Vicki Ross, Northern Arizona University

From Leavers to "In-Betweeners": How Cultural Factors Shape Beginning Teachers' "Stories to Leave By" - Gary James Harfitt, The University of Hong Kong

My Tapestry of Identities: A Critical Autoethnography of a Nonnative Among Two Indigenous Language Communities - Kristine Sudbeck, University of Nebraska - Lincoln

Narratives of Identity: How Deaf and Hard-of-Hearing Youth Come to Know Themselves Through Relationships With Their Specialist Itinerant Teachers - Nancy Norman, Kwantlen Polytechnic University

"No More Mr. Nice Guy": How Metaphors Reflect Identity in Teachers' First-Year Experiences Abroad - Nicola Gram, The University of Hong Kong; Gary James Harfitt, The University of Hong Kong

Molly Quinn, Georgia Regents University

In Defense of Pedagogies of Obscenity - Timothy Michael Barko, University of Florida; Jennifer R. Wolgemuth, University of South Florida; Mirka E. Koro-Ljungberg, Arizona State University

Problematizing Discourses of Race, Gender, Aesthetics, Visuality, and the Body in Educational Curriculum Theorizing - Karla R Manning, University of Wisconsin - Madison

Setting Empirical Research Agendas in Public Pedagogy: Methodological Implications From an Ethnographic Study - Michael Patrick O'Malley, Texas State University

Unfinished Variations on Lived Experience: The Encounter Between Maxine Greene and Korean Arts - Seungho Moon, Loyola University Chicago

Sara C. Michael-Luna, Queens College - CUNY

Out of the Lab, Into the Classroom: Inclusive Preliteracy Instruction for Preschoolers With Communication Disorders - Alyssa R. Boucher, Center for Applied Special Technology; Shelley L. Velleman

Preschool Teacher Education and Children's Early Literacy Learning - Liv Gjems, Buskerud and Vestfold University College; Bente Vatne, Volda University College

Disaggregating Emotional and Climate Factors: Multilevel Analysis of Early Childhood Programs and Vocabulary Acquisition - Daniel Thomas Fitzpatrick, Michigan State University

Early Childhood Preservice Teacher Understanding of Academic Language in Picture Books - Sara C. Michael-Luna, Queens College - CUNY

Fathers' Early Home Engagement and Children's Early Cognitive Development - Oguzcan Cig, Florida State University; Ithel Jones, Florida State University; Ahmet Simsar, Florida State University

Elisa L. Klein, University of Maryland

Children's Abilities to Count and Make Quantitative Comparisons - Joohi Lee, The University of Texas - Arlington; Sham`ah Md-Yunus, Eastern Illinois University

Developmental Relations Among Three Cognitive Processes and Mathematics Achievement in Young Children - Helyn Kim, University of Virginia; Chelsea Duran, University of Virginia; Claire E Cameron, University at Buffalo - SUNY; David W Grissmer, University of Virginia

Fostering a "Head Start" in Math: Observing Teachers in Early Childhood Mathematics Engagement - Everett Herman, University of Pittsburgh; Tracy Pelkowski, University of Pittsburgh; Dana Marie Winters, University of Pittsburgh; Keith W. Trahan, University of Pittsburgh; Cynthia A. Tananis, University of Pittsburgh; Mallary I. Swartz, The Fred Rogers Company; Nancy Bunt, Allegheny Intermediate Unit 3

Partnerships Among Researchers, Teachers, and Families: Co-Constructing Science and Engineering Curriculum for Head Start Dual Language Learners - Christine M McWayne, Tufts University; Jayanthi Mistry, Tufts University; Kimberly Brenneman, Heising-Simons Foundation; Betty S. Zan, University of Northern Iowa; Daryl B. Greenfield, University of Miami

Sorting and Classification: A Teacher's Snapshot of Student Skills - Sandi Castro, Texas Tech University; Mary Elizabeth Hobbs, The University of Texas

Raji Swaminathan, University of Wisconsin - Milwaukee

Impact of the Roots of Empathy Program on Social-Emotional Learning: A Randomized Controlled Trial - Paul Connolly, Queen's University - Belfast; Sarah Miller, Queen's University - Belfast; Seaneen Sloan, Queen's University - Belfast; Aideen Gildea, Queen's University

Process Evaluation of the Roots of Empathy Program - Aideen Gildea, Queen's University; Paul Connolly, Queen's University - Belfast; Sarah Miller, Queen's University - Belfast; Seaneen Sloan, Queen's University - Belfast

The SEED Programme: Evaluation of an Intervention to Improve Social and Emotional Early Development - Daniel R. Muijs, University of Southampton; Christopher Downey, University of Southampton; Annie Brookman, University of London

Deirdre A Katz, The Pennsylvania State University

Examining Adolescent Stress Regulation: Cortisol Responses to a School-Based Group Public Speaking Task - Deirdre A Katz, The Pennsylvania State University

