Michele Gregoire Gill, University of Central Florida

Can Physics Be Disguised? The Effects of Contextual Features on Students' Interest, Anxiety, and Probability of Success - Marcela Gerardina Pozas Guajardo, University of Koblenz-Landau; Wolfgang Schnotz, University of Koblenz-Landau; Alexander Kauertz, University of Education; Patrick Löffler, University of Koblenz-Landau

Characterizing Autonomy-Supportive and Controlling Teaching Moves as Embedded Within Mathematics Instructional Practices - Hannah Sung, University of Pittsburgh; Calli Shekell, University of Pittsburgh; Tanner LeBaron Wallace, University of Pittsburgh; Charles Munter, University of Pittsburgh

Conceal It, Don't Feel It! An Exploration of Teachers' Hidden Negative Emotions in the Classroom - Jamie Taxer, Stanford University; Anne C. Frenzel, University of Munich (LMU)

Predicting Transformative Experience: The Role of the Student–Teacher Dynamic - Kevin J. Pugh, University of Northern Colorado; Michael M. Phillips, University of Northern Colorado; Julie Sexton, University of Northern Colorado; Cassendra M. Bergstrom, University of Northern Colorado; Eric M Riggs, Texas A&M University

Kecia L. Addison, Montgomery County Public Schools

Estimating the Risk of School Suspension Using Continuous-Time Survival Analysis - Stephen Hoffman, Harvard University

Development and Validation of a Multidimensional Measure of Fidelity of Implementation of Collaborative Strategic Reading - Alison Gould Boardman, University of Colorado - Boulder; Pamela R. Buckley, University of Colorado - Boulder; Brooke Anne Moore, Fort Hays State University; Diana J. Arya, University of California - Santa Barbara

School Climate in American Secondary Schools: A Psychometric Examination of the PISA (Programme for International Student Assessment) 2009 School Climate Scale - Letao Sun, University of Kentucky; Kelly D. Bradley, University of Kentucky; Jing Yuan

School Instructional Effectiveness in Students' Reading Growth: Examining a Multilevel Model - Stacey Michie Takanishi, University of Hawaii - Manoa

Treatment Effects of Reading Recovery Intervention Among U.S. Students: A Latent Transition Analysis Approach - Menglin Xu, The Ohio State University; Jerome V. D'Agostino, The Ohio State University

Jerrell C. Cassady, Ball State University

Assessing What Matters: Can Curriculum-Embedded Performance Assessments Be Valid Measures of Student Learning? - Ruth Chung Wei, Stanford University; Ken Mathew Cor, University of Alberta

Three-Dimensional Learning and Assessment in Middle School Science - Matt Silberglitt, WestEd; Daniel Brenner, WestEd; Jonathan Boxerman, WestEd; Barbara C. Buckley, WestEd; Kevin Jordan, WestEd; Mark Loveland, WestEd; Anita Moorjani, WestEd; Jacklyn Powers, WestEd; Edys S. Quellmalz, WestEd

Examining Writing Constructs in U.S. State and National Assessments - Ya Mo, Michigan State University; Gary A. Troia, Michigan State University

"Good," "Average," or "Poor"? Examiner Interpretation of Qualifying Terms in Assessment Criteria - Rebecca N. Hamer, International Baccalaureate; Sarah Manlove; Antony Furlong, International Baccalaureate

Predictability of a Reading Progress Monitoring Test and Sociodemographic Factors for Florida Comprehensive Achievement Test Outcomes - Melissa Moneypenny Pratto, Alachua County Public Schools; Linda Behar-Horenstein, University of Florida

Joshua H. Barnett, National Institute for Excellence in Teaching

Understanding Engagement and Perceived Value in Teacher Networks in Philadelphia - Liza Herzog, Philadelphia Education Fund; Elizabeth N. Farley-Ripple, University of Delaware; Daniel Schiff, Philadelphia Education Fund

Shift Happens: Language and Literacy Practices in a Rural American Context - Anne E. Gregory, Western Illinois University; Mary Ann Ann Cahill, Boise State University; Joanne Eileen Sellen, Washington State University; Gloria Delany-Barmann, Western Illinois University

Validation of a New Statewide Teacher Evaluation System: What's Working, and What's Not? - Leslie W. Grant, College of William and Mary; Xianxuan Xu, Stronge & Associates Educational Consulting, LLC; James H. Stronge, College of William and Mary; Thomas Joseph Ward, College of William and Mary

Do National Board Certified Teachers Make a Difference in a School's Scores on Standardized Assessments? - Dawn Lucarelli, Anne Arundel County Public Schools

Sybil Kelley, Portland State University

Collaborative Learning in Science: Teachers' Perspectives - Saadeddine S. Shehab, University of Illinois at Urbana-Champaign; Emma M. Mercier, University of Illinois at Urbana - Champaign

