1. Clever Clicking: An Intervention Training Fourth Graders' Sourcing Skills - Johanna Paul, University of Muenster; Marc Stadtler, University of Münster; Jean-Francois Rouet, CNRS and University of Poitiers; Ana Pérez, University of Cambridge; Rainer F. Bromme, University of Münster

2. Investigating the Relationship of Enacted Assessments in the English Language Arts Classroom With Learners and Their Learning - Xenia Hadjioannou, The Pennsylvania State University

3. Measuring Theory-Driven Aspects of Multiple-Document Comprehension With Scenario-Based Assessments - Jesse R. Sparks, Educational Testing Service; Szu-Fu Chao, Educational Testing Service; Jonathan Steinberg, Educational Testing Service

4. The Effects of Emotional Content on Knowledge Revision: An Eye-Tracking Study - Jasmine Kim, University of Minnesota - Twin Cities; Reese Butterfuss, Arizona State University; Nikita Salovich, University of Minnesota - Twin Cities; Greg Trevors, University of South Carolina; Panayiota Kendeou, University of Minnesota

5. The Femur Is the Biggest One: Using Graphic Novels to Teach Science - Carla K Meyer, Duquesne University; Elizabeth M Hughes, The Pennsylvania State University; Laura M. Jimenez, Boston University; Dawnmarie Ezzo, Duquesne University

6. Using Perspective-Taking Instruction to Promote Empathy and Emotional Vocabulary - Wendi Kamman Zimmer, Texas A&M University - College Station; Sharon Diane Matthews, Texas A&M University - College Station; Katherine Landau Wright, Boise State University; Amanda D. Franks, University of Southern Mississippi; Erin M. McTigue, Texas A&M University

7. How Classroom Dialogic Interaction Patterns Affect Student Reading Performance: A Mixed-Methods Study - Erin K Hogan, University of Maryland - College Park; Yuting Sun, University of Maryland - College Park; Robert G. Croninger, University of Maryland - College Park

8. The Relation Between Executive Function and Inference Making - Reese Butterfuss, Arizona State University; Britta Bresina, University of Minnesota - Twin Cities; Kyle Wagner, University of Minnesota - Twin Cities; Panayiota Kendeou, University of Minnesota; Kristen L. McMaster, University of Minnesota

9. Emotional Design of Games for Learning: Effects of Game Character Shape, Color, Expression, and Dimensionality - Andrew Patricio MacNamara, New York University; Teresa M. Ober, City University of New York; Maya Rose; Alvaro Olsen, New York University; Bruce Douglas Homer, City University of New York; Jan L. Plass, New York University

10. Examining Play in a Serious Educational STEM Game - Kayla Pritchard, University of Georgia - Athens; Georgia Wood Hodges, University of Georgia

11. Exploring Collaborative Learning With a Geometry Video Game: The Role of Elaboration and Game Mechanics - Ethlyn Saltzman, City University of New York; Ashley Renaire Davis, CUNY; Bruce Douglas Homer, City University of New York

12. Exploring the Efficacy of Using a Game-Based Learning Experience in High School Personal Financial Literacy - Scott Neal Wilson, University of Oklahoma; Leslie Ann Williams, University of Oklahoma; Jessica Black, University of Oklahoma; William Thompson, University of Oklahoma; Caroline E Engler, University of Oklahoma; Sharon Gail Dean, University of Oklahoma; Javier Elizondo, University of Oklahoma; Ryan Ralston, University of Oklahoma; Robert A. Terry, University of Oklahoma; Gregg A. Garn, University of Oklahoma

13. Learning Executive Function Skills by Playing Focused Video Games - Jocelyn Parong, University of California - Santa Barbara; Richard E. Mayer, University of California - Santa Barbara; Andrew MacNamara, University of California - Santa Barbara; Jan L. Plass, New York University; Bruce Douglas Homer, City University of New York

