Valerie J. Janesick, University of South Florida

“I Never Seen Myself Going to College”: Intimate Inquiry, Renata, and Me - Melinda A Westland, University of the Pacific

Becoming Postacademics Inside the Neoliberal Academy: Collective Biography as a Method of Resistance - Laura Elizabeth Smithers, University of Oregon; Emily Mathis, University of Oregon; Courtney L. Rath, Universty of Oregon; Spirit Brooks, University of Oregon; Allyson Dean, University of Oregon; Asilia K Franklin-Phipps, University of Oregon; Nadia Raza, Lane Community College; Krystal Sundstrom, University of Oregon

Storying Research Through Writing - Shannon McManimon, Science Museum of Minnesota

Rachel Anne Winston, George Washington University

Conceptualizing Validity for Participatory Action Research Dissertations and Theses: A Holistic Framework - Emily F. Cole, University at Buffalo - SUNY

The Choppy Waters of Academic Writing for Education Doctoral Students: Using Writing Scaffolds to Navigate the Journey - Micki M. Caskey, Portland State University; Dannelle D. Stevens, Portland State University

Using Academic Notebooks in Doctoral Writing: An Investigation of Doctoral Students' and Instructors' Perceptions - Cindy Lee Benge, Aldine Independent School District; Melinda Susan Butler, Humble Independent School District; Kimberly Athens, Sam Houston State University; Jessica Keelan, Sam Houston State University; Alana Morris; Julie P. Combs, Sam Houston State University

The Education Dissertation: A Historical Exploration - Danielle Hagood, University of California - Davis

Sarah Jean Morrison, Appleby College

Aesthetic Rubbings: Toward a Theory of Frottage as Inquiry - Maya R. Pindyck, Teachers College, Columbia University

Learning by Doing: Developing an Undergraduate Arts-Based Research Course in a Fine Arts Program - Rachel Fendler, Florida State University; Fernando Hernández-Hernández, University of Barcelona

Shaping Pedagogy and Research From the Art Studio - Csaba Osvath, University of South Florida

Visualizing Lives, Labyrinths, and Spiritwalking: Arts-Based Research Practices for Mentoring Doctoral Students - Thalia Mulvihill, Ball State University

Pamela J. Konkol, Concordia University - Chicago

Digging Into Documents to Examine Social-Political Problems and Implications in the Curriculum - Nicoletta Christodoulou, Augusta University

Documentary Storywork in Intercultural Contexts: Advancing Tribal Sovereignty and Public Scholarship Through Culturally Sustaining/Revitalizing Filmmaking - Christine Rogers Stanton, Montana State University; Brad R Hall, Blackfeet Community College; Lucia Ricciardelli, Montana State University

Documenting Spectacle of Teacher Education: Privatization, Corporatization, and Teacher Performance Assessment - Brian D. Schultz, Northeastern Illinois University; Alison G Dover, Northeastern Illinois University

David Eric Low, California State University - Fresno

Examining the College-Level Young Adult Literature Course for Pedagogical Approaches to LGBTQ and Gender-Variant Themes and Characters - Jacqueline Bach, Louisiana State University

White Boys in Dresses: Transgender Representation in Picture Books Since 2010 - Stephen Adam Crawley, University of Georgia

Adolescents Learning About "Adolescence" in an Advanced Placement English Class - Sophia Tatiana Sarigianides, Westfield State University

Focus Versus Flow: Students' Understandings and Misunderstandings of Avid Readers' Flow Experiences - Jennifer G. Zwillenberg, University of Pennsylvania

Rachel Louise Geesa, Ball State University

Toward an Art-Based, Reflexive, and Multimodal Pedagogy for Global Citizenship Education - Rui Kang, Georgia College & State University; Yeprem Mehranian, Georgia College & State University

Unicorn Acts and Thinking Hats: Imaginative Contexts to Situate Learning for Preservice Teachers - Eliza Pitri, University of Nicosia; Agni Stylianou-Georgiou, University of Nicosia

Visualizing Critical and Democratic Art Education Through Service-Learning Reflective Activities - Melanie L. Buffington, Virginia Commonwealth University; Pamela G. Taylor, Virginia Commonwealth University

