Lin Lin, University of North Texas

Pasha Antonenko, University of Florida

Using Concept Mapping to Enhance English Language Learner Students' Reading Comprehension - Woei Hung, University of North Dakota; Enaz Mahmoud

Levels of Recalling Knowledge in Three-Dimensional Virtual Learning Environments Based on Presence and Engagement - Fatma Burcu Topu, Ataturk University; Ilknur Reisoglu, Recep Tayyip Erdoğan University; Turkan Karakus, Ataturk University; Yuksel Goktas, Ataturk University

Student-Generated Questioning in Language Education - Donggil Song, Indiana University - Bloomington; Krista D. Glazewski, Indiana University

Examining Teachers' Use of Interactive Features of Smart Board: Is Smart Board Really Used as an Interactive Tool? - Cemal Tatli; Eylem Kilic, Yuzuncu Yil University

Ian R. MacLeod, Amos Alonzo Stagg High School

Multiple Accountability Theory: Eight Paradigms of Accountability in Education - Alexander Mishra Hoffman, AleDev Research

Does School Autonomy Matter? Analysis of Teacher Work Performance Under Different Autonomy Regimes - Ibrahim Duyar, University of Arkansas at Little Rock; Shaikah Obaid Al-Taneiji, UAE University; Sedat Gumus, Necmettin Erbakan University

School Effectiveness: Seeking Justice for All Students - Roxanne M. Mitchell, The University of Alabama; Jingping Sun, The University of Alabama; Sijia Zhang, The University of Alabama; Brenda Jane Mendiola, The University of Alabama; C. J. Tarter, The University of Alabama

Development of a Typology of Education Governance in the 50 States - Joanna R. Smith, University of Oregon; Michael Thier, International Baccalaureate; Hovanes Gasparian, University of Southern California; Ross C Anderson, Educational Policy Improvement Center; Yue Shen, University of Oregon; Christine Pitts, University of Oregon

Principals' Management of New Teachers in Primary Education - Eva Vekeman, Ghent University; Geert Devos, Ghent University

Chris Willis, Bowling Green State University

The State of State Policies for Principal Preparation Program Approval - Erin Anderson, University of Denver; Amy L. Reynolds, University of Virginia

Linking Research to Clinical Practice: Insights From the Transformational Pathways in an Administrator Preparation Program in One Mid-Atlantic Private University - Jennifer K. Clayton, The George Washington University; Kimberly Jamison, The George Washington University; Ashley N. Briggs, not attending to represent organizational affiliation; Abebayehu Aemero Tekleselassie, The George Washington University

Performance Assessment for Principal Licensure: Opportunities, Challenges, and Early Findings - Margaret Terry Orr, Bank Street College of Education; Raymond Lee Pecheone, Stanford University; Joseph F. Murphy, Vanderbilt University; Jon D. Snyder, Stanford University; Barbara Q. Beaudin, Independent Consultant; Liz Hollingworth, University of Iowa; Joan L. Buttram, University of Delaware

Michael W. Corke, University of San Diego

County Office of Education Technology Needs Assessment Study - Veronica Garcia Garza, University of San Diego

Transitioning to 21st-Century Learning: Integrating Mobile Technology in a Small Elementary School District - Kathryn L. Martin, University of San Diego

21st-Century Learning Across a K–12 School District - Kai Monet Thomas, University of San Diego

A K–6 District's Use of Mobile Devices Research Study - Maria Kelly Horsley, University of San Diego; Andria Shook, University of San Diego

Teaching With Mobile Devices in an Urban K–8 School District - John J. Franey, University of San Diego

Mary Frances Jones, University of Illinois at Chicago

Relationship Between Teacher Collective Efficacy and Instructional Rounds and Perspectives Regarding Teaching and Learning Impact - Lori Grace, Twin Rivers United School District; Linda Hauser, California State University - Fresno

Cultivating Collective Efficacy in Schools Facing Accountability-Driven Sanctions - Mary Frances Jones, University of Illinois at Chicago

Predicting the Self-Efficacy of School Leaders: Trust Matters - Anton Shcherbakov, Rutgers University - New Brunswick/Piscataway; Cynthia L. Blitz, Rutgers University; Dessi G. Kirova, Rutgers University - New Brunswick/Piscataway

Investigating the Role of Collective Trust, Collective Efficacy, and Enabling School Structures on Overall School Effectiveness - Julie A. Gray, University of West Florida

Madhur Chandra, Michigan State University

Transformational School Leadership as a Predictor of Teachers' Data Use: A Quantitative Study - Martin Stump, Johannes Gutenberg University of Mainz; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg University of Mainz