14. Video Games as Performance Assessments: How Executive Functioning Influences the Learning Process - Michael McCreery, University of Nevada - Las Vegas; Catherine Bacos, University of Nevada - Las Vegas; Jeffrey Robert Laferriere, University of Nevada - Las Vegas; S. Kathleen Krach, Florida State University

15. What's in a Test? Video Games as a Model for Assessing Learning Behaviors - Michael McCreery, University of Nevada - Las Vegas; Jeffrey Robert Laferriere, University of Nevada - Las Vegas; Catherine Bacos, University of Nevada - Las Vegas; S. Kathleen Krach, Florida State University

16. Contrast and Assimilation Effects in Elementary School Students and the Role of Teachers' Recommendations - Johanna Hildebrandt, Freie Universität Berlin; Rainer Watermann, Freie Universität Berlin

17. Developmental Science Efficacy Trajectories: A Longitudinal Mixed-Methods Investigation - Margareta Maria Thomson, North Carolina State University; Erin Suzanne Huels Huggins, North Carolina State University; Wayne Williams, North Carolina State University

18. Do No Harm: The Pernicious Negative Effects of External Control Across Three School Subjects - W. L. Quint Oga-Baldwin, Waseda University; Luke K. Fryer, The University of Hong Kong

19. Examining Executive Function of Young Children Through Cluster Analysis - Lauren Taylor Clough, The University of Arizona; Adriana Diane Cimetta, The University of Arizona; Christina Cutshaw, The University of Arizona; David B. Yaden, The University of Arizona; Ronald W. Marx, The University of Arizona

20. Fixed Versus Faded Scaffolds: Which Is More Effective for Students' Self-Regulation and Mathematical Problem Solving? - Bracha Kramarski, Bar-Ilan University; Stella Gidalevich, Oranim Academic College of Education, Shaanan Academic Religious College

21. Should Learners Use Their Hands for Learning? Results From an Eye-Tracking Study - Babette Park, Justus Liebig University of Giessen; Andreas Korbach, Saarland University; Paul W. Ginns, The University of Sydney; Roland Bruenken, Saarland University

22. Supporting Intellectual Conflicts: The Interactive Effects of Perceived Competence and Social Interdependence in Peer Learning - You-kyung Lee, Sookmyung Women's University; Cary J. Roseth, Michigan State University

23. Teachers' Epistemic Cognition In Situ: Evidence From Classroom Assessment - Helenrose Fives, Montclair State University; Nicole Barnes, Montclair State University; Sirine Mabrouk-Hattab, Montclair State University; Kit Saizdelamora, Montclair State University

24. Teachers' Writing Beliefs and Instructional Practices: A Mixed-Methods Study - Eric Ekholm, Virginia Commonwealth University; Sharon Zumbrunn, Virginia Commonwealth University; Samantha Hope, Virginia Commonwealth University; Hilary Stim, Virginia Commonwealth University

25. The Load Reduction Instruction Scale: Assessing Explicit Instruction Through to Autonomous Learning - Andrew J. Martin, The University of New South Wales; Paul Evans, School of Education

26. The Role of Understanding Characters' Minds in a Narrative Task: Effects on Emotions and Performance - Stephanie Buono, University of Toronto; Earl Woodruff, OISE/University of Toronto; Etri Kocaqi, University of Toronto

27. The Variability Effect in High- and Low-Guidance Mathematics Learning Groups: An Experimental Study - Vicki Likourezos, University of New South Wales

Taylor Wayne Acee, Texas State University

28. Culturally Responsive Teaching and Self-Regulated Learning: An Integrated Approach to Supporting Engagement in Inquiry-Based Learning - Aloysius C. Anyichie, Brandon University; Deborah L. Butler, The University of British Columbia

29. Parent Involvement in Middle School: Views of Adolescents and Their Parents on Self-Regulated Learning - Valérie Thomas, Vrije Universiteit Brussel; Jaël Muls, Vrije Universiteit Brussel; Celine Cocquyt, Vrije Universiteit Brussel; Jeltsen Peeters, Vrije Universiteit Brussel; Koen Lombaerts, Vrije Universiteit Brussel

