1. Blood From a Stone: How Teachers Report Finding Time for Computer-Based Instruction - Andrea Kunze, North Carolina State University; Teomara Rutherford, University of Delaware

2. Influential Factors for Teacher Acceptance of the Interactive Spherical Video-Based Virtual Reality–Supported Pedagogical Approach - JIE GENG, Chinese University of Hong Kong; Morris S.Y. Jong, The Chinese University of Hong Kong; Eric Luk, The Chinese University of Hong Kong; Chin-Chung Tsai, National Taiwan Normal University; Jyh-Chong Liang, National Taiwan Normal University; Gwo-Jen Hwang, National Taiwan University of Technology & Science

3. Teachers' Nonverbal Behaviors During Video-Based Teacher Professional Development - Chiung-Fang Chang, McGill University; Alex Gröschner, Friedrich-Schiller-University Jena; Martina Alles, Technical University of Munich; Tina Seidel, Technische Universität München

4. Teacher's and Student's Voice, Choice, and Collaboration in a Technology Personalized Learning Initiative - Trang Phan, California State University, Fresno; Laura A. Alamillo, California State University - Fresno; Emy Lopez Phillips, California State University, Fresno

5. Bridging Two Worlds: Culturally Responsive Career Development Programs and Services to Meet the Needs of Newcomer and Refugee Children in Canada - Jan Stewart, University of Winnipeg; Kari Cherise McCluskey, University of Winnipeg; Kirby L Borgardt, Newcomers Employment & Education Development Services

6. Career Decision-Making Self-Efficacy Among Youth With and Without Hearing Loss: Contribution of Family Variables - Rinat Michael, Tel Aviv University

7. Cognitive Assessment in Emotional Disturbance Evaluation: School Psychologists' Practices and Perspectives - Kara Kristine Parker, The University of Findlay; Nicole V. Williams, The University of Findlay

8. Counseling Psychology Trainees' Experiences With Difficult Diversity Dialogues in Practice - Chelsea Atlas, Fordham University; Margo A. Jackson, Fordham University

9. Counselor Burnout Inventory: Factor Structure and Measurement Invariance Across U.S. and Turkish Professional School Counselors - Morgan DeBusk-Lane, Virginia Commonwealth University; Philip Gnilka, DePaul University; Christine Lee Bae, Virginia Commonwealth University; Suleyman Akcil, Kent State University; Heather Fye, Winona State University

10. Employment Retention Expectations of Working Adults With Multiple Sclerosis: A Multinomial Logistic Regression Analysis - Jian Li, Kent State University; Phillip D. Rumrill, Kent State University; Richard T. Roessler; Hua Li

11. Itinerant Versus Full-Time School Psychology Assignments and Implications for the Incorporation of Comprehensive Services - Sonja Hamilton, Notre Dame of Maryland University

12. Professional School Counselors and High School Graduation: Does Assigned School Counselor Correlate With Students' Rate of Graduation? - Dawn M. Horton, Teachers College, Columbia University

13. Understanding Elementary and Middle School Counselors' Experiences With Disability Awareness - Christa S. Bialka, Villanova University; Stacey Havlik, Villanova University

14. The Impact of College Planning on Freshman GPA - Simon Edward Briggs, Notre Dame of Maryland University

15. Comparing Preservice and Practicing Teachers' Attributions for Behavior Associated With Autism - Jona Rose Frohlich, University of Manitoba; Lauren Denise Goegan, University of Alberta; Lindsey Nadon, University of Alberta; Lia Marie Daniels, University of Alberta

16. Do School Leadership, Climate, and Resources Predict Teachers' Participation in Effective Professional Development? - Stephanie Elise Fakharzadeh, Johns Hopkins University

17. Do the Council for the Accreditation of Educator Preparation Standards and edTPA Define Quality Teacher in the Same Way? - Arlene B Crandall, St. John's University

18. Effects of Video Analysis on the Instructional Skills of Educators: A Meta-Analysis of Single-Case Studies - Kristi Morin, University of North Carolina - Chapel Hill; April Haas, Texas A&M University; Jennifer B. Ganz, Texas A&M University - College Station; Kimberly J. Vannest, Texas A&M University; Marcus Fuller, Texas A&M University - College Station; SARAH KATHLEEN URA, Texas A&M University; Corey Peltier, Texas A&M University - College Station

19. Explaining Teachers' Career Self-Management by Organizational Career Management, Occupational Self-Efficacy, and Learning Goal Orientation - Piety Runhaar, Wageningen University & Research; Machiel Bouwmans, Wageningen University; Marjan Vermeulen, The Open University of the Netherlands