Turning Around Low-Performing Schools With the Support From External Technical Assistance Providers: Lessons From a University–School Partnership - Cori A. Groth, University of Utah; Ashley McKinney, University of Utah; Andrea K. Rorrer, University of Utah

Newly Appointed Principals in High-Needs Schools: Building Trust in the First Months - Carmen Montecinos, Universidad Catolica de Valparaiso; Luis Ahumada, Pontificia Universidad Catolica de Valparaiso; Maria Veronica Leiva, Pontificia Universidad Catolica de Valparaiso; Barbara Toledo, Pontificia Universidad Catolica de Valparaiso

Teacher Collaboration in International Contexts: Does Transformational Leadership Play a Role? - Madhur Chandra, Michigan State University

Jennifer Briggs, University of Pittsburgh

"I'm Going Hard, but It's Gotta Bust": Exploring Dialogue as a Research Method to Understand the Complexities of Rural Youth Education, Career Pathways, and Out-Migration - Zane Hamm, University of Alberta

Comparing the Career Patterns of Rural and Urban Teachers - Sarah R. Cannon, Northwestern University; Kelly Iwanaga Becker, Northwestern University

Longitudinal STEMM Trajectories of Rural Females - Lesley F. Leach, Tarleton State University; Liza Benedict, Tarleton State University

Jacob Hibel, University of California - Davis

Estimations of Teacher Quality in High-Need Schools - Dara Renee Shifrer, Rice University - Kinder Institute

Teachers' Beliefs and Students' Intention to Drop Out of Secondary Education in Flanders - Mieke Van Houtte, Ghent University; Jannick Demanet, Ghent University

The Authority of Artifacts in Educational Innovation: The Case of the Educational Care and Support File in Flanders (Belgium) - Virginie Marz, University of Amsterdam; Karen Vermeir, University of Leuven; Geert Kelchtermans, University of Leuven

The Implementation of the Michigan Merit Curriculum: An Examination of Course Titles Versus Course Content - Soobin Kim, Michigan State University; Rachel C Troutman, Michigan State University; Elizabeth Covay Minor, National Louis University; Kenneth A. Frank, Michigan State University; Barbara Schneider, Michigan State University

Jake Burdick, Purdue University

Stepping Out of the Shadows: Reflections on Shadowing as a Qualitative Research Technique - Kristen Anne Ferguson, Nipissing University

No Longer Bound by Teacher Prep: Journaling and the Emergent White Teacher Social Identity - Amy E. Swain, Illinois State University; Trisha Wickland, Concordia University - Chicago

Take a Walk With Me: Utilizing the Go-Along Interview Method in Higher Education Research - Jessica C. Harris, The University of Kansas

What, Where, and How: Using WebWatcher® to Better Understand the Digital Lives of Youth - Martha Joanne Hoff, University of Rochester

Dinah Volk, Cleveland State University

Interrogating Discomfort and Privilege in an Ethnographic Study of Latino Families' Teaching Practices - Dinah Volk, Cleveland State University

An Ethnographic Study of Three Young Children's Construction of Race in Home and Community Settings - Erin Till Miller, University of North Carolina - Charlotte

This Is Not the Urban Cohort: Mediating and Resisting Racism in a Preservice Literacy Course - Kindel Allison Turner-Nash, University of South Carolina

Michelle Zoss, Georgia State University

Performing on New Stages: A Case Study of a Performance-Based Youth Development Program - Carrie L. Lobman, Rutgers University

Re/Narrating Youth: A Critical Qualitative Study of Learning in an Urban Activist Organization - Kristen P. Goessling, The Pennsylvania State University - Brandywine

Transforming the Scale of Community Advocacy in the Movement for Food Justice - A. Susan Jurow, University of Colorado - Boulder; Leah Anne Teeters, University of Colorado - Boulder; Molly Victoria Shea, University of Colorado - Boulder; Samuel Severance, University of Colorado - Boulder

Paul Zanazanian, McGill University

Issues of Intercultural Learning in Swedish History Education - Maria Johansson, Karlstad University; Kenneth Nordgren, Karlstad University

Korean History Teacher Educators' Perceptions of History and History Education - Geena Kim, Indiana University - Bloomington

Two Sides of a Coin? A Comparison of Russian and Australian School History Curriculum Implementation - Tony Taylor, Monash University; Sue Collins, Federation University Australia

Kathy Ann Mills, Australian Catholic University

Bilingual Students' Second Language Writing Understandings, Expectations, and Practices Across Types of Writing - Joanna W. Wong, California State University - Monterey Bay

