Jessica Nina Lester, Indiana University

Capoeiric Openings and Rhizomatic Possibilities: Plugging Capoeira Into Foucault's Genealogy - David L. Carlson, Arizona State University; Mirka E. Koro-Ljungberg, Arizona State University

Exploring the Nonrational Through Ritual Critique - Lauren P. Hoffman, Lewis University

Methodological Drag: Performances of Conflicting Epistemologies and Theories in Qualitative Research - Susan Naomi Nordstrom, The University of Memphis; Alison Happel-Parkins, The University of Memphis

Of Performances and Performativities: Reconsidering Theoretical Boundaries and Possibilities - Michael Macaluso, Michigan State University

Barbara Anne King, Florida International University

Information-Based Problems in Quantitative Literacy Courses: A Cross-Case Analysis - Ander Willard Erickson, University of Michigan

Multiple Meanings of an Inscription During Group Work on a Geometry Problem - Anna Fricano DeJarnette, University of Cincinnati; Gloriana Gonzalez, University of Illinois at Urbana-Champaign

Secondary Students' Understanding of Mathematical Proofs: Can Grade Level Be a Predictor? - Yating Liu, Old Dominion University; Cherng-Jyh Yen, Old Dominion University

Semantic and Logical Negation: Students' Nonnormative Interpretations of Negative Mathematical Properties - Paul Christian Dawkins, Northern Illinois University; John Paul Cook, University of Science & Arts of Oklahoma

Diana J. Arya, University of California - Santa Barbara

Derivational Morphology in the Reading Comprehension of Chinese-Speaking Learners of English: A Structural Equation Modeling Study - Dongbo Zhang, Michigan State University

Emergent Literacy Experiences of Young Latino English Learners - Stephanie Wessels, University of Nebraska - Lincoln; Guy Trainin, University of Nebraska - Lincoln

Minding the Seductive Details: Text Features in Second Language Content-Area Reading Comprehension - Sunni L Sonnenburg, Texas A&M University - College Station; Katherine Landau Wright, Texas A&M University - College Station; Zohreh R. Eslami, Texas A&M University - College Station

Working Memory: Reading Time Allocation Strategies in Spanish Readers and Learners of Spanish as L2 - Alejandro A. Lazarte, Auburn University; Sue Barry, Auburn University

Examining the Intersection of Culture and Institutional Support Praxis for Latino Students' Academic Success: Remedial Versus Empowering Interventions - Regina J Giraldo-Garcia, Cleveland State University

Latina Youths, Citizenship, and the Politics of Belonging in a Globalized World - Jennifer M. Bondy, Virginia Polytechnic Institute and State University

Paving STEM Pathways With Urban Immigrant Young Adults: The Potential of STEM Outreach - Jeremy Benjamin Heyman, Teachers College, Columbia University; Christopher Emdin, Teachers College, Columbia University

Why Teenagers Are Losing Their Heritage Language: A Study of High Schools - Liam Morgan, University of Technology Sydney; Ken Cruickshank, University of Sydney

Gustavo E. Fischman, Arizona State University

From Language to Theory of Resistance: Critical Pedagogy, the Limits of "Framing," and Social Change - Rebecca Tarlau, Stanford University

Pedagogy of Reconciliation: Navigating Critical Pedagogy and Accountability - Victor Diaz, Isaac School District

The Presence of Paulo Freire in Social Movements: The Brazilian Landless Rural Worker's Movement - Paolo Vittoria, Universidade Federal do Rio de Janeiro

Comparing Two Cases of Freirean Nonprofits: Theorizing Critical Consciousness at the Organizational Level - Rolf Straubhaar, University of Georgia

Pei-Hua Chen, National Chiao Tung University

Comparison of Model-Data Fit Evaluation Methods for Multidimensional Item Response Theory and Structural Equation Modeling: A Monte Carlo Study - Mengyao Cui, Florida State University; Yanyun Yang, Florida State University