30. What Teachers Know and Do About Assessing Students' Self-Regulated Learning - Tova Michalsky, Bar-Ilan University

Hefer Bembenutty, Queens College - CUNY

31. Deficit Constructions of Lower Track Students - Tang Wee Teo, National Institute of Education - Nanyang Technological University; Leck Wee Yeo, National Institute of Education - Nanyang Technological University; Aik-Ling Tan, Nanyang Technological University

32. Building Connections Between Middle and Secondary School Mathematics Through Co-Created Professional Development - Gurpreet Sahmbi, University of Toronto - OISE; Cynthia Sijia Cynthia Zhu, University of Toronto; Douglas E. McDougall, University of Toronto

33. Coaching Our Coaches: Online Learning as a Venue for Professional Development - Lindsay M Stoetzel, University of Wisconsin - Madison; Stephanie Shedrow, University of Wisconsin; Beth R. Giles, University of Wisconsin

34. Enhancing Jamaican Teachers' Change Agency Through In-Service Teacher Development: Using Formal and Nonformal Approaches - Therese Ferguson, University of the West Indies - Mona Campus

35. Factors Influencing Teacher Self-Efficacy Toward Working With English Language Learners in an Online Professional Development Program - Kara Sutton-Jones, Texas A&M University - College Station; Shifang Tang, Texas A&M University - College Station; Elsa Villarreal, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

36. Investigating the Role of Teacher Status in Teacher Collaborative Groups - Paul S Sutton, Pacific Lutheran University; Andrew Shouse

37. Making It: Teachers' Construction of New Knowledge in Professional Development - Tomoko M. Nakajima, University of California - Los Angeles; Joanna Goode, University of Oregon

38. Teacher Sensemaking Orientation With Regard to Implementation Fidelity - Wan Sin Lim, The University of Texas - Austin; Anthony Petrosino, The University of Texas at Austin

39. Teachers' Professional Identity Development Through Reflection in the Context of a Teacher Learning Community - Yeon Woo Chang, Seoul National University; Kyunghee So, Seoul National University

40. Voices of Co-Teachers: Exploring Professional Possibilities in Culturally and Linguistically Diverse Elementary Classrooms - Mary P. Truxaw, University of Connecticut; Rebecca D. Eckert, University of Connecticut - Storrs

41. Action or Research: Can Action Research Support Curriculum Development? - Katherine Sandra Bellomo, University of Toronto

42. Creating a Participatory Environment: Experiences That Foster Educator Choice and Voice - Beverly R. Plein, Montclair State University

43. Supporting K–12 In-Service Teachers' Planning for Collaboration in Game-Based Lessons - Aaron Kessler, Massachusetts Institute of Technology; Kathryn M. Wozniak, Concordia University Chicago

44. "I Do See Missed Opportunities": Preschool Educators Reflect on Language Interactions During Stimulated Recall Interviews - Alessandra Ward-Goldberg, Boston University; Julie Dwyer, Boston University

45. The Impact of Positioning Practices on Teachers' Professional Development in a Dual-Language Program - Lijuan Shi, University of Maryland - College Park; Ethan McDermott Sewall, University of Maryland - College Park

46. The Perception of a Problem: Shifting From Professional Development Obstacles to Opportunities - Rebecca Chiyoko Itow, Indiana University; Daniel T. Hickey, Indiana University

47. Using Two-Level Hierarchical Linear Modeling to Examine the Impact of School Collaboration and Support on Teacher Autonomy - Da Li, University of Michigan - Ann Arbor

48. Computer-Based Learning of Mathematics From Worked Examples: Focused and Menu-Based Self-Explanations - Rachel Min Wong, Washington State University - Pullman; Olusola Olalekan Adesope, Washington State University; Kira Joy Carbonneau, Washington State University - Pullman

49. Creating Animations Using iPads in Preschool Classrooms: The Incorporation of Digital Literacy - Rachel Ralph, The University of British Columbia

