarez-Sousa, Minnesota State University - Moorhead; Boyd Lee Bradbury, Minnesota State University - Moorhead

A Multilevel Model of Hispanic Kindergarteners’ English Oral Language Development - Tingting Xu, Stephen F. Austin State University; Jennifer Riggie, The Ohio State University - Columbus

Innovative Multilinguocultural Practice: Multicultural Education for Urban English Language Learners in New Times - Namsook Kim, University at Buffalo - SUNY

Innovative Teaching for Culturally, Linguistically, and Racially Diverse Students: Affirmation, Social Justice, and Quality Education - Ming-Hsuan Wu, Touro College

Preparing Teachers for Inclusive Settings: Teacher Candidates’ Perspectives of Field-Based Experience - ChiuYin (Cathy) Wong, Monmouth University; Jiwon Kim, Monmouth University; John C. Indiatsi, Texas Tech University

Ted Nicholas Ingram, Bronx Community College - CUNY

Joan Y. Pedro, University of Hartford

An Embodiment of a Practice: Culturally Sustaining Pedagogy - Bettina L. Love, University of Georgia; Patrick J Graham, Western Oregon University; Shakhnoza Kayumova, University of Massachusetts - Dartmouth; Rebecca Ann Smith, University of Georgia - Athens

Building Teacher Candidates’ Adaptive Expertise: Engaging Teachers From Diverse Communities in Prompting Reflection Through E-Portfolios - Evelyn Reed, Virginia Commonwealth University; Serra De Arment, Virginia Commonwealth University; Angie Wetzel, Virginia Commonwealth University

What We See When We Look in the Mirror: Conceptions of and Intentions for Reflection by Science Teacher Educators - Frederick Nelson, California State University - Fresno

Moving Toward Positive Mathematics Teaching Journeys: Preservice Teachers’ Reflections on the Child Mathematics Inquiry Portfolio - Joan Gujarati, Manhattanville College

Marta T. Magiera, Marquette University

A Professional Development Framework for Developing Culturally Responsive Algebra Teachers in Urban Districts - Emily Bonner, The University of Texas - San Antonio

Developing Prospective Teachers’ Awareness of the Common Core in Elementary Methods and Content Courses - Kelley Elizabeth Buchheister, University of South Carolina; Christa Jackson, University of Kentucky; Cynthia E. Taylor, Millersville University of Pennsylvania

Exploring a Preservice and an In-Service Teacher’s Collaborations About Discourse Within the Coordinated Experiences Model - Tutita M. Casa, University of Connecticut; Fabiana Cardetti, University of Connecticut; Cindy Marie Gilson, University of North Carolina - Charlotte

Lesson Study in a Community of Practice as a Form of School-Based Professional Development - Aoibhinn Ni Shuilleabhain, University College Dublin

Extending Understanding and Measurement of Secondary Mathematical Knowledge for Teaching - Heather Howell, ETS; Barbara H. Weren, ETS

Romina A. Pacheco, New Mexico State University

Freeing Ourselves: An Indigenous Response to Neocolonial Domination in Research, Classrooms, and Education Systems - Alan Russell Bishop, University of Waikato

Revisiting Freire’s “Trilogy of Pedagogies” Through Muslim Students’ Narrative: A Call to Collective Action - Brett Elizabeth Blake, Saint John's University; Rohany Nayan, University of North Carolina - Charlotte

Toward a Critical Pedagogy of Work Education - Barry Down, Murdoch University; John Smyth, University of Ballarat

Elise Cappella, New York University

Internet Use, Online Racial Discrimination, and Adjustment Among a Diverse, School-Based Sample of Adolescents - Brendesha M. Tynes, University of Southern California; Chad Allen Rose, University of Missouri - Columbia; Nicole Coleman, University of Southern California - Rossier School of Education; Kimberly J Mitchell, University of New Hampshire; Adriana J. Umana-Taylor, Arizona State University; David R Williams, Harvard University

First-Semester Emotional Experiences of Chinese International Students in a Canadian University - Xihui Wang, McGill University

Character Education and Student Outcomes: Effects of Teaching Social-Emotional Skills on Students’ School Behaviors and Achievement - Namik Top, Texas A&M University; Alpaslan Sahin, Harmony Public Schools; Jeffrey Liew, Texas A&M University - College Station