20. Exploring Factors for Improving Teachers' Professional Development: International Evidence From Teaching and Learning International Survey 2013 - Youngjun Lee, Michigan State University; Taeyeon Kim, Michigan State University; Zixi Chen, Michigan State University

21. Improving Literacy Skills Through Teacher Professional Development: Focus Group Research on Reading Apprenticeship Strategies - Katherine J. Allen, IMPAQ International, LLC; Stephanie Levin, IMPAQ International, LLC; Mira-Lisa Suzanne Katz, WestEd

22. Investigating Teacher Noticing in Students' Collaborative Problem-Solving Activities Within a Physics Educational Game - Maria Ofelia San Pedro, ACT, Inc.; Yile Zhou, The University of Iowa; Tamera McKinniss, ACT, Inc.

23. Investigating the Impact of Learning Architecture on Teachers' Learning Outcomes - Leming Liang, The University of Hong Kong; Nancy Law, The University of Hong Kong

24. Professional Development Providers' Epistemological and Nature of Science Beliefs and Their Professional Development Programs - Alfonso Garcia Arriola, Ed.D., Portland Public Schools

25. Putting the Practice in Professional Development: The Value of Rehearsals for In-Service Teachers - Tess Lantos, Vanderbilt University - Peabody College

26. Teachers' Judgments of Second Graders' Academic Competence and Impacts on Reading Comprehension: Racial and Gender Differences - Novell E. Tani, Florida Agricultural & Mechanical University

27. Teachers' Professional Development in Schools as Learning Communities: A Key for Transformation in Disadvantaged Schools - Rocio Garcia-Carrion, University of Deusto; Pilar Alvarez, Universidad Loyola Andalucía; Rosa Valls Carol, Universitat de Barcelona; Maria del Socorro Ocampo Castillo, Universitat de Barcelona

28. The Early Erosion of Teacher Autonomy - Sarah Anne Eckert, The Pennsylvania State University

29. Teacher Evaluation as High-Stakes Data Use: What Recent Research Suggests - William A. Firestone, Self-employed; Morgaen L. Donaldson, University of Connecticut - Storrs

30. Preservice Elementary Teachers' Perspectives on Using Minecraft for Game-Based Learning in Their Future Classrooms - Sam Von Gillern, Texas A&M University - College Station; Larysa N. Nadolny, Iowa State University

31. An Analysis of Korean Mathematics Teachers' Interviews and Responses to the Measures of Effective Teaching Items - Yeon Kim, Silla University; Soo Jin Lee, Korea National University of Education

32. Exploring PCK-in-Action: Teachers' Attention and Responses to Student Ideas in Classroom Discussions - Jiwon Kim, Michigan State University; Alicia C. Alonzo, Michigan State University

33. Identifying Potential Trajectories in Teacher Learning: The Practice of Eliciting Student Thinking in Elementary Mathematics - Emily Theriault-Kimmey, University of Michigan; Meghan M. Shaughnessy, University of Michigan; Timothy A. Boerst, University of Michigan

34. Mapping the Field of Research on Learning to Teach With Technology: A Literature Review - Jeremy F. Price, Indiana University - Purdue University at Indianapolis; Josh Manlove, Indiana University - IUPUI; Zachary Morgan, Indiana University - Bloomington

35. Middle School Science and Mathematics Teachers' Understanding of the Nature of Science: A Two-Year Study - Sissy S. Wong, University of Houston; Lionnel Ronduen, University of Houston; Jennifer Donze, University of Houston; Uchenna Emenaha, University of Houston

36. Teacher Talk in Writing Assessment Conversations - Sarah W. Beck, New York University; Karis Michelle Jones, New York University; Johanna Tramantano, New York University

37. Teacher Views on and Preferences for Meeting Their Professional Development Needs in STEM - David C. Owens, University of Missouri - Columbia; Troy D. Sadler, University of Missouri - Columbia; Christopher Daniel Murakami, Chatham University; Chia-Lin Tsai, University of Northern Colorado

38. Understanding Curriculum, Instruction, and Assessment Within Eighth-Grade Science Classrooms for Students With Special Needs - Kate Riedell, University of California, Los Angeles & California State University, Los Angeles

39. What Counts as Teaching Mathematics for Social Justice? Investigating Preservice Secondary Mathematics Teachers' Perceptions - Gabriela Elizabeth Vargas, University of Illinois at Urbana-Champaign; Rochelle Gutierrez, University of Illinois at Urbana-Champaign; Juan Manuel Gerardo, University of Illinois at Urbana-Champaign