50. Diversity in Students' Use of Mobile Devices in Learning Science and Mathematics - Margus Pedaste, University of Tartu; Olev Must, University of Tartu; Äli Leijen, University of Tartu; Mario Mäeots, University of Tartu; Leo Aleksander Siiman, University of Tartu; Külli Kori, University of Tartu; Liina Adov, University of Tartu; Peter R. Simons, University of Utrecht

51. Exploring the Role of Text Length and Degree of Redundancy in Multimedia Learning Environments - Olusola Olalekan Adesope, Washington State University; Eleanor Dizon, Washington State University - Pullman; Rachel Min Wong, Washington State University - Pullman

52. Higher Agency Roles for Learning With Educational Technology and Multimedia - Kyrsten Novak, Arizona State University; Amanda King, Arizona State University; Rod D. Roscoe, Arizona State University Polytechnic

53. Mastery Learning of Complex Skills: A Simulation - John Cale Nesbit, Simon Fraser University; Mladen Rakovic, Simon Fraser University; Philip H. Winne, Simon Fraser University; Misha Jain, Simon Fraser University

54. Online Tutorial SOLVEIT for Enhancing Biology Undergraduates' Problem-Solving Skills - Hyun Kim, Berkeley College; Kathryn Dye; Janette R. Hill, University of Georgia - Athens; Paula P Lemons, University of Georgia - Athens

55. Subgroup Mining of Learner Behaviors With Interactive Diagrams in Research Quest - Eric G. Poitras, University of Utah; Kirsten R. Butcher, University of Utah; Michelle Hudson, Brigham Young University

56. Preservice Teachers' Provision of Reasons and Warrants Relates to Their Integration of Multiple Knowledge Domains in Argumentative Writing - Thomas Lehmann, University of Bremen; Florian Schmidt-Borcherding, University of Bremen

57. Dispositions for Inclusive Literacy: Stages of Development in Teacher Preparation - Kristina Marie Valtierra, Colorado College; Lesley Nora Siegel, West Chester University of Pennsylvania

58. Living the Process: Embedding the Writing Process Throughout Preservice Teacher Education Coursework - Ann D. David, University of the Incarnate Word; Stephanie Grote-Garcia, University of the Incarnate Word; Susan Hall, University of the Incarnate Word; Letitia Harding, University of the Incarnate Word; Inci Yilmazli Trout, University of the Incarnate Word

59. Consolidation, Commonality, and a Call for Clarity: A Review of Core Practices Literature - Michael Alan Neel, Vanderbilt University - Peabody College; Dana Lynn Grosser-Clarkson, University of Maryland

60. What Does It Mean for Practices in the Social Studies to Be High Leverage? - Marie Heath, Loyola University Maryland; Daniel G Krutka, University of North Texas

61. Examining Student Perceptions of Teaching to Improve Preservice Teachers' Instructional Practice: A Structural Equation Modeling Approach - Genine Lorraine Blue, TNTP; Victoria Brady, TNTP; Megan Goodrich, TNTP

62. An Examination of Preservice Teachers' Beliefs and Self-Efficacy: Are They Related to Their Teaching Performance? - Peter Wiens, University of Nevada - Las Vegas; Bong Gee Jang, Syracuse University; Annie Chou, Alexander Dawson School at Rainbow Mountain

63. Preparing Teachers for Social Emotional Learning–Driven Instruction and Practice - Ananya Matewos, Temple University; Gale M. Sinatra, University of Southern California; Marleen Carol Pugach, University of Wisconsin - Milwaukee

64. Teaching School Funding Concepts to Preservice Secondary Teachers Through the Use of a Team-Based Simulation - Douglas B. Larkin, Montclair State University; Tanya Maloney, Montclair State University

65. From Problems to Puzzles: The Potential of Inquiry to Facilitate Teacher Agency in Preservice - Lisa H. Bennett, California State University - Fresno; Cathy Yun, California State University - Fresno