Erendira Rueda, Vassar College

Family Influences on Boys’ and Girls’ Gender Ideology and Underachievement - Nadine S.L. Engels, Vrije Universiteit Brussel; Els Fabiola Consuegra, Vrije Universiteit Brussel

How Could In-Grade Retention Serve as a Mechanism Reproducing Educational Inequality? The Case of Macao - Ei-Lee Wong, Chinese University of Hong Kong; Yisu Zhou, University of Macau

Tracking and Sense of Futility: The Impact of Between- Versus Within-School Tracking in Flanders - Mieke Van Houtte, Ghent University; Peter Alexander Joris Stevens, Ghent University

Within- and Between-Group Assimilation of Immigrants: Testing the Achievement Gap in Traditional Settlement Countries - Kristina Brezicha, The Pennsylvania State University; William C Smith, The Pennsylvania State University; Anna Persson, The Pennsylvania State University - University Park

Joyce L. Moore, University of Iowa

Evolutionary Changes in Beliefs About Motivation and Motivating Teaching Practices - Sarah E. Peterson, University of Texas at El Paso; James B. Schreiber, Duquesne University

Finding the Psychology in Educational Psychology: Aligning Course Objectives With American Psychological Association Guidelines - Rachel J. Eells, Concordia University - Chicago; Allison Gelfuso Butler, Bryant University

Infusing Action Research Into Educational Psychology Courses: Linking Theories and Actions-in-Practice - Noriyuki Inoue, University of San Diego

Christine M. Thompson, The Pennsylvania State University - University Park

Arts-Based Leadership: Crafting a Caring Learning Space - Zach Kelehear, University of South Carolina

Asking the Why Questions: Eliciting Deep Reflection During Music-Making Activities - Michael Downton, St. John's University

Considering the Creative Self: A Visual-Verbal Narrative Inquiry - Kelly Woodall Guyotte, The University of Alabama

Christian Ehret, Vanderbilt University

Connecting and Promoting Multiple Literacies in an Online Summer Reading Program - Jamie Colwell, Old Dominion University; Danielle Eileen Forest, University of Southern Mississippi; Lindsay Woodward, Iowa State University

Multimodal Mapping: Opening Space for Multiliterate Complexities - Julie Frear Schappe, The Pennsylvania State University

“Language Is More Than Just Words”: Multimodal Explorations of Language and Identity in High School - Molly Buckley-Marudas, Cleveland State University

A Conceptual Model of New Writing: Beaufort’s Writing Knowledge Domains 2.0 - Julie Corrigan, University of Ottawa

Janet Stramel, Fort Hays State University

Learning to Teach at the Middle Level: Perceptions of Professional Growth in Early Courses and Internships - David B. Strahan, Western Carolina University; Kim K. Winter, Western Carolina University

Middle Grades Students as Teacher Educators - John M. Downes, The University of Vermont; James F. Nagle, Saint Michael's College; Penny A. Bishop, The University of Vermont

“Redefining Literate Selves”: Middle Grades Preservice Teachers Using Digital Storytelling to Reflect on Personal Narratives - Cynthia C. Reyes, The University of Vermont; Kathleen Marie Brinegar, Johnson State College

John A. Freeman, Arkansas Tech University

Linguistically Diverse Students and Special Education: A Mixed-Methods Study of Teachers’ Attitudes, Coursework, and Practices - Renee Greenfield, University of Hartford

A Mixed-Methods Analysis of Student Success in Diverse High School Science Programs - Stephen C. Scogin, Hope College; Baki Cavlazoglu, Texas A&M University; Jennifer K. LeBlanc, Texas A&M University; Carol L. Stuessy, Texas A&M University

Mixing Validation Procedures to Enhance Inference Quality in a Mixed-Methods Research Study - Beverly Ann Fitzpatrick, Memorial University; Henry W. Schulz, Memorial University

Use of a Contiguous Convergent Parallel Mixed-Methods Design in a Descriptive Analysis of Physics Classrooms - John A. Dantzler, The University of Alabama; Dennis Sunal, The University of Alabama; Cynthia S. Sunal, The University of Alabama; Marsha Emelene Simon, University of West Georgia; Donna Patrice Turner, The University of Alabama - Tuscaloosa; James Wl Harrell