Identifying the Assets of Emerging Bilingual Students' Writing - Margarita Zisselsberger, Loyola University Maryland; Mark A. Lewis, Loyola University Maryland

Moments and Patterns That Matter: Identifying Trajectories of Literate Activity Development in Students - Ryan J. Dippre, University of California - Santa Barbara

Remembering Michoacán: Transnational Media Flows and Visual Representations of the Homeland in New Migration Contexts - Silvia C Nogueron-Liu, University of Colorado - Boulder; Jamie Jordan, University of Georgia

Sean Michael Lessard, University of Alberta

Continuing to Make Sense of a Deweyan-Inspired Narrative Conception of Hope - Lenora Marie LeMay, Portage College

I'm a Whole Other Game: A Narrative Inquiry Into Identity Making Through Experiences of Marginalization - Cindy (Cynthia) Lynne Clarke, University of Saskatchewan; M. Shaun Murphy, University of Saskatchewan

Listening to Intergenerational Stories: A Narrative Inquiry Into the Experience of At-Risk Youth - Margot Jackson, MacEwan University; Vera F. Caine, University of Alberta

Lucinda G. Heimer, University of Wisconsin - Whitewater

Follow-Up Study of Early Reading First Program Graduates: Comparison Between Dual Language Learners' and Monolingual Children's English Language and Literacy Performance - Myae Han, University of Delaware; Carol Vukelich, University of Delaware; Martha J. Buell, University of Delaware; Sohyun Meacham, University of Northern Iowa

Preschool Teacher Education in Norway and Sweden: A Comparative Study of National Plans Focusing on Children's Language Learning - Liv Gjems, Buskerud and Vestfold University College; Sonja Sheridan, Gothenburg University

Searching for Equity: An Examination of Literacy Standards Across the Nation and U.S. Territories - Andrea Debruin-Parecki, ETS; Carly Slutzky, Educational Testing Service; Troy J Shine, Howard University; Jennifer D Owens, Howard University

Local Literacy Leadership of Illinois Mandated Native Language Programs for English Language Learner Preschoolers - Michelle McKenna Shabaker, University of Illinois at Chicago

Troubling Fidelity of Implementation - Sharon Ryan, Rutgers University; Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison; Bethany Wilinski, Michigan State University; Kaitlin Northey-Berg, Rutgers University - New Brunswick/Piscataway

Matthew L. Bernacki, University of Nevada - Las Vegas

Examining Task-Specific Measures and Student Learning Strategies in Context - Jared Anthony, Educational Testing Service; Karen Clayton, Touro College; Akane Zusho, Fordham University

Learning Situations in Higher Education and Corresponding Self-Regulated Learning Strategies: Results of Two Expert Surveys - Gabriele Steuer, University of Augsburg; Tobias Engelschalk; Gregor Jöstl, University of Vienna; Anne Roth, Technical University of Darmstadt, Germany; Bastian Peter Wimmer, Friedrich Alexander Universität Erlangen Nürnberg; Bernhard Schmitz, Institute of Psychology University; Barbara Schober, University of Vienna; Christiane Spiel, University of Vienna; Albert Ziegler, University of Erlangen-Nuremberg; Markus Dresel

The Convergence and Predictive Value of Four Self-Regulated Learning Measurement Formats - Gregory L. Callan, Virginia Beach City Public Schools; Timothy J. Cleary, Rutgers University; Amy Kaminski, University of Wisconsin - Milwaukee

Within-Person Exploration of Calibration and Achievement in a Digital Mathematics Learning Environment - Teomara Rutherford, North Carolina State University

Nielsen Pereira, Purdue University

Finnish Teachers' Conceptions of Giftedness - Sonja Laine, University of Helsinki; Elina Kuusisto, University of Helsinki; Kirsi A. Tirri, University of Helsinki

Implicit Beliefs About Giftedness and Intelligence Among Gifted Students: A Cross-Cultural Study - Matthew C. Makel, Duke University; Chandler Thomas, Duke University; Kate E. Snyder, University of Louisville; Martha Putallaz, Duke University

Investigating an Instrument Measuring Conceptions of Giftedness - Jeb S Puryear, University of Connecticut

Tracey A. Stuckey-Mickell, The Ohio State University

African American Female Achievement on Advanced Placement Examinations: Implications for Success - Jemimah Lea Young, University of North Texas; Jamaal Young, University of North Texas

I'm Black, I'm Male, and I'm Intelligent: African American Males Who Take Advanced Science Courses - Diane W Johnson, North Carolina State University; Margaret R. Blanchard, North Carolina State University