Conceptualizing the Teacher in Teacher Learning: Science Teachers' Professional Growth Orientations and Collaborative Engagement - Carol R. Rinke, Marist College; Tobias Irish, Willamette University; Alan Berkowitz, Cary Institute of Ecosystem Studies

Considering the Nature and History of Science in Secondary Science Textbook Resources - Anthony Michael Pellegrino, George Mason University; Erin E. Peters Burton, George Mason University; Melissa Gallagher, George Mason University

Knowledge Organization With Multiple External Representations: A Mixed-Methods Study - Bahadir Namdar, Recep Tayyip Erdoğan University; Ji Shen, University of Miami

Ruling Relations and Enactment of Activist Science Education in Early Secondary School Science - Darren Glen Hoeg, University of Toronto - OISE; Tanya Williamson; John Lawrence Bencze, OISE/University of Toronto

Justin Olmanson, University of Nebraska - Lincoln

Mitigating Online Risk Through Education: Investigating the Technology Use and Online Behavior of Young People - Boaventura DaCosta, Solers Research Group; Soonhwa Seok, Korea University

Social Network Analysis of the Assessor's Targeting Behaviors in Different Online Peer Assessment Identity Revelation Modes - Fu-Yun Yu, National Cheng Kung University; Shannon Hsianghan-Huang Sung, Spelman College

Utilization of Online Asynchronous Text-Based Focus Group Discussions to Improve the Efficacy of Staff Development for Educators - James Hatten, University of South Florida

Mickey Fenzel, Loyola University Maryland

Ensuring Continued Academic Success Through Graduate Support in NativityMiguel Schools: A Case Study - Mickey Fenzel, Loyola University Maryland

Notre Dame Mission Volunteers Program: Enhancing Educational Opportunities for At-Risk Students of Color - Peter R. Litchka, Loyola University Maryland

A Qualitative Study of the Experiences of Urban African American Adolescents in Jesuit High Schools - Robert Weldon Simmons, Reading Partners

Sheilia Rae Goodwin, University of South Carolina - Beaufort

Boundary Crossing in Higher Education: Exploring Possibilities for Bilingual Special Education Preparation Programs - Angela Maria Lopez-Velasquez, Southern Connecticut State University; Patricia Martínez-Álvarez, Teachers College, Columbia University; Russell Alexander Oost-Lievense, Southern Connecticut State University

Imaginative Play in Higher Education: Co-Creating Holistic, Revolutionary Learning and Development - Luke Perone, University of Washington - Tacoma; Ashley Payne, The University of Memphis; Kathryn M. Sharpe, The University of Memphis; Beijia Tan, The University of Memphis; Crystal L. White, Shelby County Schools

Innovative Work in School Development: Exploring Leadership Enactment - Kirsten Foshaug Vennebo, University of Oslo

Re-Mediating School Cultures With Local Stakeholders: A Formative Intervention Study for Systemic Transformation at a Middle School - Aydin Bal, University of Wisconsin - Madison; Tremayne L. Clardy, Madison Metropolitan School District; Kendra Lowery, University of Arkansas at Little Rock; Courtney Jenkins, Wisconsin Department of Public Instruction

Debbie Sonu, Hunter College - CUNY

Communal Expression Through Enacting the Laramie Project: Intertwining Voices of Creative Learning Communities - Soon Ye Hwang, University of Nebraska - Lincoln

Feelin' Some Type of Way: Racialized Bodies, Emotional Shadows, and Antioppressive Pedagogy - Tanetha Jamay Grosland, University of South Florida

Theorizing Justice, Justly Theorizing, in Education via Curriculum Studies - Molly Quinn, Augusta University

To Like Religion and Queerness - Kevin Burke, University of Georgia - Athens; Adam Joseph Greteman, School of the Art Institute of Chicago

Kathy Ann Mills, Australian Catholic University

21st-Century Frontera Literacies: Navigating, Negotiating, and Leveraging Literacies in a Chicana/o–Latina/o Studies High School Course - Cati V. de los Rios, Teachers College, Columbia University

Literacy as a Discursive Social Practice - Hyun Kyung Kim, The Ohio State University

Public/Private Divides and the Appropriation of New Media in Classrooms and Digital Domains - Lisa Hope Schwartz, University of Colorado, Boulder

Peter M. Appelbaum, Arcadia University

Autoethnography of an Escaped Latino Statistic: From High School Dropout to Educational Leader - Hector David Lopez, The University of Texas - San Antonio

Beyond Contemplative Pedagogy: Mindfulness, Emptiness, and Interbeing - Mei W. Hoyt, University of North Texas