Sean Michael Lessard, University of Regina

Mindful Transformation Within Educational Reform: Identity (Re)construction Through Narrative Thinking - Wen-Ting Chung, Arizona State University; Sarah K. Brem, Arizona State University; Jenefer E. Husman, Arizona State University; Beth Blue Swadener, Arizona State University

We Teach Who We Are: Cultural Narratives as a Classroom Model - Burcu Ates, Sam Houston State University; Soonhyang Kim, Pace University; Yurimi Michael Grigsby, Concordia University - Chicago

The Edge of Messy: Interplays of Daily Storytelling and Grand Narratives in Teacher Learning - Makenzie Selland, Utah Valley University

Larry D. Burton, Andrews University

Buildings as Assets: The Strategic Use of Closed Catholic Schools - Ronald J. Nuzzi, University of Notre Dame; James Mario Frabutt, University of Notre Dame; Anthony C. Holter, University of Notre Dame

Factors Affecting the Decision Processes Regarding Christian Parents’ School Choice: A Grounded Theory Study - James A. Swezey, Liberty University

The Impact of Private Schools on Educational Attainment in the State of São Paulo: How Important Is Tuition? - Jonathan M.B. Stern, Vanderbilt University

Danielle M. Cowley, University of Northern Iowa

It Ends With Me: A Profile of Asian American Mathematics Teachers Combating the Myth of the Model Minority - Theodore Chao, Harvard University; Kari Naomi Kokka, Stanford University

Dual Language, Equitable Education, and Social Justice: Arizona’s Educational Context - Laura M Gomez, ASU; Margarita Jimenez-Silva, Arizona State University

Food Mapping as a Critical Classroom Activity for Social Justice - Peggy Shannon-Baker, University of Cincinnati; Robert Alan Wight, University of Cincinnati; Jennifer Elaine Killham, University of Cincinnati

Resisting the Dominant Narratives: High-Performing, Black Male Students Develop a Critical Consciousness for Transformation Resistance - Omar Davila, Berkeley University of California; Terry Kyle Flennaugh, Michigan State University

Yen Ling Shek, University of California - Los Angeles

Hmong American Students at Selective Public Universities: Exploring Sources of Support - Rican Vue, University of California - Riverside

Southeast Asian American Undergraduate Achievement in Higher Education - Kimberly A. Truong; Ronald Brown, Northeastern University; Tryan L. McMickens, Suffolk University

Southeast Asian American Women’s College Experiences: Exploring Their Ethnic Identities Across Academic and Social Contexts - Connie N. Tran, University of California - Santa Barbara

Ana M. Hernandez, California State University - San Marcos

Identity and Motivation: Learning to Read Simultaneously in a First and Second Language - Liv Thorstensson Davila, University of Illinois at Urbana-Champaign

Understanding Sources Chinese Students Used to Build Self-Efficacy in Learning English in an American Institution - Huifang Zuo, University of Chicago; Chuang Wang, University of North Carolina - Charlotte

Self-Efficacy Profiles Among English-as-a-Second-Language Learners - Do-Hong Kim, University of North Carolina - Charlotte; Chuang Wang, University of North Carolina - Charlotte; Mimi Bong, Korea University; Hyun Seon Ahn, Korea University - Brain and Motivation Research Institute

Understanding the Motivational Factors for Urban, Non-Heritage Language Learners of Chinese - Ailing Kong, Saint Joseph's University; Thomas Farren, Saint Joseph's University; Aubrey H. Wang, Saint Joseph's University

David E. Long, George Mason University

Elements of Design-Based Science Teaching That Affect Middle School Students’ Motivation - Brett D. Jones, Virginia Polytechnic Institute and State University; Sehmuz Akalin, Virginia Polytechnic Institute and State University; Asta B Schram, Virginia Polytechnic Institute and State University; Jonathan Fink, Virginia Polytechnic Institute and State University; Jessica Chittum, Virginia Polytechnic Institute and State University; Christine Guy Schnittka, University of Kentucky; Michael A. Evans, North Carolina State University