40. What Happens When Interdisciplinary Teams of Teachers Tackle "Disciplinary Literacy" Instruction? - Jacy C. Ippolito, Salem State University; Christina L. Dobbs, Boston University; Megin Charner-Laird, Salem State University

41. Where Is Disability? Marginalization and Metaphor in 25 Years of Content-Area Professional Journals - Patricia Alvarez McHatton, University of Texas Rio Grande Valley; Julia M. White, Syracuse University

42. Promoting First Language Maintenance in a Bilingual Family Literacy Program With Immigrant and Refugee Communities: What Do Parents Say? - Jim Anderson, The University of British Columbia; Ann Anderson, The University of British Columbia

43. A Quasi-Experimental Study of Short- and Long-Term Learning of Evolution in Misconception-Focused Classes - Jesse Colton, Stony Brook University - SUNY

44. Achievement Emotions and Relations With Self-Efficacy and Engagement in Chinese Chemistry Classrooms - Xiaoyang Gong, University of Maryland - College Park; Bradley W. Bergey, Queens College, CUNY; Diane Jass Ketelhut, University of Maryland - College Park

45. Case Analysis on Children's Science Problem-Solving Activities: How Does Children's Reasoning Emerge and Develop? - Mijung Kim, University of Alberta

46. Does STEM Teacher Professional Development Impact Student Achievement? The Effectiveness of a Statewide Initiative - RoseMary Henderson, Mobile County Public Schools; Andrea M. Kent, University of South Alabama; Andre M. Green, University of South Alabama

47. Elementary Students' Metacognitive Monitoring in Scientific Dialogical Argumentation - Qingna Jin, University of Alberta; Mijung Kim, University of Alberta

48. Exploring Student Understanding of the Engineering Design Process Using Distractor Analysis - Stefanie A. Wind, The University of Alabama - Tuscaloosa; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Newton, Georgia Institute of Technology; Jessica Gale, Georgia Institute of Technology; Roxanne Moore, Georgia Insitute of Technology

49. How, When, and Why: Preservice Elementary Teachers' Interaction With Elements of In-Class Student Inquiry - Loucas T. Louca, European University Cyprus; Thea Skoulia, University of Cyprus

50. Influences on Urban Science Teachers' Implementation of the Common Core for English Language Arts - Michelle R. Eades-Baird, NY; Xiufeng Liu, University at Buffalo - SUNY; H. Emily Hayden, Iowa State University

51. Misalignment of Chemistry Lecturers' Perception of Integrating Critical Thinking Into Teaching and Their Practices - Yetunde Kolajo, Flinders University; Lindsey N. Conner, Flinders University; Martin Westwell, Flinders University

52. Predictors of Science Achievement in a Suburban Middle School, Addressing Trends in the Leaky STEM Pipeline in Early Adolescence - Jennifer A. Gatz, Stony Brook University - SUNY; Angela M. Kelly, Stony Brook University - SUNY

53. STEM-ing the Tide of RISE-ing Teacher Attrition Through a Collaborative Action Research Summer Internship - Frederick Bernard Bradley, University of South Florida; Allan Feldman, University of South Florida

54. The Effectiveness of a Summer Bridge Program in Integrating Math Into Science Instruction - Shadisadat Esmaeili, Virginia Polytechnic Institute and State University; Kasey Lee Richardson, Virginia Polytechnic Institute and State University; Stephanie N Lewis, Virginia Polytechnic Institute and State University; Courtney Vengrin, IA; Jill Sible, Virginia Polytechnic Institute and State University; Alma Robinson; Michel Pleimling, Virginia Polytechnic Institute and State University; John Simonetti, Virginia Polytechnic Institute and State University; Kaitlyn Sorenson, Virginia Polytechnic Institute and State University; Megan Wawro, Virginia Polytechnic Institute and State University

55. Teachers' Curriculum Designs as a Lens to Dive Into Their Pedagogical Content Knowledge for Modeling - Marios Papaevripidou, University of Cyprus; Zacharias C. Zacharia, University of Cyprus

56. The Challenge of Assessing STEM-Integrated Lessons Using the Reformed Teaching Observation Protocol - Joshua Alexander Ellis, Michigan Technological University; Emily Anna Dare, Michigan Technological University; Gillian Roehrig, University of Minnesota; Timothy D. Sheldon, University of Minnesota