Tricia Browne-Ferrigno, University of Kentucky

Entrepreneurial Teachers, Effectual Reasoning, and Risk in Science Reform - Anita Martin, Vanderbilt University - Peabody College; Fouad S. Abd-El-Khalick, University of Illinois at Urbana-Champaign; Elisa Mustari, University of Illinois at Urbana-Champaign; Raymond Price, University of Illinois at Urbana-Champaign

From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness Across the Career Continuum - Ellen J. Behrstock-Sherratt, American Institutes for Research; Derek Olson, National Network of State Teachers of the Year; Angela Minnici, American Institutes for Research; Katherine Ann Bassett, National Network of State Teachers of the Year; Catherine Jacques

Validation of a Theory of Teacher Leadership Development - Philip E. Poekert, University of Florida; Darbianne Shannon, University of Florida

Ann E. Lopez, OISE/University of Toronto

Automating the Assessment of Teachers' Knowledge: A Focus on Effective Teacher–Child Interactions in Early Childhood - Amy Roberts, University of Virginia; Jordan Buckrop, University of Virginia; Jennifer LoCasale-Crouch, University of Virginia; Bridget Kathleen Hamre, University of Virginia

Innovative Communities: Embedding Special Education Faculty in Science Methods Courses - Patricia Alvarez McHatton, University of Texas Rio Grande Valley; Kate Zimmer, Kennesaw State University; Jill Williams, Kennesaw State University

Pushing at the Boundaries: Developing a Disciplinary Literacies Pedagogy in Secondary Content-Area Teacher Education - Terri L. Rodriguez, College of Saint Benedict; Alexandra Olivia Santau, Duquesne University; Jason K. Ritter, Duquesne University

Smita Guha, Saint John's University

Expanding Culturally Responsive Teaching in Korean Classrooms - Hyojeong Kim, Michigan State University

Learning About Funds of Knowledge as Part of Culturally Responsive Teaching Through Practitioner Inquiry - Renee Spanos, South-Western City Schools

Student Teachers Enact Culturally Relevant Pedagogy for Immigrant Learners in a Culture of Standardization - Michelle Benegas, University of Minnesota - Twin Cities

Toward Justice in Second Language Teacher Education in Portuguese Schools - Maria Alfredo Moreira, Minho University

Sarah A. Polasky, Arizona State University

The Great Balancing Act: Mentor Teacher Leaders as Classroom Teachers and Peer Coaches - Jessica Holloway, Kansas State University; Ann Walker Nielsen, Arizona State University; Sarah Saltmarsh, Arizona State University

Let Me Coach! Insight Into Daily Practices for Mentor Teachers - Ann Walker Nielsen, Arizona State University; Sarah Saltmarsh, Arizona State University

Examining Mentor Teacher Professional Success in a Value-Added Evaluation Framework - Hongxia Fu, Arizona State University; Wendy Miedel Barnard, Arizona State University

Mentor Teachers' Perceptions of School Working Conditions and Influence on Retention - Wendy Miedel Barnard, Arizona State University

Sheron Andrea Fraser-Burgess, Ball State University

Certification Program and Assigned Subject on First-Year Teachers' Self-Efficacy - Michelle L. Peters, University of Houston - Clear Lake; April Fox, La Porte Independent School District

Issues in Measuring Preservice Teacher Commitment: Relationships Between Outcomes and Predictors - Steven Randall Chesnut, University of Southern Mississippi; Kamau Oginga Siwatu, Texas Tech University

The Ohio Teacher Evaluation System: A Statewide Study on Teacher Perceptions of Implementation - Nicole Williams, The University of Findlay; Jon Brasfield, The University of Findlay; Kathleen Crates, The University of Findlay

Carolyn A. Colvin, University of Iowa

Changing Preservice Teachers' Knowledge, Attitudes, and Beliefs Regarding Second Language Acquisition and English Language Learners - Refika Turgut, University of South Carolina - Upstate; Elif Adibelli Sahin, TED University

Preservice Teachers Collaborating to Teach Challenging Texts: Understanding How Teacher Identities Shape Classroom Talk - Carolyn A. Colvin, University of Iowa; Amy Stoltenberg, University of Iowa; Amie Ohlmann, The University of Iowa

Teacher Performance Assessment in California - Conni E. Campbell, Point Loma Nazarene University; Carlos C. Ayala, Sonoma State University; Corey McKenna, Whitworth University; Gary L. Railsback, Azusa Pacific University; Frederick Freking, University of Southern California

Tehia Starker Glass, University of North Carolina - Charlotte

Determining Preservice Teachers' Self-Efficacy for Classroom Diversity in an Elementary Education Teacher Preparation Program - Melinda K. Schoenfeldt, Ball State University

Understanding the Learning Progression of Teachers to Serve Children of Diverse Backgrounds - Catherine Fallona, University of Southern Maine; Jean Whitney, University of Southern Maine; Cynthia Curry, University of Southern Maine