Fitting an Item Response Theory–Latent Growth Curve Model in a Single-Group Anchor Test Design - Chun Wang, University of Minnesota; Nidhi Kohli, University of Minnesota - Twin Cities

Multidimensional Item Response Theory Models for the Assessment of Children's School Readiness - Sira Park, UC Berkeley; Mark R. Wilson, University of California - Berkeley

Bo Zhang, University of Wisconsin - Milwaukee

Comparability of Scores and Passing Decisions for Different Item Pools of Computerized Adaptive Examinations - Shichao Wang, University of Iowa; Wei Wang, Educational Testing Service; Michael J. Kolen, University of Iowa; Won-Chan Lee, University of Iowa

A Comparative Analysis of Linking Approaches for Admission Test Subscores Assessed by Subpopulation Invariance - Sooyeon Kim, Educational Testing Service

Comparison of Kernel Equating and Item Response Theory Equating Methods - Yu Meng, Western Governors University; Ronald K. Hambleton, University of Massachusetts - Amherst; Min Zhu, North Carolina State University

Grouping Effects on Jackknifed Variance Estimates of Item Response Theory Linking for Assessments With Multiple Forms - Lin Wang, ETS; Jiahe Qian, ETS; Yi-Hsuan Lee, Educational Testing Service

Stacey S. Merola, Merola Research LLC

Assessing Students' Commitment to School Using a Sample of Ghanaian Middle School–Age Youth - David Ansong, The University of North Carolina at Chapel Hill; Gina Chowa, University of North Carolina - Chapel Hill; Jaehyun Nam, Columbia University

Fair and Balanced Teacher Evaluation: Integrating Scores From Multiple Observational Tools - Ryan J. Kettler, Rutgers University; Linda Reddy, Rutgers University; Alexander Kurz, Arizona State University

Measurement Issues in Teacher Self-Efficacy and Commitment to the Teaching Profession: A Meta-Analysis - Steven Randall Chesnut, University of Southern Mississippi; Hansel Burley, Texas Tech University; Lucy M. Barnard-Brak, Texas Tech University

Outcome Measurement in Evaluation of Educational Interventions: State Assessments and the Concept of Alignment - Josh Sussman, University of California - Berkeley

Chien-Lin Yang, American Dental Association

Evaluating the Validity of Filtering Disengaged Examinees From Low-Stakes Assessment - Joseph A. Rios, Educational Testing Service; Hongwen Guo, ETS; Ou Lydia Liu, ETS

Multilevel Factor Structure and Concurrent Validity of a Teacher-Based School Climate Survey - Francis Howard Lim Huang, University of Missouri; Dewey G. Cornell, University of Virginia; Timothy R. Konold, University of Virginia

School Climate and Student Engagement: A Concurrent Validity Investigation Through a Multilevel Multivariate Approach - Kathan Dushyant Shukla, University of Virginia; Timothy R. Konold, University of Virginia; Dewey G. Cornell, University of Virginia

Validation of the College Self-Efficacy Scale for Students in the United States and Turkey - Ipek Ozer, Kent State University

Jill P. Koyama, The University of Arizona

Multicase Phenomenology: A Blended Methodological Approach - Jay Percell, Illinois State University

Transdisciplinary Convergence: Enhancing the Validity of Discourse Analysis - Kamini Jaipal-Jamani, Brock University

What Counts in Discourse and Policy? Mapping Ways of Knowing Across Qualitative Discursive Studies of Educational Policy - Kate T. Anderson, Arizona State University; Jessica Holloway, Kansas State University; Stuart Rice, Arizona State University - Tempe

When Research Paradigms Talk Past Each Other: Coping With Misconceptions About Qualitative Research - Ralph Brower, Florida State University; Rebecca Brower, Florida State University; Linda B. Schrader, Florida State University

Which One of These Is Not Like the Other? Clarifying Epistemological and Technical Distinctions Among Similar Types of Qualitative Research - Elizabeth E. Heilman, Michigan State University

Elizabeth J. Oyer, EvalSolutions Inc.

