Janice L. Anderson, University of North Carolina - Chapel Hill

Building Community and Instructional Knowledge in a Multisite Middle-Level Mathematics Program - David Slavit, Washington State University Vancouver; Allison Devincenzi, Washington State University - Vancouver

Elementary Preservice Teachers' Specialized Content Knowledge and Common Content Knowledge for Teaching Addition and Subtraction - Yuanhua Wang, Texas Tech University; Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University; Minju Yi, Texas Tech University; Jory Neff, Texas Tech University; Shuang Zhang, Texas Tech University; Xiaofang Zeng, Texas Tech University

Preservice Teacher Knowledge and Transfer of Mathematics Intervention Practices - Amanda R Hurlbut, Texas Woman's University; Jeanne L. Tunks, University of North Texas

Relationship Between Secondary School Mathematics Preservice Teachers' Content Knowledge and Lesson Objectivization - Lucy Hernandez Michal, El Paso Community College; Mourat Tchoshanov, The University of Texas - El Paso

Patricia A DiCerbo, The George Washington University

5,000 Strong: Teachers' Responses to a New Educator Effectiveness and Support System - Jessica Alexander, National Institute for Excellence in Teaching; Tanee Hudgens, National Institute for Excellence in Teaching

How Do Professional Development and Implementation of Reform‐Based Curriculum Affect Teacher Attitudes and Confidence to Implement the Reform? - Brenda Gail Bergman, Michigan Technological University; Stephanie Tubman, Michigan Technological University; Jacqueline Huntoon, Michigan Technological University

Negotiation of Professional Identity in Mathematics Professional Development - Angela Rae Crawford, Boise State University

Comparing the Effects of Community Partnerships on Online Preservice Teacher Content Knowledge and Self-Efficacy - Paula Griffin, Stephen F. Austin State University; Alan Sowards, Stephen F. Austin State University

Exploring the Affordances of Video Annotation in Prompting and Supporting Reflection-for-Action - Jackie Sydnor, Ball State Unviersity; Sharon Daley, Indiana University - Bloomington

Online Student Teaching: Design, Delivery, and Reflections From Student Teachers and Teacher Educators - Kevin J. Graziano, Nevada State College; Lori Feher, Nevada State College

Virtual Coaching: Using Principal Candidates to Improve Teacher Candidate Instruction - Joy Stapleton, East Carolina University; Christina M. Tschida, East Carolina University; Kristen Cuthrell, East Carolina University; Marjorie C. Ringler, East Carolina University

Vicki Thomas, Stephen F. Austin State University

A Quasi-Experimental Examination of an Innovative Professional Development School Model - Andrea Weinberg, Colorado State University; Cerissa Ann Stevenson, Colorado State University

Contradictions in Preservice Teacher Lesson Planning: An Activity Theory Analysis - Charlotte L. Land, Pennsylvania State University; Jessica Cira Rubin, The University of Texas - Austin

Integrating Knowledge and Action Through Community Inquiry in Teacher Education - Meghan E. Barnes, University of Georgia - Athens; Lindy L. Johnson, The College of William and Mary

Pushing the Boundaries of Partnership: Developing an "Edge Community" for a New-Generation Teacher Residency - Cindy Gutierrez, University of Colorado - Denver; Barbara Seidl, University of Colorado - Denver; Ritu Chopra, University of Colorado - Denver

Sheron Andrea Fraser-Burgess, Ball State University

An Investigation of Bias in Preservice Teachers' Interpretations of Students' Reading Scores - Novell E. Tani, Florida Agricultural & Mechanical University; Cheron Davis, Florida A&M University

Connecting With Out-of-School Literacies: Preservice Teachers' Conceptions, Experiences, and Practices - Lydia Menna, University of Alberta; Carol Doyle-Jones, Niagara University

Learning to Teach Middle-Grades Reading: "It's Just the Constantly Developing Idea" - Katie Wester-Neal, Gordon State College

Urban Metaphors: Do Prospective Teachers' Urban Perceptions Predict Confidence in Teaching Literacy to Urban Students? - Vincent R. Genareo, Salisbury University

"They See Me as the Rich, White Lady": Othering Perceptions in the Urban Literacy Classroom - Elena M. Venegas, University of Texas Rio Grande Valley; Lakia M Scott, Baylor University

Shelley B Harris, Texas A&M - San Antonio

University Faculty Meets K–12 Reality: What Do Future Teachers Need to Learn? - Christian Wandeler, California State University - Fresno; Susan M. Tracz, California State University - Fresno; Cathy Yun, California State University - Fresno; Steven Hart, California State University - Fresno; Frederick Peinado Nelson, California State University - Fresno; Lisa H. Bennett, California State University - Fresno