Cortisol Dysregulation in Middle School Teachers Over the Course of One School Year - Alexis R Harris, The University of Virginia; Deirdre A Katz, The Pennsylvania State University; Patricia A. Jennings, University of Virginia; Mark T. Greenberg, The Pennsylvania State University

Stress Contagion in the Classroom? Relationships Between Teachers' Burnout and Morning Cortisol in Elementary Students - Eva Oberle, The University of British Columbia; Kim A. Schonert-Reichl, The University of British Columbia

Mindfulness Training and Changes in Teachers' Self-Regulation and Stress: Results From Two Randomized Controlled Trials - Jessica L. Harrison, Portland State University; Jaiya Choles, Portland State Univeristy; Cynthia Taylor, Portland State University; Cristi Pinela; Nicolette Rickert, Portland State University; Tessa Stadeli, Portland State Univeristy; Eva Oberle, The University of British Columbia; Kimberly Thomson, University of British Columbia; Andrew J. Mashburn, Portland State University; Ellen Skinner, Portland State University; Kim A. Schonert-Reichl, The University of British Columbia; Robert William Roeser, Portland State University

Andrea Gotzmann, Medical Council of Canada

Community Service Participation in Combined Internal Medicine and Pediatrics Residency Programs - Samara Khalique, University of Virginia; Aryn C. Karpinski, Kent State University - Kent; Kristen E Chighizola, Louisiana State University - Health Sciences Center New Orleans; Betty Lo, Louisiana State University - Health Sciences Center New Orleans; Ipek Ozer, Bahcesehir University; Sheila W. Chauvin, Louisiana State University - Health Sciences Center New Orleans

Enhancing the Community-Based Practice of a Teacher Education Program to Serve Children From High-Need Communities - Yaoying Xu, Virginia Commonwealth University; Serra De Arment, Virginia Commonwealth University; Mary Ellen Huennekens, Virginia Commonwealth University

Promoting Service Orientation in Undergraduate Medical Students Through a Virtual Community Health Center - Lise McCoy, A.T. Still University

Elaine Renee Klein, University of Washington - Seattle

Factors That Shape the Career-Related Possible Selves of Girls in Science and Medicine - Claire Mitchell, University of Virginia; Robert H. Tai, University of Virginia; Donna B. Jeffe, Washington University in St. Louis

Exploring Barriers That Limit African American and Rural Medical Students From Pursuing Academic Medicine Careers - Annie J. Daniel, Louisiana State University School of Veterinary Medicine; Michael L. Rowland, University of Kentucky College of Medicine; Carol Elam, University of Kentucky College of Medicine

A Mixed Methods Approach to Analyzing Dental Students' Expression of Cultural Competence - Linda Behar-Horenstein, University of Florida; Xiaoying Feng, University of Florida; Carol A. Isaac, Mercer University; Barbara Lee, Keiser University; Frank A Catalanotto

Stephen Cubbellotti, American Board of Internal Medicine

Comparison of Time Used by U.S. Medical Graduates and International Medical Graduates on Maintenance of Certification Exams Across Multiple Disciplines - Stephen Cubbellotti, American Board of Internal Medicine; Yanling Zhang, American Board of Internal Medicine; Bozhidar M. Bashkov, American Board of Internal Medicine

Factors Influencing Success on Maintenance of Certification of Internal Medicine International Medical Graduates - Yanling Zhang, American Board of Internal Medicine; Stephen Cubbellotti, American Board of Internal Medicine; Bozhidar M. Bashkov, American Board of Internal Medicine

Using Multilevel Item Response Theory to Explain Differential Item Functioning on a Medical Maintenance of Certification Exam - Bozhidar M. Bashkov, American Board of Internal Medicine; Stephen Cubbellotti, American Board of Internal Medicine; Yanling Zhang, American Board of Internal Medicine

Does Changing From Solo to Group Practice Relate to Maintenance of Certification Exam Performance? - Andrew Jones, American Board of Surgery; Brendan J Barnhart, American Board of Internal Medicine

Alaa Houri, University of Minnesota - Twin Cities

Repeated Evidence of Minority Underrepresentation in Special Education - Paul L. Morgan, The Pennsylvania State University; George Farkas, University of California - Irvine

Comparing Autism Spectrum Disorders Prevalence Among Somali, Black Non-Somali, Caucasian, and Hispanic Children in Minneapolis - Joseph Reichle, University of Minnesota - Twin Cities

Are School Psychologists' Decisions Reliable and Unbiased? Results From Experimental Analogue Studies - Amanda L. Sullivan, University of Minnesota; Alaa Houri, University of Minnesota - Twin Cities; Shanna Sadeh, University of Minnesota - Twin Cities

Making a Right at the Intersection of Diagnosis and Culture: Examining Diagnostic Disparity in Learning Disability - Julie A Washington, Georgia State University; Katherine T Rhodes, The Ohio State University - Columbus

Mara Sapon-Shevin, Syracuse University

Am I Disabled Enough? - Jamie Buffington-Adams, Indiana University - East

Disgust, Denial, and Discomfort in Teachers' Constructions of Disability: A Semiotic Phenomenographic Study - Elizabeth E. Heilman, Michigan State University; JoDell R. Heroux, Central Michigan University

