Mary Amanda Stewart, Texas Woman's University

Applying Reader Response Theory for L2 Development: Exploring Possibilities for Instructing Adolescent English Learners - Mary Amanda Stewart, Texas Woman's University

Does Vocabulary Knowledge Mediate the English Learner Status Effect in Science Reading Comprehension? - Yuliya Ardasheva, Washington State University - Tri-Cities; Sarah N. Newcomer, Arizona State University; Jonah B. Firestone, Arizona State University; Richard Lamb, Washington State University - Pullman

The Effects of Reading Strategies on the Reading Comprehension of English Language Learners - Jui-Teng Li, University of New Mexico; Rafael Lara-Alecio, Texas A&M University; Fuhui Tong, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station

Instructional Strategies to Engage Chinese English Learners in Communicative Language Teaching: A Case Study - Fei Xing, Florida State University; Jeannine E. Turner, Florida State University

Gang Zhu, Texas A&M University - College Station

Attributing Professional Development of Early Childhood Teachers for All Children in Shanghai - Haiping Hao, Xianda College of Economics & Humanities; Patricia J. Larke, Texas A&M University

Changing Places: Negotiating Instability in the Emerging Professional Identities of Experienced Teachers Abroad - Nicola Gram, The University of Hong Kong

Understanding Professional Lives of Chinese Language Teachers in U.S. Classrooms: A Sociocultural Perspective - Juanjuan Zhao, University of Cincinnati; Gulbahar H. Beckett, Iowa State University

Michael Nussbaum, University of Nevada - Las Vegas

Constructing and Interpreting Graphs of Climate Change With Computer Models - Jonathan Michael Vitale, University of California - Berkeley; Elizabeth McBride, University of California - Berkeley; Marcia Linn, University of California - Berkeley

Teacher Facilitation of Participatory Pedagogy as Middle Schoolers Design Computer Games About Climate Change - Michael Patrick Cassidy, TERC; Gillian M. Puttick, TERC

"I Broke Your Game": Critique Among Middle Schoolers Designing Computer Games About Climate Change - Eli Tucker-Raymond, TERC; Gillian M. Puttick, TERC; Casper Harteveld, Northeastern University; Michael Patrick Cassidy, TERC

Designing and Validating a Climate Change Knowledge Instrument - Andrea Drewes, University of Delaware; Wayne Breslyn, University of Maryland; J. Randy McGinnis, University of Maryland; Chrystalla Mouza, University of Illinois at Urbana-Champaign; Joseph A. Henderson, University of Delaware; Emily E. Hestness, University of Maryland

Robb Lindgren, University of Illinois at Urbana-Champaign

Encouraging Social Annotation–Supported Collaborative Learning in an EFL Translation Class - Fei Gao, Bowling Green State University; Na Zhao, China Pharmaceutical University; Kent Darr, Bowling Green State University

From Exploring Ideas to Discovering Co-Constructed Meaning: Comparing Students in Different Structures of Computer-Mediated Discussion - Jeonghyun Jonna Lee, The University of Texas - Austin; Rachel E. Gaines, The University of Texas - Austin; J. Hannah Park, The University of Texas - Austin; Kyle M. Williams, The University of Texas at Austin; Eunjeong Choi, The University of Texas - Austin; Sun Young Hwang, The University of Texas at Austin; Lina Mattar, The University of Texas - Austin; Diane L. Schallert, The University of Texas - Austin

Measuring Collaboration Quality of Small-Group Interactions for Automated Analysis - Cynthia M. D'Angelo, SRI International; Nonye Alozie, SRI International

Student-Directed Sustained Inquiry in a Grade 5 Community Featuring Opportunistic Collaboration - Yan Tian, University at Albany - SUNY; Jianwei Zhang, University at Albany - SUNY

Chieu Minh Vu, University of Michigan

Can a Teaching Simulation Predict Novice and Expert Teachers' Decision Making? - Chieu Minh Vu, University of Michigan; Nicolas Boileau, University of Michigan; Mollee Changshu Shultz, University of Michigan - Ann Arbor; Amanda Marie Milewski, University of Michigan - Ann Arbor; Patricio G. Herbst, University of Michigan - Ann Arbor

E-Learning Technology in Undergraduate Statistics: Assessing Its Effect and Impact on Students' Learning - Melissa Ferland, York University; Claudia Francine Molinaro, York University; Jessica Kay Flake, York University

Interactive, Visual-Spatial Representation of Math Story Problems via an Architectural Game-Based Learning Platform - Fengfeng Ke, Florida State University; Kathleen Clark, Florida State University

Using Technology to Improve School Performance: A Study of IXL Impact in Illinois Schools - Liyang Mao, IXL Learning

Jayoung Choi, Georgia State University

Learning Outcomes and Minority Disadvantaged Groups: Observation From Naturalized Tanzanians - Laurent Gabriel Ndijuye, The University of Hong Kong; Nirmala Rao, The University of Hong Kong