Making "It" Matter: Strategies for Developing African American Females' Mathematics and Science Identities - Crystal Hill Morton, Indiana University - Purdue University at Indianapolis; Demetrice Smith-Mutegi, Indianapolis Public Schools

The Determination to Succeed: A Case Study of an African American Male Who Successfully Graduated from College in Three Years - Erik M Hines, University of Connecticut; Paul C. Harris, University of Virginia; Renae Mayes, Ball State University

Kathryn I. Henderson, The University of Texas - San Antonio

Communities of Practice Emerging Within a Network of Schools Serving the New Mainstream - Martin Scanlan, Boston College; Minsong Kim, Boston College; Mary Bridget Burns, Boston College; Caroline Vuilleumier, Boston College

Implementation of Bilingual and ESL Education Policy in Texas: Geographic and Ethnic Variation - Kathryn Dixon, Texas A&M University - Commerce

The New Ecology of Biliteracy in California: An Exploratory Study of the Early Implementation of the State Seal of Biliteracy - Tanya DeLeón, Loyola Marymount University

Marlon C. James, Texas A&M University - College Station

A Meta-Analysis on the Relationship Between Parental Involvement and School Outcomes for African Americans - William H. Jeynes, California State University - Long Beach

Parental Involvement and Postsecondary Education Enrollment: Nonnative Speakers of English - Ellen Yeh, Columbia College Chicago; Guofang Wan, Virginia Commonwealth University; Frans H. Doppen, Ohio University

Refocusing School-Directed Home–School Connections: Learning From Conversations of "Other/ed" Families Crossing Cultures - Martha J. Strickland, The Pennsylvania State University - Harrisburg; Elena Lyutykh, Concordia University - Chicago; Lyn Fasoli, Batchelor Institute of Indigenous Tertiary Education; Beatrice Adera, West Chester University of Pennsylvania

Latina/o Parents' Perspectives on Inclusive Literacy Practices in a Third-Grade Bilingual Classroom - María G Leija, Oregon State University; Gilberto P. Lara, Oregon State University

Robert P. Moreno, Syracuse University

An Examination of Language Practices During Mother–Child Play Activities Among Mexican Immigrant Families - Natalia Palacios, University of Virginia; Ashley Elizabeth Simpson Baird, University of Virginia; Alyssa Parr, University of Virginia; Rebecca Bergey, University of Virginia

Overcoming Career Advancement Barriers Through Education and Mentorship: Hispanics in the Construction Industry - Matthew Reyes, University of Oklahoma; Ji Yeon Hong, University of Oklahoma

Views From Inside a Pediatric Clinic: How Arizona's Political Climate Has Impacted Arizona's Youngest Latinos - Margarita Jimenez-Silva, Arizona State University; Gregory A. Cheatham, Arizona State University; Laura M Gomez, ASU

Anna Sun, Rowan University

Competing Cultures and Languages: Exploring Microaggressions Within Schooling for the Deaf - Marlon Kuntze, Gallaudet University; Melanie Carol Brooks, University of Idaho; Catherine Ann O'Brien, Gallaudet University

Acknowledge, Realize, and Respond: Stories of Social Justice Leaders Countering Microaggressions - Elvia E. Flores, Knowledge Is Power Program in Los Angeles; Anne-Marie Young, Los Angeles Unified School District; Damion Nunley, University of California - Los Angeles; Juan Manuel Raygoza, University of California - Los Angeles; S Aaron Scholl, University of California - Los Angeles; Danya Villanueva, University of California - Los Angeles; Nancy Parachini, University of California - Los Angeles

Sarah J. McCarthey, University of Illinois at Urbana-Champaign

A Hierarchy of Teacher Needs: Professional Development Practice Informing Theory - Kathryn Roberts, Wayne State University; Kristy Brugar, University of Oklahoma

Evaluating the Effectiveness of a Statewide Professional Development Collaborative for Teacher Educators on the Implementation of College and Career Readiness Standards - Kayla Braziel Rollins, Texas A&M University; Beverly L. Alford, The University of Mississippi; Danielle Bairrington Brown, Texas A&M University; Hersh C. Waxman, Texas A&M University; Jacqueline R. Stillisano, Texas A&M University - College Station

How Context and Social Networks Influence Participation in Professional Development: A Case Study - James B. Bigsby, Green Brook Public Schools; William A. Firestone, Rutgers University

Teacher Collaboration and Learning About the Common Core State Standards - Cecile Huynh Sam, The University of Pennsylvania; Heather D Goldsworthy, University of Pennsylvania; Bernadette Newman, Consortium for Policy Research in Education