Inclusive Education as Democratic Negotiation: Contradictions and Communion in (Re)Constructing Practice - Margaret R. Beneke, The University of Kansas; Thomas M. Skrtic, The University of Kansas; Chunlan Debbie Guan, The University of Kansas; Sorcha D Hyland, The University of Kansas; Zhe An, The University of Kansas; Turkey Khalaf Alzahrani, The University of Kansas; Hatice Uyanik, University of Kansas; Hailey Love, University of Kansas; Jennifer Marie Amilivia, The University of Kansas

What's (Dis)Ability Got to Do With It? Examining Ability Privilege in a Disability Studies Course - Christa S. Bialka, Villanova University; Danielle Morro, Villanova University

Crystal Chen, Teachers College, Columbia University

An Aesthetic Approach to Integrating Visual Arts in Literacy Teacher Education - Nadine Bryce, Hunter College - CUNY

Crossing the Boundaries of Our Historical Ways of Thinking in Conceptualizing Teachers' Knowledge - Thorsten Scheiner, University of Hamburg

Teacher Knowledge and Uncertainty in Online Teaching - Eileen Fernandez, Montclair State University; Jason McManus, Montclair State University; Douglas M Platt, Montclair State University

The Teaching and Learning Inquiry Framework - Philip E. Molebash, Loyola Marymount University; John K. Lee, North Carolina State University

Toward an Integrated Taxonomy of Teacher Discourse Moves in Small-Group Text-Based Discussions - Liwei Wei, The Pennsylvania State University - University Park; P. Karen Murphy, The Pennsylvania State University; Carla Marie Firetto, The Pennsylvania State University

Karla Scornavacco, University of Colorado - Boulder

Achieving Teacher Professional Agency in Three Professional Development Contexts - Rosanne Zwart, Utrecht University; Anna van der Want, Leiden University; Harmen Schaap, Utrecht University; Helma Oolbekkink, Radboud University Nijmegen; Jacobiene Meirink, ICLON-Leiden University; Paulien C. Meijer, Radboud University Nijmegen; Han Leeferink

Taking Back Teaching: Teachers' Involvement in an Activist Organization - Nicole Mittenfelner Carl, University of Pennsylvania; Rand Quinn, University of Pennsylvania

Teacher Leadership in (inter)Action: About Positioning and Receiving Legitimacy - Charlotte Struyve, KU Leuven; Karin Hannes, Katholieke Universiteit Leuven; Chloé Meredith, University of Leuven; Bieke De Fraine, Katholieke Universiteit Leuven; Sarah Gielen, Katholieke Universiteit Leuven

Role of Mentoring Practices in Evolving Teacher Leadership, Professional Vision, and Identity - Tugce Gul, Georgia State University

Niu Gao, Public Policy Institute of California

A Critical Analysis of the Special Education edTPA Using Teacher-Candidate and Faculty Perspectives - Jessica K. Bacon, Montclair State University; Sheila Blachman, Lehman College

Comparing Teacher Performance Assessments: A Mixed-Methods Study From Multiple Stakeholders - Deborah L. Schussler, The Pennsylvania State University - University Park; Stephanie L. Knight, The Pennsylvania State University; Amy Morton, The Pennsylvania State University - University Park

New York City Elementary Education Teacher Candidates' Experience With the Implementation of the edTPA - Deborah Greenblatt, City University of New York

Reconsidering What edTPA Makes Matter: Implementing edTPA Inside Commitments to Culturally Sustaining Teaching Practice - Juliet A. Baxter, University of Oregon; Julia Irene Heffernan, University of Oregon; Courtney L. Rath, Universty of Oregon

Understanding the Implementation of Performance Assessments in Teacher Education - Julie Jackson Cohen, University of Virginia; Ethan L Hutt, University of Maryland - College Park; Jessica Gottlieb, University of Notre Dame

Daniel M. Levin, University of Maryland - College Park

Do Preservice Science Teachers Develop Goals Reflective of Teacher Education? An Exploratory Study - Todd L Hutner, The University of Texas - Austin; Cinthia S. Salinas, The University of Texas - Austin; Anthony Petrosino, The University of Texas - Austin

Preservice Elementary Teachers' Obedience and Conformity to Errors in Science Curriculum - Brian Edward Kinghorn, Marshall University; Jared T Peterson, Brigham Young University - Hawaii

Professional Development to Support Teachers' Practices of Engaging Students in Constructing and Critiquing Scientific Explanations in Writing - Daniel M. Levin, University of Maryland - College Park; Susan De La Paz, University of Maryland; Yewon Lee, University of Maryland - College Park

Teacher Learning for Inquiry Science Instruction: The Centrality of Self-Reflection on Instructional Role - Julie A. Marsh, University of Southern California; Ananya Mukhopadhyay, University of Southern California; Susan McKibben, University of Southern California; Q. Tien Le, University of Southern California; Morgan S. Polikoff, University of Southern California; Gale M. Sinatra, University of Southern California