Laura Baecher, Hunter College - CUNY

Beyond Partnerships of Proximity: A Cross-Case Comparison of School-University Collaborations in Urban Field Experiences - Corine Meredith Brown, Rowan University; Meg White, Stockton University; Connie Schaffer, University of Nebraska - Omaha; Shawna Bushell, Rowan University; Sandra Rodriguez-Arroyo, University of Nebraska - Omaha

Departmentalized or Self-Contained: Learning to Teach in the Elementary Classroom - Lori Rakes, Florida Southern College; Audra Parker, George Mason University

Student Teachers' Concerns and Stress Experiences in the School-University Partnership "School Adoption" - Andreas Bach, University of Salzburg; Horst Biedermann, Saint Gallen University of Teacher Education

Laura Baecher, Hunter College - CUNY

Kerri Tobin, Louisiana State University - Baton Rouge

Promoting Effective Reading Instruction in Low-Resource Environments: The Challenge of Primary School Teacher Training in Kenya - Brenda Aromu Wawire, The University of Kansas

Teacher Candidates' Spelling and Phonics Knowledge - Alison Leveque, Ethical Culture Fieldston School

Teacher Grit, Maturity, and Risk-Taking: Developing Teacher Candidates' Knowledge of Literacy Assessments and Interventions - Tracey S. Hodges, University of Alabama; Chyllis Elayne Scott, University of Nevada - Las Vegas; Erin Kuhl Washburn, Binghamton University - SUNY; Sophie Marie Ladd, University of Nevada - Las Vegas; Sharon Diane Matthews, Texas A&M University - College Station

The Influence of Spelling and Prompting on Teacher Judgments of English Essays - Thorben Jansen, University of Kiel; Cristina Voegelin, University of Applied Sciences of Northwestern Switzerland; Nils Machts, University of Kiel; Stefan Daniel Keller, University of Applied Sciences of Northwestern Switzerland; Jens Moeller, University of Kiel

Lindsay Stewart, Louisiana State University - Baton Rouge

Preparing Teacher Candidates to Meet the Needs of Students With Autism Spectrum Disorder: Examining a Community of Practice - Natalie Hagler, University of Florida

Preparing "Ambitious" Teachers for California's Diverse Schools: A Longitudinal Study - Pia I. Wong, California State University - Sacramento

Preservice Teachers' Discourse About Linguistically Diverse Students' Languages and Literacies: Toward Asset-Based Literacy Pedagogy - Joanna W. Wong, California State University - Monterey Bay; Steven Z. Athanases, University of California - Davis

Psychometric Assessment of Preservice Teachers' Self-Efficacy in Teaching Culturally and Linguistically Diverse Learners - Yao Fu, University of Wisconsin - Whitewater; Jiaxi Wang, University of Wisconsin - Stevens Point

Hengameh Kermani, University of North Carolina

Assessment of Core Instructional Practices in a Multisite Middle-Level Mathematics Program - David Slavit, Washington State University Vancouver; Allison Therese deVincenzi, Our Lady of Lourdes Catholic School

Knowledge of Learners in Context: Teacher Candidate Performance Assessment and Novice Teacher Learning - Emilie Mitescu Reagan, University of New Hampshire; Kathryn McCurdy, University of New Hampshire; Megan L. Birch, Plymouth State University; Audrey P. Rogers, Southern New Hampshire University; Diana L Sherman, Saint Anselm College; Dianna L. Gahlsdorf-Terrell, Saint Anselm College

Validating a Regional Clinical Practice Rubric: Shifting to a Collective Approach to Teacher Preparation - Cathy Yun, California State University - Fresno; Lisa H. Bennett, California State University - Fresno

edTPA: Faculty Experiences and Perspectives - Joanne E. Goodell, Cleveland State University; Selma Koc, Cleveland State University