What Happens When the Artist Leaves? A Teacher Educator's Self-Study Following an Artist Residency - Kelli Jo Kerry-Moran, Indiana University of Pennsylvania

"When I Do Art I Feel Like a Baby Tree": Examining a School-Community Arts Partnership - Manuelito Biag, Stanford University; Erin Raab, Stanford University; Mary K. Hofstedt, East Palo Alto Youth Arts & Music Center

Students' Experiences in an Activity-Driven Extended Learning Time Program - Michael A Hemphill, College of Charleston; Kevin Andrew R. Richards, University of Alabama; Paul M Wright, Northern Illinois University

The Effects of Losing Curricular Differentiation on the Perceptions of Middle School After-School Program Participants - Erik James Shaver, Indiana University - IUPUI; Kirsten Robbins, Indiana University - IUPUI

Building Trust: Reflections of Adults Working With Youth in Project-Based Programs - Aisha Griffith, University of Virginia; Haley E. Johnson, University of Virginia

What Makes for Supportive Adults in Outdoor Out-of-School Time Programming? Perspectives From Girls and Adults - Kallen E. Tsikalas, Girl Scout Research Institute

Jennifer Job, Oklahoma State University

Reconnecting to Self Through Historic Knowledge That Education Ignored - Jill L. Hare, Silver Consolidated Schools - Silver High School

The Frailties of Remembering School: Social Justice Teaching as Difficult Knowledge - Debbie Sonu, Hunter College - CUNY

The Reconceptualization of U.S. Curriculum Studies in Context: The 1960s and the AERA Critical Issues in Curriculum and Cultural Studies SIG - James C. Jupp, Georgia Southern University; William (Bill) H. Schubert, University of Illinois at Chicago

Associations Between Parental Legal Status and Children's Academic Achievement - Erin Sibley, Boston College; Kalina Brabeck, Rhode Island College

Latina Mothers' Math Gender Stereotypes: Relationship to Math Involvement and Children's Perceived Math Abilities - Jill Denner, Education, Training, and Research Associates; Brett Laursen, Florida Atlantic University; Amy Hartl, Florida Atlantic University; Daniel Dickson, Florida Atlantic University; Eloy Ortiz, ETR Associates

The Impact of a School Mindfulness Program on Adolescent Outcomes With Attachment as a Moderator - Andrew James Campbell, Hood College; Richard P. Lanthier, The George Washington University; Shari Matray, The George Washington University

Maria Timberlake, SUNY - College at Cortland

Becoming an Attention Deficit Hyperactivity Disorder Child: Disability and Early Schooling in the Era of Accountability - Kyung Hwa Lee, University of Georgia

Digital Literacy, Identity, and Academic Engagement Among Reading "Dis-Abled": A Theoretical Paper - Eric Claravall, San Francisco State University; Jill M. Castek, Portland State University

Issues of Bullying and Disability in Children's Literature - Donna Sayers Adomat, Indiana University; Angela Michelle Wiseman, North Carolina State University

To Know a Mockingbird: Disability Studies Meets Boo Radley - Dorothy M. Bossman, University of Nebraska

Christopher J.P. Sewell, General Assembly

Balancing Quality and Opportunity for Elementary Education Licensure Candidates Within Multiple Frameworks - Jonathan Steinberg, Educational Testing Service; Guangming Ling, ETS; Chantal Delaney, Educational Testing Service

Success Against the Odds: How African American Preservice Teachers Pass Licensure Exams After Failing Initially - Emery Marc Petchauer, Oakland University

The Entry and Exit of Teachers of Color: Evidence From the Schools and Staffing Survey - Christopher Redding, Vanderbilt University - Peabody College; Thomas M. Smith, University of California - Riverside

Diana B. Hiatt-Michael, Pepperdine University

Peer Observation With Collective Reflection for Enhancing Reflective Teaching Practice in a Professional Learning Network - Gyeong Mi Heo, McGill University; Alain Breuleux, McGill University