Embody Modification: A Readers' Rebellion - Wade Tillett, University of Wisconsin - Whitewater; Daniel T. Barney, Brigham Young University; Nadine M. Kalin, University of North Texas; TBD Participants

Remembering Children, Remembering My Selves: The Autoethnography of an Educator in Hawaii - Christopher Au, University of Hawaii

Meagan K. Rothschild, University of Wisconsin - Madison

Using Learning Analytics to Support Educational Game Development: A Data-Driven Design Approach - V. Elizabeth Owen, GlassLab Games

Gendered Constraints to Participation in Online Gaming Communities - Crystle Martin, University of California - Irvine; Matthew Rafalow, University of California - Irvine

Learnable Computing With Kodu: A Semiotic Economy of Interaction - Benjamin M Devane, The University of Iowa; Kelly Tran, Arizona State University - Tempe; Cody Steward, University of Florida; Brian LaPlant, University of Florida

Rethinking Affinity Spaces and Discourse Communities - Sandra Schamroth Abrams, Saint John's University; Jayne C. Lammers, University of Rochester

Toward a Classification of Types of Talk Around Video Games in a Classroom Setting - Amanda Marie Barany, Games + Learning + Society; Christian Schmieder, University of Wisconsin - Madison; Kurt D. Squire, University of Wisconsin - Madison

Michelle Zoss, Georgia State University

Understanding Pedagogy Through the Material World: Lessons From a Preservice Saturday Art School - Donna Murray-Tiedge, University of Wisconsin - Oshkosh

Planning and Implementing a Distance Learning Course for Art-Making as a Collaborative Meaning-Making Process - Eliza Pitri, University of Nicosia; Agni Stylianou-Georgiou, University of Nicosia

Predictors of Self-Efficacy of Teaching Artists - Timarie Fisk, Vestavia High School; Scott Snyder, The University of Alabama - Birmingham

Reflections in Service-Learning: A Study of Undergraduate Art Education Majors - Melanie L. Buffington, Virginia Commonwealth University; Pamela G. Taylor, Virginia Commonwealth University

Arts Educators' Beginnings: Necessitating Academic Engagement With the Arts in Student Teacher Identity Formation - Eamonn Mitchell, Mary Immaculate College; Ailbhe Kenny, Mary Immaculate College; Michael Finneran, Mary Immaculate College

Vera F. Caine, University of Alberta

Exploring and Making Meaning of White Spaces Through Narrative Inquiry: Three Educational Researchers' Stories - Elena Yu Polush, Ball State University; Jayne R. Beilke, Ball State University; Gilbert C. Park, Ball State University

Narrative Inquiry in Educational Leadership - Brigitte Smit, University of South Africa

Ontological Commitments to Relational Ethics: Moving Slow - Lee Mason Schaefer, McGill University; Sean Michael Lessard, University of Alberta; Brian Lewis

The Powers of Narrative: How Stories Demonstrate Creativity and Commitment to "Place" in Rural Education - Janet Spring, University of Toronto

Zhiyong Zhu, Beijing Normal University

Collaboration to Enhance Whole-School Social and Emotional Learning for Elementary Students - Michelle V. Porche, Boston University; Jennifer M. Grossman, Wellesley Centers for Women; Nova Biro, Open Circle; Nancy MacKay, Open Circle; Sojourner Rivers, Boston Public Health Commission

Developing Social-Emotional Vocabulary Through Storybook Reading - Nancy Corbett, University of Florida; Lourdes Santiago Poventud, University of Florida; Ann P. Daunic, University of Florida

The Impact of Leader in Me on Student Engagement, Social Emotional Skills, and Dropout Indicators - Brant Goble; Jie Zhang, Western Kentucky University; Candace Elliott; Komako Suzuki, Western Kentucky University; Gary W. Houchens, Western Kentucky University; Antony D. Norman, Western Kentucky University; Jenni Redifer, Western Kentucky University; Amber Schroeder; Kyong Hee Chon, Western Kentucky University; Stephen K. Miller, Western Kentucky University

Sonja L. Lanehart, The University of Texas - San Antonio

Factors Influencing the Motivation and Behavior of African American Adolescents in an Urban Middle School: A Social-Cognitive Qualitative Analysis - Kimberley Edelin Freeman, Howard University; Cynthia Eileen Winston, Howard University

Domain Identification as a Moderator of Stereotype Threat Effects on African American Children - Martin J. Wasserberg, University of North Carolina - Wilmington

Social Skills Instruction for Adolescent Urban Learners: Culturally Responsive and Technology Dimensions - Gwendolyn Cartledge, The Ohio State University; Porsha Robinson-Ervin, Northern Kentucky University