Professional Learning Communities as Teacher Educator Professional Development: Organic Collaboration, Renewed Motivation, Shared Knowledge, and Inspired Teaching - Kathy Renita Fox, University of North Carolina - Wilmington; Tracy Yarbrough Hargrove, University of North Carolina - Wilmington; Lisa Brown Buchanan, University of North Carolina - Wilmington; Amelia K. Moody, University of North Carolina - Wilmington; Alicia Brophy, University of North Carolina - Wilmington; Kathleen Roney, University of North Carolina - Wilmington

Faculty Perspectives on the Benefits and Challenges of Interdisciplinary Collaboration to Transform Educator Preparation - Allison M. Borden, University of New Mexico; Viola E. Florez, The University of New Mexico

Preparing the Next Generation of Early Childhood Teacher Educators: Reflection of a Wider Need - Joan Y. Pedro, University of Houston - Clear Lake

Suzanne L. Porath, Kansas State University

On an Island: First-Year Middle-Grades Teachers Building Relationship During Their Induction Year - Michael DiCicco, Northern Kentucky University; Shawn A. Faulkner, Northern Kentucky University; Chris Cook, Appalachian State University

The Personal Is Educational: A Developmental Constructivist Perspective for Professional Development in High-Poverty Schools - Tina Smith-Bonahue, University of Florida; Olivia Soutullo, University of Florida; Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

On Being, Doing, and Becoming: Understanding Beginning Teacher Educators in Multicultural Education Through the Lens of a Contextual-Individual Nexus - Vy Dao, University of Social Sciences and Humanities-Vietnam National University HCM

"I Want Class Moms": Outdated Images of Parental Involvement That Persist With Preservice Teachers - Kyle Elizabeth Miller, Illinois State University

Melissa C. Gilbert, Stanford University

Mediating Mutual Accountability and Learning: A Design-Based Study of Co-Generative Dialogues Among Teachers and Students - John Luciano Beltramo, Regis University

Navigating Political Complexity in Schools: Beginning Teachers' Experiences in the United States and Australia - Nathan D. Brubaker, Monash University

Novice Educator Realities: How Do New Teachers Negotiate Varied School Contexts? - Jennifer L. Snow, Boise State University; Julianne A. Wenner, Boise State University; Sherry Dismuke, Boise State University; Serena Hicks, Boise State University

Eleanor A. Maddock, University of Connecticut - Storrs

Preservice Teachers' Approximations of Questioning - Karl Wesley Kosko, Kent State University; Tracy L. Weston, Middlebury College; Anne Estapa, Iowa State University; Julie Amador, University of Idaho

When You Assume: How Teachers' Beliefs About Technology Fall Short - Mary Rose Kelly, University of Colorado - Boulder; Kristina M Stamatis, University of Colorado - Boulder

Use of Video-Based Resources in the Preparation of Elementary School Teachers in Chile - Salome Martinez, Universidad de Chile; Alejandro Daniel Lopez, Universidad Andres Bello; Rodrigo Asún, Universidad de Chile; Maria Bernardita Penafiel, Center for Mathematical Modeling - Education Lab

Brian Holzman, Rice University

Impact of a Mentoring Program on Latino Students' College Aspirations, College Self-Efficacy, and STEM Career Interest - Shaheen Rana, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Diley Hernandez, Georgia Institute of Technology; Analia Rao, Georgia Institute of Technology; Marion Usselman, Georgia Insitute of Technology

Innovations for Improving College and Career Readiness in Rural Schools: Final Investing in Innovation Fund (i3) Grant Evaluation Results - Christine Mokher, Florida State University; Steve Sungchu Lee, Center for Naval Analysis; Christopher M. Sun, CNA

Advancing Minority Gifted Identification: Evidence From a Randomized Trial of Nurturing for a Bright Tomorrow - Angel L Harris, Duke University; Darryl Vernois Hill, Fulton County Schools; Matthew A Lenard, Wake County Public School System

Implementing Precollege Math Remediation in High School: Evaluation of Tennessee Seamless Alignment and Integrated Learning Support - Andrea D. Beesley, IMPAQ International; Angela Boatman, Vanderbilt University - Peabody College; Maria DiFuccia, IMPAQ International, LLC

Christina Cipriano, University of Massachusetts - Dartmouth

Examining Long-Term Effects of Elementary-Grade Student Transiency and Absenteeism on Subsequent Achievement Test Performance - Robert Sheehan, Coastal Carolina University; Alexis Wiseman, Coastal Carolina University; Ed Jadallah, Coastal Carolina University; Heather Chase Sheehan, Horry County Schools

Instructional Strategies That Accelerate Black Male Student Achievement: Evidence From Minneapolis Public Schools - Laura Essenburg; Christopher T. Moore, Minneapolis Public Schools; Michael Walker; Corey Yeager; Jennie Zumbusch, Minneapolis Public Schools

