1. "My Teacher Thinks That My Ability Is Fixed": Meta-Mind-Sets Mediate the Effect of Teachers' Feedback on English Learners' Motivation - Nigel Mantou Lou, University of Alberta; Kimberly Noels, University of Alberta

2. Perceived Relationships at School in Predicting Adolescents' Motivation and Educational Outcomes Across Different Age Groups - Fangwen Wu, East China Normal University; Diyue Liu, East China Normal University; Xiangdong Yang, East China Normal University; Yi Jiang, East China Normal University

3. Predicting Scholastic Performance: When Interests Take Over From Openness - Jing Zhang, East China Normal University

4. Promote Learning Through Goal Discussion: A Field Experiment - Zhongqi Shi, Columbia University

5. Promoting an Agentic Engagement Mind-Set: Preliminary Results for an Intervention With College Students - Erika Alisha Patall, University of Southern California; Alana Kennedy, University of Southern California; Nicole Marissa Yates, University of Southern California; Joseph Vallin, University of Southern California

6. Promoting Low-Achieving Students' Motivation and Self-Concept in Mathematics: Results of a Two-Year Classroom-Based Intervention - Claudia C Sutter, University of Central Florida; Gerda Hagenauer, University of Bern; Tina A. Hascher, University of Bern

7. Seek, and You Will Find? Metacognitive Judgments When Answering Knowledge Questions With the Internet - Stephanie Pieschl, Technical University Darmstadt; Janene Budd, The University of Newcastle

8. Self-Concept, Motivational Calibration, and Biology Performance of College Students - Mingya Huang, University of Illinois at Urbana-Champaign

9. Self-Regulation in Multiple Text Use - Hye Yeon Lee, The Pennsylvania State University; Alexandra List, The Pennsylvania State University

10. Students' Academic Valuing and Success Expectancies: Testing Reciprocal Relationships and Unique Effects on Academic Outcomes - Emma Conor Burns, University of New South Wales; Andrew J. Martin, The University of New South Wales; Rebecca J. Collie, University of New South Wales

11. Testing Assumptions of Dweck's Social-Cognitive Model of Achievement Motivation in Science: A Latent-Interaction Modeling Study - You-kyung Lee, Sookmyung Women's University; Emily Bovee, Michigan State University; Yuanyuan Yue, Old Dominion University; Tony Perez, Old Dominion University; Lisa Linnenbrink-Garcia, Michigan State University

12. Urban Teens' Use of Self-Regulated Learning Strategies: A Comparison of Survey and Diary Data - Rinat Levy-Cohen, Fordham Graduate School of Education; Jenny Arevalo, Fordham Graduate School of Education; Rachel Mann, Fordham University; Danielle Battaglia, Fordham University; Rhonda Suzanne Bondie, Harvard University; Kristen H. Turner, Drew University; Gordon Van Owen, Fordham Graduate School of Education; Akane Zusho, Fordham University

13. What Can Qualitative Profiles of Quantitative Data Teach Us? Variations to a Growth Mind-Set Intervention - Julianna E. Lopez Kershen, Independent Scholar; Kristyna Looney, The University of Oklahoma; Teresa K. DeBacker, University of Oklahoma

14. When to Hold 'Em, When to Fold 'Em: A Markov Model of Task Perseverance - Edward Brent, University of Missouri; Sounak Mizzou Chakraborty, University of Missouri - Columbia; Morgan Mizzou Self, University of Missouri - Columbia; Kandice Grossman, University of Missouri - Columbia

15. Learning Competence of Adolescents - Katrin Saks, University of Tartu; Äli Leijen, University of Tartu; Külli Kori, University of Tartu; Margus Pedaste, University of Tartu

16. The Effects of a Learning Strategies Intervention Administered by Undergraduate Learning Assistants - Joseph C Tise, The Pennsylvania State University; Rayne A. Sperling, The Pennsylvania State University

17. Compounding Effects of Cognitive Skills Training: Blocked Versus Varied Game-Embedded Practice - Teresa M. Ober, Graduate Center of the City University of New York; Maya Rose; Alvaro Olsen, New York University; Jan L. Plass, New York University; Bruce Douglas Homer, City College of New York - CUNY

18. Content Knowledge Versus Experience: Toward an Understanding of Student Hurdles During Game Play in Math Learning - Maria Ofelia San Pedro, ACT, Inc.; Andrew Coulson, MIND Research Institute

19. Creating Meaningful Learning Environments Through Games: The Case for Measuring Play - Kayla Flanagan, University of Georgia - Athens; Georgia Wood Hodges, University of Georgia

20. Gaming the Cognitive System: Enhancing Adolescents' Executive Function Skills Through a Game-Based Digital Intervention - Teresa M. Ober, Graduate Center of the City University of New York; Jessica Elena Brodsky, The City University of New York; Corinne Brenner, New York University; Maya Rose; Charles Raffaele, City College of New York - CUNY; Jan L. Plass, New York University; Bruce Douglas Homer, City College of New York - CUNY