"Hmm, I Guess That Is Racism": High-Achieving Black Students' Epiphanies on Symbolic Violence - Justin Avery Coles, Fordham Graduate School of Education

Blanca Gabriela Caldas Chumbes, University of Minnesota

Emergent Bilinguals' Emerging Identities: Investment and Language in a Dual Language School - Alexandra Babino, Dallas Baptist University; Mary Amanda Stewart, Texas Woman's University

Cultural Integration in a Dual Immersion Program in Rural Indigenous Schools in Mexico - Leslie Reese, California State University - Long Beach

Positioning Heritage Language Learners as Experts and Learners in Bilingual Spaces - Kayra Alvarado Merrills, University of Maryland; Melinda E. Martin-Beltran, University of Maryland - College Park

Transfer in a Dual Immersion Program: Teaching for Cognates, Morphological Awareness, and Language Differences - Allison Briceno, San José State University

Sharon H. Ulanoff, California State University - Los Angeles

Preparing Students for College in the Ninth Grade: Developing an Institutional Culture of Care - Robert Cooper, University of California - Los Angeles; DeMarcus Antonio Jenkins, University of California - Los Angeles; Shena Sanchez, University of California - Los Angeles; Alison Karin Munzer, University of California - Los Angeles

The Effects of Ambient Noise on the Measurement of Mathematics Achievement for Urban High School Students - Bo Zhang, University of Wisconsin - Milwaukee; Regina Ann Navejar, Milwaukee Public Schools

Writing a Better Future: The Social Work of Poetry in Urban Learning and Teaching - Logan Alexis Manning, The University of Texas - San Antonio

Wayne E. Wright, Purdue University

"It Finally Put the Hmong People in a Spotlight": Hmong Youth Exploring Race, Ethnicity, and Culture in a Theater Program - Bic H. Ngo, University of Minnesota; Erin Lee Dyke, University of Minnesota; Jana LoBello, University of Minnesota

A Minority Within a Minority: The College Experience of Cambodian American Students - Linda Marie Pheng, University of Wisconsin - Madison

Understanding Diversity Through the Voices of Hmong American Students at a Predominantly White Institution - Rican Vue, Oregon State University

Rebecca A. Baranowski, American Board of Internal Medicine

Do Medical Certification Exams Present More Challenges to International Medical Graduates? - Yanling Zhang, American Board of Internal Medicine; Stephen Cubbellotti, American Board of Internal Medicine

Do Resources and Study Strategies That Medical Students Use to Prepare for National Board of Medical Examiners Subject Examinations Predict Their Actual Scores? - Angellar Manguvo, University of Missouri; Jennifer Quaintance, University of Missouri - Kansas City; Stefanie Ellison, University of Missouri - Kansas City; Megan Litzau, University of Missouri - Kansas City

The Predictive Validity of the American Board of Family Medicine's In-Training Examination - Zijia Li, University of Kentucky; Thomas R. O'Neill, American Board of Family Medicine; Michael Peabody, American Board of Family Medicine; Kenneth Royal, North Carolina State University

Craig Kridel, University of South Carolina

Collaborative Auto/Biographical Projects: Methodological Innovations - Thalia Mulvihill, Ball State University

Euphemia and Harry: Questions of Social Justice in the Washington, D.C., Schools - Ann E. Robinson, University of Arkansas at Little Rock

The Biographical and Documentary Research SIG Biographical and Documentary Research Bookshelves - Linda C. Morice, Southern Illinois University - Edwardsville

Margary Martin, University of Hawaii at Hilo

Cross-Sectional Study of the Relations Between Parental Factors and Academic Achievement in High School Adolescents - Patricia Lanzon, Henry Ford Community College; Cheryl Leigh Somers, Wayne State University; Jina Yoon, Wayne State University

Students' Perception of Control and the Relevance of Schoolwork: Influence of Affective Support for Learning and Achievement Goal Orientations - James Ford, The University of Memphis; Caroline Hart, The University of Memphis; Isbah Ali-Farzan, National Board for Certified Counselors; Christian E. Mueller, The University of Memphis; Martin H. Jones, University of New Mexico

Teacher Perceptions of Principal Role in High-Collective-Efficacy High Schools - Matthew Joseph Cieslowski, Manchester Public Schools

Teachers' Perceptions of the Impact School Resource Officers Have on School Climate - Magdalena Anna Denham, Sam Houston State University; Rebecca A. Robles-Pina, Sam Houston State University; Barbara Eleanor Polnick, Sam Houston State University

Randomized Theory of Intelligence and Affirmation Interventions on Social Emotional Learning Measures in Schools - Eric Moore, Minneapolis Public Schools; Luke Stanke, University of Minnesota; Martin Van Boekel, University of Minnesota - Twin Cities