An Effective Literacy Intervention Program for Linguistic- and Cultural-Minority Students - Maung Nyeu, Harvard University

Adolescent Multilinguals' Engagement With Religion in a Book Club - Jayoung Choi, Georgia State University; Gertrude M. Tinker Sachs, Georgia State University; Myoung Eun Pang, Georgia State University; Aram Cho, Georgia State University; Ji Hye Shin, Georgia State University

José Francisco Gutiérrez, University of Utah

"What the Heck Are You Doing?" A Micro-Analysis of Relational Equity During Mathematical Collaboration - José Francisco Gutiérrez, University of Utah; Sarah Brown, University of Wisconsin - Madison; Tiffany Estep; Martha W. Alibali, University of Wisconsin - Madison

Diverse Students' Perceptions of Math Word Problems: Exploring Linguistic and Semiotic Solution Entry Points - Mary A. Avalos, University of Miami; EDWING A. MEDINA, University of Miami; Walter G. Secada, University of Miami

Examination of Children's Strategy Use on Geometric Measurement Assessment Items - Douglas W. Van Dine, Metropolitan State University of Denver; Julie Sarama, University of Denver; Douglas H. Clements, University of Denver; Curtis Tatsuoka, Case Western Reserve University; Kikum Tatsuoka, Teachers College, Columbia University

How Best to Teach the Cardinality Principle? - Veena Paliwal, University of West Georgia; Arthur J. Baroody, University of Denver and the University of Illinois at Urbana-Champaign

Kristy Brugar, University of Oklahoma

In-Service Teachers' Professional Development Featuring Asynchronous Virtual Conversations - Cory Callahan, The University of Alabama

Language and Identity: Classroom Discourse and Development of Global Identity and Citizenship - Anatoli Rapoport, Purdue University

Text and Task Complexity in the Reading of Two Novels - Allison H. Hall, University of Illinois at Chicago

Writing Race in the Rhizome: The Role of Affect and Art in Critical Writing Practice - Ellie Haberl, University of Colorado - Boulder

"There's No Crying in Teaching!" Understanding the Role of Emotion in the Teaching of Literature - Michelle Falter, North Carolina State University

Asha K. Jitendra, University of Minnesota

Analyzing Item Measure Hierarchies to Develop a Model of Students' Proportional Reasoning - Michele Carney, Boise State University; Everett V. Smith, EVS Psychometric Services, LLC

Investigating the Efficacy of a Schema-Based Instructional Approach to Proportional Problem Solving: A Replication Study - Asha K. Jitendra, University of Minnesota; Michael R. Harwell, University of Minnesota; Stacy R. Karl, University of Minnesota - Twin Cities; Susan Slater, University of Minnesota; Soo-hyun Im, Teachers College, Columbia University; Gregory Simonson, University of Minnesota

Modeling Children's Mathematics: The Case of the Linear Function x + y = a - Jiyoon Chun, University of Georgia

Not Too Slippery a Slope: Grounding the Mathematics of Slope in Students' Perceptions of Steepness - Ian Thacker, University of Southern California

Carla Marie Firetto, The Pennsylvania State University

Teachers' Use of Questioning During Script-Supported Informational Read-Alouds - Elizabeth Hale Rozas, Harvard University; James S. Kim, Harvard University; Helen Chen Kingston, Harvard University

High-Leverage Literacy Practices in Urban School Contexts - Kindel Turner Nash, The University of Missouri-Kansas City; Etta R. Hollins, University of Missouri - Kansas City; Leah Panther, University of Missouri - Kansas City

Developing Latino Children's Narratives Through Family Engagement - Iliana Alanis, The University of Texas - San Antonio; Raquel Cataldo, The University of Texas - San Antonio

Planning Processes in Online Reading and Learning for Solving Ill-Structured Problems - Cui Cheng, Michigan State University; Rand J. Spiro, Michigan State University

Values of Six Strategies for Reading Comprehension and Memorization: A Study in Multilanguages - Weilin Dou, East China Normal University; Zhenguo Yuan; Renmin Ye, Houston Independent School District

Qizhen Deng, Boise State University

Best Practices in Teaching K–3 Online: A Content Analysis of Journals, Blogs, and Electronic Surveys - Nikosi Darnell, Clearview Speech and Consulting Services, PLLC; Rebekah McPherson, Walden University

Cloud-Based Narrative Writing Practice for Young English Learners From a Funds of Knowledge Approach - Yan Chen, University of Nevada - Las Vegas; Hayley J. Mayall, Northern Illinois University; Cindy S. York, Northern Illinois University; Ying Xie, Northern Illinois University; Thomas J. Smith, Northern Illinois University

