Christopher B. Crowley, Wayne State University

How to Transform Everyday, Ordinary English Language Arts Teaching Practice Into a Text for Teacher Education - Laura Jones, University of Michigan - Ann Arbor; Alexis Yowell, University of Michigan - Ann Arbor; Monique Cherry-McDaniel, University of Michigan - Ann Arbor; Adina Lopatin, University of Michigan - Ann Arbor; Rebecca Gadd, University of Michigan - Ann Arbor; Francesca Forzani, University of Michigan

Predictors of edTPA Score - Sarah J Kaka, Ohio Wesleyan University

Teacher Candidate Quality and Urban Children's Gains in a Reading Intervention Program - Kathleen F. Clark, Marquette University; Karen S. Evans, Marquette University

The Standardized Measurement of Beginners' Teaching Practices: Preliminary Validity Evidence - Courtney A. Bell, ETS; Francesca Forzani, University of Michigan; Daniel F. McCaffrey, ETS; Barbara H. Weren, ETS; Nancy Glazer, ETS

Patsy Cooper, Queens College, City University of New York

Meeting the Needs of English Language Learners Through a Community-Based Learning Approach - Stephanie Lund, Arizona State University - Tempe; Sarah Saltmarsh, Arizona State University; Bradley Alan Bostick, Arizona State University - Tempe

Redefining the Boundary Between a University and a Local School - Matthew Lambert McConn, Binghamton University - SUNY; Jillian Mason, Binghamton University - SUNY

Understanding Teachers' Motivations for Professional Development at Historic Sites - Christine Baron, Teachers College, Columbia University; Sherri Robyn Sklarwitz, Tufts University; Hyeyoung Bang, Bowling Green State University; Hanadi Shatara, Teachers College, Columbia University

What, When, and How Do Teachers Enact Tools From Literacy Professional Development? - Huy Quoc Chung, University of California - Irvine

Amy Accardo, Rowan University

Developing Elementary Teachers' Science Content Knowledge and Pedagogical Content Knowledge Through STEM-Focused Professional Development - April Allison Wagnon Nelms, University of North Georgia; Cheryl W. Sundberg, Self-employed; Sanghee Choi, University of North Georgia; Mark Spraker, University of North Georgia

Teacher Learning With Classroom Assessment: A Case of Mathematics Teaching in Singapore - Heng Jiang, National Institute of Education - Nanyang Technological University

What a Bilingual Science Teacher's Reflections Revealed About Her Beliefs on Science and Language Teaching - Emily J.S. Kang, Adelphi University; Lauren Honeycutt Swanson, Whittier College; Clara Bauler, University of California - Santa Barbara

Wraparound Supports for Excellent Teachers - Megin Charner-Laird, Salem State University; Stacy Agee Szczesiul, University of Massachusetts - Lowell; James H. Nehring, University of Massachusetts - Lowell

Christine Clark, University of Nevada - Las Vegas

Addressing Beginning STEM Teachers' Needs - Anne Seitsinger, University of Rhode Island; Jay A. Fogleman, University of Rhode Island

An Exploratory Study of the Factors That Dissuade Science Students From Considering a Career in Science Teaching - Jeanne Weiler, Hunter College - CUNY

Developing Transformative Social Studies Pedagogues: Supporting Young Teachers' Critical Dispositions - Cinthia S. Salinas, The University of Texas - Austin; Kevin Russel Magill, Baylor University

The Potential Influence of Gender on Science and Math Teacher Retention: Stereotypes, Strategies, and Self-Talk - Stacy I. Olitsky, Saint Joseph's University