Utilizing Co/Autoethnography to Transform Teacher Candidate Attitudes Toward Transgender and Gender-Nonconforming Students - Garrett D Hoffman, University of Southern Mississippi; Douglas Paul Kennedy, University of Minnesota - Twin Cities; Mary H. Hoelscher, Saint Paul Public Schools

Eric Toshalis, EngagingResistance.com

(Social) Justice Demands Integrity: Prospective Teachers' Embodiment of Moral Courage in the Classroom - Patrick K. Finnessy, University of Toronto - OISE

Breaking Through the Codes: White Preservice Teachers Exploring Racial Identity Through Self-Study - Ann Mogush Mason, University of Minnesota - Twin Cities

Détourning the Charterization of New Orleans Public Schools With Preservice Teachers - Joseph D. Hooper, University of North Carolina - Chapel Hill

Negotiating Discourses of Social Justice and of Mathematics - Trevor Warburton, Jordan School District

Leslie M. Gauna, University of Houston - Clear Lake

"They Weren't Expecting Me": Experiences of Social Studies Teacher Candidates of Color - Jill Torres

A Lesson in Growing Our Own: Novice Male and Minority Teachers Reflect on Familial Resources - Soria Elizabeth Colomer, Oregon State University; Jhon Cuesta Medina, University of South Florida; John Liontas, University of South Florida; Tom Freijo

Stories From a Linguistically Diverse Student-Teacher: Challenging Monolinguism, Monoculturalism, and Deficit Thinking Theories - Leslie M. Gauna, University of Houston - Clear Lake; Christine Beaudry, Nevada State University; Jane Mcintosh Cooper, University of Houston; Laveria Hutchison, University of Houston

Shakhnoza Kayumova, University of Massachusetts - Dartmouth

Learning From Differences: A Strategy for Teacher Development in Respect to Student Diversity - Kyriaki Messiou, University of Southampton; Mel Ainscow, University of Manchester

Learning to Embody Antioppressive Education Characteristics Through a Yearlong Critical Multicultural Professional Development Seminar - Dorinda Carter Andrews, Michigan State University; Tuesda Roberts, University of Pittsburgh; Sakeena Everett, University of Illinois at Chicago

Practice-Based Professional Development for Self-Regulated Strategy Development With At-Risk Writers in Second Grade - Karen R. Harris, Arizona State University; Steve Graham, Arizona State University

Reimagining Professional Development on White Racial Identity: Antiracist Study and Practice With White Practicing Teachers - Shannon McManimon, Science Museum of Minnesota; Zachary A. Casey, Rhodes College

Skin in the Game: Tribal Participation in Teacher Professional Learning - Catherine Savage, Ihi Research and Development; Porsha London, Te Tapuae; Philip Prendergast

Janice L. Anderson, University of North Carolina - Chapel Hill

Our Worlds in Stories: Authentic Literacies in the Early Childhood Classroom - Mariana Souto-Manning, Teachers College, Columbia University; Dana Frantz Bentley, Buckingham, Browne, and Nichols School

"Literacy Could Be a Walk in the Forest": Disciplinary Literacy From the Perspective of Beginning Secondary Teacher Candidates - James R. Carlson, University of Wisconsin - LaCrosse

"Approaching This New Language Together": Views of Language and Literacy Pedagogy of Secondary Novice Science Teachers - Jorge L. Solis, The University of Texas - San Antonio; George C. Bunch, University of California - Santa Cruz; Edward G. Lyon, Arizona State University - Tempe

Darlene Russell, William Paterson University

Analyzing Prospective Teacher (Di)Stance Toward Teaching New/Multi-/Community Literacies in Culturally Sustaining Ways - Cassie Jo Brownell, Michigan State University; Jon Michael Wargo, Michigan State University

Digital Storytelling in Preservice Teacher Education: Diverse Understandings of Writing, Pedagogy, and Meaning Making - Nancy P. Morabito, St. John's University; Sandra Schamroth Abrams, Saint John's University

Exploring Prospective Teachers' Perception of New Literacies/Multimodality: Lessons Learned in a Teacher Preparation Course - Hsiao-Chin Kuo, Western Michigan University

Sylvia Rose-Ann Walker, University of Trinidad and Tobago

"Commitment-to-the-Calling" in Teachers' Professional Lives: Career Decision-Making Processes of Teachers With a Calling Orientation - Hayuta Yinon, Oranim Academic College of Education

A Discourse Analysis of Teacher Identity in the Common Core State Standards - Jake Malloy, University of Wisconsin - Madison

Characteristics and Working Conditions of Moonlighting Teachers: Evidence From the 2012–2013 Schools and Staffing Survey - Paul G. Fitchett, University of North Carolina - Charlotte; Tina Lane Heafner, University of North Carolina - Charlotte; Susan Harden, University of North Carolina - Charlotte

Heg-enemy: Women Teachers Doing Themselves In (With Much Help) - Christine Ann Mallozzi, University of Kentucky; Sally Campbell Galman, University of Massachusetts - Amherst