Exploring the Development of Middle School Students’ Knowledge Construction Through a Critique-Based Recursive Writing Activity - SaeYeol Yoon, Delaware State University; Claudia Patricia Aguirre-Mendez, The University of Iowa; Nurcan Keles, University of Iowa; Brian Hand, University of Iowa

Middle School Students’ Epistemic Ideas of Claim, Data, Evidence, and Justification When Reading Arguments - Suna Ryu, University of California - Berkeley; Matthew A. Cannady, University of California - Berkeley; Katherine L. McNeill, Boston College; P. David Pearson, University of California - Berkeley

Mariana Souto-Manning, Teachers College, Columbia University

Constructing (Un)Successful Teacher Identities: Learning From the Experiences of Preservice Early Childhood Teachers of Color - Mariana Souto-Manning, Teachers College, Columbia University; Ranita Cheruvu, William Paterson University; Tara Lencl, Teachers College, Columbia University; Marisa Salome Chin-Calubaquib, Teachers College, Columbia University

Valuing Child Care Labor: Presumed Professionals or Capable Workers? - Yarrow Andrew, Flinders University

“Heroic Victims”: Discursive Constructions of Early Childhood Teacher Professional Identities - Megan Gibson, Queensland University of Technology

Bruce A. VanSledright, University of North Carolina - Charlotte

Teaching Causal Reasoning in History: The Effects of Explicit Teaching and Epistemological Reflection in Developing Historical Expertise - Gerhard Stoel, University of Amsterdam; Jannet Van Drie, University of Amsterdam; Carla Van Boxtel, University of Amsterdam

Scaffolding Historical Contextualization Through Classroom Discussions - Harry Havekes, Radboud Graduate School of Education Nijmegen; Johan Luttenberg, Radboud University Nijmegen; Peter-Arno Coppen, Radboud University Nijmegen; Carla Van Boxtel, University of Amsterdam

Mobile Apps for Innovating and Improving Learning and Teaching: An Example on History - Margarita Limon, Universidad Autónoma de Madrid; Sebastian Vidal; Carlos Garcia Sauri

At the Convergence of Different Paths: Contributions From the Research on Historical Thinking and Personal Epistemology - Liliana Maggioni, The Catholic University of America; Bruce A. VanSledright, University of North Carolina - Charlotte

Kellie Jackson, Harvard University

“I Knew He Was Black!” Omar’s Embodied Critical Literacy Performance in a High School English Classroom - Erin Beeman Stutelberg, University of Minnesota

“The Stone the Builder Refused”: Critical Spirituality, The Boondocks, and Not Being the Problem - Brian Whitney Collier, Miami University

Middle School Students Challenging Gender Stereotypes: Pitfalls and Promises of Critical Media Literacy Education - Laurel D. Puchner, Southern Illinois University - Edwardsville; Linda Markowitz, Southern Illinois University - Edwardsville; Chantal Chandler

Situating “Othering”: Teachers Making Meaning of Cultures and Challenges Beyond Their Own - Supriya Baily, George Mason University; Maria Katradis, George Mason University

Ana M. Martinez-Aleman, Boston College

Differential Effects of Predictors of College Enrollment for Would-Be First-Generation and Continuing-Generation College Students - Serena Hinz, Vanderbilt University

First-Generation College Students’ Perspectives on What College Readiness Entails - Carla Amaro-Jimenez, The University of Texas - Arlington; Holly Hungerford-Kresser, The University of Texas - Arlington

Intersecting Identities and College Choice Processes: Race-Related Differences in College Enrollment Among First-Generation Students - Hannah Whang, University of California - Los Angeles; Laura Bernhard, University of California - Los Angeles

The Influence of Siblings on First-Generation Students’ College Choice and Enrollment - Nydia C. Sanchez, University of North Texas

Michael P. Evans, Miami University - Oxford

A Tale of Two Petitions: The Best and Worst of Times Implementing the Parent Trigger Law - Rodolfo Acosta, University of Southern California

Grassroots Community Organizations and a Counternarrative of Chicago’s Mass Public School Closures - Colleen Cleary, University of Missouri

Healing Through Action: Organizer Identity Projects as a Vehicle for Radical Healing - Sonia M Rosen, Arcadia University