School Change From Within: A Case Study of a Voluntary, School-Based Teacher Learning Community - Nashil Park, Seoul National University; Yeon Woo Chang, Seoul National University; Kyunghee So, Seoul National University

Teachers' Perceptions of the Impact of Professional Learning Networks on Teaching and Learning - Jeffrey Paul Carpenter, Elon University; Torrey Trust, University of Massachusetts - Amherst; Daniel G Krutka, Texas Woman's University

Crystal Chen, Teachers College, Columbia University

Being and Becoming an Induction Coach: "A Steep Learning Curve" - Wendy L. Gardiner, National Louis University; Nina F. Weisling, Cardinal Stritch University

Developing an Ecological, Reflexive, and Praxis-Oriented Mentor-Training Program for Teachers: A Design Thinking Approach - Fiona Catherine Chambers, University College Cork; Deirdre Brennan, University of Ulster; Gavin Breslin, University of Ulster

How a New Teacher Support Group Promotes Peer Leadership and Informs Early Childhood Teacher Preparation - Susan L. Recchia, Teachers College, Columbia University; Victoria I. Puig, Montclair State University

Induction Candidates and Support Providers in an Induction Consortium Serving Diverse Urban Schools - Mario Moya, Los Angeles Unified School District; Florence Nguyen-Quang, Amplify Education, Inc.; Sharon H. Ulanoff, California State University - Los Angeles

Teacher Preparation Program Stakeholder Perceptions of the Effective Components for Mentoring Preservice and Novice Teachers - Lisa D. Hobson, Prairie View A&M University; Alex Colvin, Prairie View A&M University; Deborah Lynn Harris, Texas A&M University

Ysaaca Axelrod, University of Massachusetts - Amherst

If at First You Don't Succeed ...: Using "StoryCircles" to Provide Preservice Teachers Opportunities to Practice - Amanda Marie Milewski, University of Michigan - Ann Arbor; Kristi Hanby, University of Michigan - Ann Arbor; Patricio G. Herbst, University of Michigan - Ann Arbor

Prospective Teachers' Powerful Mathematical Affect: A Case Study of TeachLivE Rehearsals at a Historically Black College/University - Deena Khalil, Howard University; Barry Hamilton, The Education Trust; Dwayne Bryant, Howard University; Gregory Reed, Howard University; Salman Elbedour, Howard University

The Potential of Early Practice: A Case Study - Norman Eng, City College of New York, CUNY

Using Virtual Role-Play to Enhance Teacher Candidates' Skills in Responding to Bullying - Deborah L. Schussler, The Pennsylvania State University - University Park; Jennifer L Frank, The Pennsylvania State University; Julia Mahfouz, The Pennsylvania State University

Felicia Moore Mensah, Teachers College, Columbia University

Using a Problem-Based and Collaborative Workshop Model to Foster Greater Situational Decision Making Among Student Teachers - Claire Mitchell, University of Virginia; Nonye Alozie, SRI Internatinal

Rethinking Field Experiences: Preservice Art Education and Underserved Populations - Lisa Lajevic, The College of New Jersey

Preservice Teachers' Grappling With the Discourse of Assessment: Challenges for Assessment Literacy in Field Experiences - J. Spencer Clark, Utah State University

Learning to Toss the Script: Adaptive Teaching and Self-Regulated Learning - Judy Randi, University of New Haven

Elizabeth Wright, The Pennsylvania State University

Exploring Prospective Accounting Teachers' Knowledge to Analyze and Modify Learning Tasks for Cognitively Activating Teaching - Sabine Fritsch, University of Mannheim

Impact of Blended Teacher Preparation on Preservice Teachers’ Understanding of Inclusive Education - Hailey Love, University of Kansas; Eva Horn, The University of Kansas

Preservice Teachers' Use of Schema-Based Diagrams to Teach and Solve Word Problems: A Video Analysis - Shuang Zhang, The Hong Kong Institute of Education; Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University

Prospective Teachers' Explaining Skills: The Case of Business Education - Stefanie Berger, University of Mannheim; Juergen Seifried, University of Mannheim; Eveline Wuttke, Johann Wolfgang Goethe University