The Impact of Home Visits as a Family Engagement Strategy in Urban Schools - Sol Bee Jung, Johns Hopkins University; Steven B. Sheldon, Johns Hopkins University

When Students Miss School: The Role of Timing of Absenteeism in Student Achievement - Michael A. Gottfried, University of California - Santa Barbara; Jacob Kirksey, University of California - Santa Barbara

Raising Community Literacy Using a Collaborative Intervention Model - Nicole Ralston, University of Portland; Rebecca Smith, University of Portland; Zulema Naegele, De La Salle North Catholic High School; Jacqueline C. Waggoner, University of Portland

Bradley J. McMillen, Wake County Public School System

Teachers' Judgment Accuracy Concerning Language Proficiency Levels of Prospective University Students - Johanna Fleckenstein, IPN - Leibniz Institute for Science and Mathematics Education; Michael Leucht, Leibniz Institute for Science and Mathematics Education (IPN); Olaf Koeller, Leibniz Institute for Science and Math Education

Potential Impact of Research on Assessment for Learning: A Systematic Review of Reviews - Therese N. Hopfenbeck, University of Oxford; Sølvi Lillejord, The Research Council of Norway

What Characterizes High-Quality Feedback in Language Arts Classrooms? - Lisbeth M Brevik, University of Oslo; Kirsti Klette, University of Oslo; Marte Blikstad-Balas, University of Oslo

Year-to-Year Stability of Teacher Ratings Using the Tripod 7Cs Framework - Jacob Rowley, Tripod Education Partners; Sarah Phillips, Tripod Education Partners

Nationwide Growth Mixture Modeling of Early Classroom Disengagement Among Children at Risk - Paul A. McDermott, University of Pennsylvania; Michael J. Rovine, University of Pennsylvania; Marley Watkins, Baylor University; Jessica Chao, University of Pennsylvania; Clare Waterman Irwin, Education Development Center, Inc.; Roland Reyes, University of Pennsylvania

Victoria Showunmi, UCL Institute of Education,London

Academic Marginalism in Post-Socialist Societies: Trends in Public Financing for Higher Education in Central and Eastern Europe - Lucia Brajkovic, American Council on Education; Manuel S. Gonzalez Canche, University of Pennsylvania

Migrant Education in Shanghai: Policy Implementation and Impact on Educational Equity - DongMei Li

Understanding the Global Flow of Tertiary Students: A Network Analysis of 1999 and 2012 - Ming Yin, Washington University in St. Louis

Practice to Research: Leveraging an International Comparative Study of Civic and Citizenship Education in Costa Rica, Myanmar, and the United States - Amy Roberts, University of Wyoming; Joan Kay James, University of Wyoming

Challenges and Learning Potentials at the Boundary: Encounters of Educational Research and School Practice - Ulrike Hartmann, University of Wuppertal; Jasmin Decristan, University of Wuppertal

Communication Matters in Science and Math: University-School Partnerships and Fellows in the Middle - Sumi Hagiwara, Montclair State University; Mika Munakata, Montclair State University; Eliza Leszczynski, Montclair State University

Principal Preparation Beyond Graduation: A Collaboration Between Universities, Districts, and an Educational Service Center - Sean Kearney, Texas A&M University - San Antonio; Jeff Goldhorn, Education Service Center, Region 20; Nathern S. Okilwa, The University of Texas - San Antonio

Melvin J. Tanner, University of Florida

Post–Football Player Career Transitions, Athlete Identity, and Higher Education - Ann Unterreiner, Arizona State University - Tempe; Joyanne Beverly De Four-Babb, University of Belize

Citizen-Athlete: The Relationship Between Community Service and Athletic Identity - Matt Ryan Huml, Texas Tech University; Meg G Hancock, University of Louisville; Mary A Hums, University of Louisville

Interest in Educational Careers: A Survey of University Student-Athletes - Alan Brown, Wake Forest University; Nicole Sieben, SUNY College at Old Westbury; Zach Gordon, The University of Alabama

Douglas M. Butler, Prairie View A&M University

Beneath the Skin: Black K–12 Educators' Racial Identities, Sociodemographics, and Culturally Relevant Pedagogy Dispositions - Faheemah N. Mustafaa

Navigating the Journey to Culturally Responsive Teaching: Black Teachers Teaching Black Students - Heather Marie Coffey, University of North Carolina - Charlotte; Abiola Farinde-Wu, University of Massachusetts - Boston

The Perspectives and Experiences of Black Female Teens Exploring the Importance of Becoming Teachers - Conra D. Gist, University of Arkansas; Terrenda Corisa White, University of Colorado-Boulder; Margarita Bianco, University of Colorado - Denver