Lunch May Be Free/Reduced, but Children Can't Be! Culturally Relevant Education and Educator Identity - Kenneth James Fasching-Varner, Louisiana State University; Roland W. Mitchell, Louisiana State University; Hillary B. Eisworth, Louisiana State University - Baton Rouge; Benterah C. Morton, Louisiana State University - Baton Rouge

Matthijs Koopmans, Mercy College

A Recursive Approach to Develop Quality Discourse in Mathematics Classrooms - Jie Yu, Rollins College; Lianfang Lu, University of Arkansas at Little Rock

Imagination and Complexity: Creative-Adaptive Capacity for Teaching and Learning in the 21st Century - Shamini Samanlatha Elizabeth Dias, Claremont Graduate University

The Complexity Paradigm: Skills and Dispositions for Grappling With Complexity in K–12 Education - Caitlin S. Steele, The University of Vermont

Subjecting the Object: Implications of Geographic Information Systems as a Site of Knowledge Production for Social Transformation - Serina A. Cinnamon, University of North Carolina at Pembroke

David W. Johnson, University of Minnesota

Educators' Perceptions of the Factors Influencing the Implementation of Bullying Prevention Efforts in U.S. Schools - Ferry Stepancic

Making Sense of Racial Incidents and Responses: Exploring Campus Racial Conflict (CRCo) in Higher Education - Blanca E. Elizabeth Vega, Teachers College, Columbia University

"Pushed Out" and "Pulled In": Youth Perspectives From a School-Based Gang Violence Intervention Program - Mario Gerardo Galicia, University of California - Santa Barbara; Victor Rios, University of California - Santa Barbara

Frances R. Spielhagen, Mount Saint Mary College

Describing Characteristics of Pennsylvania's "Schools to Watch": Focusing on Social Equity and Developmental Responsiveness - Carol S. Parke, Duquesne University; Gretchen Givens Generett, University of Pittsburgh; Renata de Almeida Ramos, Duquesne University

Measuring the Impact of a Nationally Funded Investing in Innovation (i3) Project on Middle-Grades Student Academic Performance - Nancy Flowers, University of Illinois; Shahana Begum, University of Illinois at Urbana-Champaign; Dawn M. H. Carpenter, University of Illinois at Urbana-Champaign; Peter F. Mulhall

The Relationship Between Middle Schools With Schools to Watch© Designation and Academic Achievement - Kristina Nicole Falbe, Georgia College

Daniel A. Laitsch, Simon Fraser University

How Popular Education Innovations Are Promoted in the Professional, Mass, and Social Medias - Nathalie Carrier, OISE/University of Toronto

Knowledge Mobilization for Education Research and Praxis: A Multiple-Case Study Analysis of Education Organizations - Sofya Malik, University of Toronto - OISE

Research Use in Government: The Role of Capacity, Relationships, and Leadership - Daniel Hamlin, University of Toronto - OISE; Creso Sa, University of Toronto

Elizabeth Coleman, Sacred Heart Schools Sheridan Road

Developing a Matrix to Track Teachers Translating Science Practices in Their Classrooms - Barbara A. Crawford, University of Georgia; Jaclyn K. Murray, Georgia Institute of Technology; Daniel K Capps, University of Maine

How Can Professional Learning and Development for Science Teachers Address the Needs of Priority Learners? - Sabina Cleary, University of Canterbury; Lindsey N. Conner, University of Canterbury

Integrating Next Generation Science Standards Science Practices in Middle School Science Classrooms: Examining the Process of Two Lesson Study Teams - Christine Sue-Jeung Lee, Virginia Commonwealth University; Kathryn N. Hayes, California State University - East Bay; Jeffrey C. Seitz, California State University - Hayward; Dawn M. O'Connor, Alameda County Office of Education; Rachelle DiStefano, California State University - East Bay

Reformed-Based Science Instruction: The Impact of Professional Development on Teacher Self-Efficacy and Classroom Practice and Student Motivation and Achievement - Todd Campbell, University of Connecticut; Shiang-Kwei Wang, New York Institute of Technology; Hui-Yin Hsu, New York Institute of Technology; Daniel Coster, Utah State University; Max L. Longhurst, Utah State University

A Naturalistic Inquiry of Scholarship of Teaching and Learning Conference Impact on University Faculty Practices - Katie Brkich, Georgia Southern University; Thomas Koballa, Georgia Southern University; Chris Brkich, BASE-2 Group, LLC

Dennis Allan Kramer, University of Florida

Understanding Division I College Athlete STEM Persistence - Eddie Comeaux, University of California - Riverside; Patina Lynn Bachman, University of California - Riverside; Rena M. Burton, University of California - Riverside

Forging Campus/Family Partnerships: An Exploration of Familial Influences on Student-Athlete Major Choice and Career Exploration - Kristina Navarro, University of Wisconsin; Tiese L. Roxbury, National Collegiate Athletic Association

Student-Athlete Perceptions of Social Media Training: The Need to Educate During the Digital Age - Eric M. Snyder, University of Oklahoma; Kristina Navarro, University of Wisconsin