An Emerging Professional Development Model for Technology Integration - Ellen B. Meier, Teachers College, Columbia University; Caron M. Mineo, Teachers College, Columbia University; Kenneth E. Graves, Teachers College, Columbia University; Rita Sanchez, Teachers College, Columbia University

TPACKing: A Constructivist Framing of the Technological Pedagogical Content Knowledge (TPACK) Framework - Mark W. Olofson, The University of Vermont; Meredith Swallow, University of Maine at Farmington; Maureen Neumann, UNIVERSITY OF VERMONT

The Substitution-Augmentation-Modification-Redefinition Framework for Technology Integration: Challenges to Its Use for Guiding K–12 Teachers' Pedagogy and Practice - Erica R Hamilton, Grand Valley State University; Joshua Michael Rosenberg, The University of Tennessee - Knoxville; Mete Akcaoglu, Georgia Southern University

Transitioning From Digital Natives to Digital Learners: Implementing a Blended Learning Model at an Urban High School - Kate Spence, Fairleigh Dickinson University

Ying Xie, Northern Illinois University

The Validation of Computer Game Engagement Instrument Using Rasch Model - Sunha Kim, University at Buffalo - SUNY; Mido Chang, Florida International University

Use of a Visualization Knowledge Peer Network Approach to Scaffold Social Learning - Jinju Duan, Beijing Normal University

Using Blogs as Formative Assessment Tool to Evaluate and Support Students' Idea Improvement - Mahir Akgun, The Pennsylvania State University; Priya Sharma, The Pennsylvania State University

Nathern S. Okilwa, The University of Texas - San Antonio

Bending the Arc: Can Authentic Participation Be Achieved Through Neighborhood Revitalization? - Katheryn Elizabeth Shannon, Oklahoma City Public Schools

Embracing Complexity, Resistance, and Vulnerability in Educational Change - Peter Michael Miller, University of Wisconsin - Madison; Aydin Bal, University of Wisconsin - Madison

Low-Income Housing and the Cultivation of Educational Opportunity - Alexis K. Bourgeois, University of Wisconsin - Madison

The Mid-City Promise Neighborhood: Complex Communities and Implications for Place-Based Reform - Cristina L. Lash, Stanford University; Monika Sanchez, Thrive Washington

Community Organizing and Mobilization to Address Educational Inequities: A Case Study of Rochester, New York, 1964 to 2014 - Tricia J. Stewart, Alabama State University; Kara S. Finnigan, University of Rochester; Nadine D. Hylton, University of Rochester

Jose Felipe Martinez, University of California - Los Angeles

Can Applied STEM Coursework Reduce the Risk of High School Dropout? - Jay Plasman; Michael A. Gottfried, University of California - Santa Barbara

High School Accountability: Early Evidence From Florida's Broward County Public Schools - Patrice Iatarola, Florida State University; Niu Gao, Public Policy Institute of California

High School Exit Exams and Their Impact on Graduation Rates and Achievement - Katherine Marie Caves, ETH Zurich; Simone Balestra, University of Zurich

Is the High School–College Pipeline Working or Broken Under the No Child Left Behind Accountability System? - Jaekyung Lee, University at Buffalo - SUNY; Keqiao Liu, University at Buffalo - SUNY

Tackling Early School Leaving in European Countries: Toward Creating Conditions for Learning Environments - Joanna Maria Madalinska-Michalak, University of Warsaw

Erica Frankenberg, The Pennsylvania State University

Choice Watch: Diversity and Access in Connecticut's School Choice Programs - Robert Cotto, Trinity College; Kenny Feder

Who Chooses in Hartford? A Statistical Analysis of School Integration Lottery Applicants and Nonapplicants - Jack Dougherty, Trinity College; Stephen Spirou, Trinity College; Diane Zannoni; Marissa Block

Untouchable Carrots: Marketing School Choice and Realities in Hartford's Inter-district Magnet Program - Mira C. Debs, Yale University