Kelley Durkin, Vanderbilt University

When Classroom Instruction Predicts Students' Learning of Early Algebra: A Cross-Cultural Opportunity-Propensity Analysis - Meixia Ding, Temple University; James P. Byrnes, Temple University; Eli Barnett, Temple University; Ryan Hassler, Pennsylvania State University - Berks

Examining the Impact of Signaling Cues and Self-Explanations on Algebraic Knowledge and Learning - Dana Miller-Cotto, University of Pittsburgh; Christina Barbieri, University of Delaware; Julie L. Booth, Temple University

Effects of Encouraging Comparison and Explanation of Multiple Strategies on Instructional Practices in Algebra Classrooms - Kelley Durkin, Vanderbilt University; Abbey M. Loehr, Washington University in St. Louis; Bethany Rittle-Johnson, Vanderbilt University; Jon R. Star, Harvard University

Student Insights Into Algebraic Notation in Working With Multiple Representation Tasks - Katharine B. Sawrey, Tufts University

Mildred Boveda, Arizona State University - Tempe

Critical Multimodal Literacy and the Common Core - Jill Perttula, Longwood University

Interrupting "the People": The Critical Education Project at Times of Rising Populism - Edda Sant, Manchester Metropolitan University; Tony Michael Brown, Manchester Metropolitan University

Let's Talk About Race: Minoritized Youth and Critical Race Pedagogy - Van T Lac, The University of Texas - San Antonio

Mildred Boveda, Arizona State University - Tempe

Janet L. Miller, Teachers College, Columbia University

Ming Fang He, Georgia Southern University

Endless Journey of "Always-in-the-Making": To Ravel and Unravel Her Story, Our Story, History - Naoko Akai-Dennis, Bunker Hill Community College; Jungah Kim, Borough of Manhattan Community College - CUNY

"Working" Narrative Productions: An Ongoing Embrace of Janet L. Miller - Jeana Marie Hrepich, Antioch University - Seattle

"Private" Lessons in Horace Mann 327: On Becoming a Reflexive Educator - En-Shu Robin Liao, State University of New York

Complicating "International-ness" With/in Postfoundational Research - Seungho Moon, Loyola University Chicago

Diffracting Mismatch Subjectivities as Curriculum "Works in Progress" - Mary Newbery, Quinnipiac University

Arturo Rodriguez, Boise State University

The Role of Critical Reflexivity in Professional Development - Christina Siry, University of Luxembourg; Kerstin te Heesen, University of Luxembourg; Sara E.D. Wilmes, University of Luxembourg; Nora Kneip, University of Luxembourg; Sandy Heinericy, University of Luxembourg

The Butterfly Effect: Liberation and Transformation Through Cultural Education - Mario Gerardo Galicia, University of California - Santa Barbara; Victor M. Rios, University of California - Santa Barbara

Rolf Straubhaar, Texas State University - San Marcos