Peer Interaction in Multimodal Composition: The Story Behind the Scenes - Shiyan Jiang, University of Miami; Blaine E. Smith, University of Arizona; Ji Shen, University of Miami

"It Uses Power": Exploring Equitable Outcomes for Young Coders Who Write-to-Learn - Yune Kim Tran, George Fox University; Susanna M. Steeg, George Fox University

Sarah Powell, The School at Columbia University

Assessing College Students' Math Knowledge: Beyond Common Core State Standards - Marta Krystyna Mielicki, University of Illinois at Chicago; Mara Martinez, University of Illinois; Louis V. DiBello, University of Illinois at Chicago; James W. Pellegrino, University of Illinois at Chicago

Strategy Use for Multiplication Problem Solving in College Engineering Students - Sarah Powell, The School at Columbia University; Yi Ding, Fordham University; Qian Wang, Manhattan College; Jonathan Stein, Fordham University; Ilene Tyler, Fordham University

Studying Preservice Teachers' Selection of Representations to Serve as Evidence When Investigating the Fairness of Dice - Robert Sigley, Texas State University; Muteb M. Alqahtani, SUNY Cortland; Victoria Krupnik, Rutgers University

Jodi Davenport, WestEd

Bridging Research and Practice: Efficacy of a Research-Based Redesign of a Grade 7 Mathematics Curriculum - Yvonne Kao, WestEd; Jodi Davenport, WestEd; Bryan Matlen, WestEd; Larry Thomas, University of California - Los Angeles; Steven Arnold Schneider, WestEd

Understanding Basic Properties of Operations in U.S. and Chinese Elementary School - Meixia Ding, Temple University; Xiaobao Li, Widener University; Ryan Scott Hassler, Temple University; Eli Barnett, Temple University

Unpacking China's Mathematics Instruction With a U.S.-Based Observational Framework: Evidence From 14 Teachers - Sihua Hu, Michigan State University; Wei Liao, Michigan State University

Teachers' Use of Instructional Analogies With Manipulatives in the Second-Grade Classroom - Aryann Blondin, Concordia University; Anna Tomaszewski, Concordia University - Montreal; Helena P. Osana, Concordia University

Textbook to Instruction: The Effect of Coherency on the Transition of Elementary Mathematical Connection-Making Opportunities - Ryan Scott Hassler, Temple University

Kathy J Brown, University of Houston

Evaluation of a Large-Scale Science Teaching Intervention Employing Arts-Integrated Instruction - Brad Hughes, University of California - Irvine; Robert Kalinowski, University of California - Irvine; Christa Renee Mulker Greenfader, University of California - Irvine; Doron Zinger, University of California - Irvine; Douglas Grove, Concordia University - Irvine; Drew Bailey, University of California - Irvine; Alex Ray, University of California - Irvine

A Multiple-Making Approach to Inquiry in Traditional Craft Practices: Wire-Bending in Trinidad and Tobago - Vernelle A. A. Noel, The Pennsylvania State University

The Career Success of First-Generation Artists - Zachary Morgan, Indiana University - Bloomington

Heather J. Pinedo-Burns, Teachers College, Columbia University

Children's Sense of Agency in Preschool: A Sociocultural Investigation - Jaakko Hilppö, Northwestern University; Lasse Lipponen, University of Helsinki; Kristiina P. Kumpulainen, University of Helsinki; Anna Pauliina Rainio, University of Helsinki

Public School Discipline Policies and Practices in the United States: Implications for Early Childhood Classrooms - Nicole V.B. Austin, Alabama A&M University; Rebecca John, Old Dominion University; Angela L. Eckhoff, Old Dominion University; Peter Baker, Old Dominion University

The Rhythm of the City, the Shadow of the Ivy: Reconsidering Identity of Place in the Early Childhood Classroom - Heather J. Pinedo-Burns, Teachers College, Columbia University; Dana Frantz Bentley, Buckingham, Browne, and Nichols School

The Efficacy of Different Interventions to Foster Executive Functions in Early Childhood: A Meta-Analysis - Zsofia K. Takacs, Eötvös Loránd University; Reka Kassai, Eötvös Loránd University

Preschool Children's Self-Regulation in High-Poverty, Urban, Community-Based Childcare Settings - Laura Scharphorn, HighScope Educational Research Foundation; Tomoko Wakabayashi, Oakland University

MinSoo Kim-Bossard, The College of New Jersey

Look Mom, a Pirate! Can Disability Studies Disrupt Malevolent Representations of Physical Difference? - Dorothy M. Bossman, University of Nebraska

Exploring the Voices From Students With Disabilities: Application of Psychodrama in Education - Yin Lam Lee-Johnson, Webster University

Using Children's Literature to Examine the Disability Discourses of Early Childhood Preservice Teachers - Sue Mankiw, William Paterson University

Cancelled. Structured Exclusions and the Construction of Disability in Schools - Gillian Parekh, York University