21. The Factors Influencing Students' Perceptions Toward the Use of a Game-Based Assessment - Mehmet Oren, Texas A&M University - College Station; Susan Pedersen, Texas A&M University - College Station; Karen Butler-Purry, Texas A&M University - College Station

22. Can Eye-Gaze Behaviors Predict Self-Reported Intrinsic Motivation Scores During Game-Based Learning? - Elizabeth Brooke Cloude, University of Central Florida; Michelle Taub, University of Central Florida; Megan Price, University of Central Florida; James Lester, North Carolina State University; Nicholas Vincent Mudrick, North Carolina State University; Roger Azevedo, University of Central Florida

23. A Departmentalized Model Employing Critical Pedagogies in Upper Elementary Classrooms: A Two-Year Design-Based Research Study - Kay Rosheim, Eden Prairie Schools; Kristi Tamte Bergeson, Minnesota State University - Mankato

24. A Participatory Approach to Learning Spaces for Doctoral Education - Serveh Naghshbandi, The University of British Columbia - Okanagan; Susan E. Crichton, The University of British Columbia; Karen Ragoonaden, The University of British Columbia

25. Developing Students' Understanding of Discourse and Knowledge Advance Through Metadiscourse in Knowledge-Building - Yuyao Tong, The University of Hong Kong; Carol K. Chan, University of Hong Kong; Yawen Yu, The University of Hong Kong

26. Enhancing Collective Responsibility in a Knowledge-Building Community: A Two-Year Design Study - Leanne Ma, OISE/University of Toronto; Samuel Tan, Singapore Ministry of Education; Muhamad Ansar Kamsan, Singapore Ministry of Education; Chew Lee Teo, Singapore National Institute of Education

27. Facilitating Diagnostic Competences in Higher Education: A Meta-Analysis on Different Types of Scaffolding - Olga Chernikova, Ludwig Maximilian University Munich; Nicole Heitzmann, University of Munich; Maximilian Fink, Ludwig Maximilian University of Munich; Venance Amasi Timothy, Ludwig-Maximilians-Universität München; Tina Seidel, Technische Universität München; Frank Fischer, Ludwig Maximilian University of Munich

28. Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review - Pauline Salim Muljana, Old Dominion University; Tian Luo, Old Dominion University

29. Learning Profiles Through the Lenses of Alignment in the Learning Environment - Gerry Geitz, NHL Stenden University of Applied Sciences; Anouk Donker, NHL Stenden University of Applied Science

30. Makerspaces in Pre-K–12 School Libraries: A Preliminary Empirical Analysis - Shannon Mersand, University at Albany - SUNY

31. Teacher-Student Relationships, Attachment, Curiosity, and Learning - Thomas G. Reio, Florida International University; Joanne Sanders-Reio, Florida International University; Samantha Syms, Florida International University

32. The Role of Autonomy-Based Learning Environments as Condition of Teaching and Learning: A Systematic Review - Dennis Hauk, Friedrich-Schiller-Universität Jena; Alexander Groeschner, Friedrich-Schiller-Universität Jena

Sonya Sharififard, Pepperdine University

33. A Monte Carlo Study of Common and Not-So-Common Criteria for Number of Dimensions in Exploratory Factor Analysis - Pornchanok - Ruengvirayudh, University of La Verne; Gordon P. Brooks, Ohio University

34. An Effect Size for Variance Heterogeneity in Meta-Analysis - Michael R. Harwell, University of Minnesota

35. The Impact of Nonnormal Residuals in Cross-Classified Multiple-Membership Random Effects Modeling - Hyewon Chung, Chungnam National University; Ryoungsun Park, SiFive; Jiseon Kim; Soyoung Park, Chungnam National University; Hyeonjeong Jeon, Korean Educational Development Institute

36. Using Time Series Analysis to Estimate Complex Regular Cycles in Daily High School Attendance - Matthijs Koopmans, Mercy College

37. Evaluating the Accuracy of Predictors in Early Warning Indicator Research: Receiver Operating Characteristic (Area Under Curve) - Alex J. Bowers, Teachers College, Columbia University; Xiaoliang Zhou, Teachers College, Columbia University

Sarah Hayes, University of Wolverhampton

38. Change and Continuity: Military-Civilian Relations and Coups in Turkey's Citizenship and Social Studies Textbooks (1950–2012) - Abdulkerim Sen, Amasya University

39. Promoting Peace Through Global Citizenship? North Cyprus Fifth-Grade Textbook - Simge Engelkiran, Kent State University

40. Micro Policy Making in Schools: Conceptualizing the Contexts of Power, Talk, and Time - Ann Elisabeth Gunnulfsen, University of Oslo

41. Politics and Power: Language Policy and Education Reform in Pakistan - Sunaina Asher, Ball State University; David J. Roof, Ball State University

42. Thoughts, Prayers, and Policies: Examining the Politics of School Discipline - Richard Welsh, University of Georgia; Shafiqua Hill, University of Georgia

Ramon Emilio Fernandez, Pace University

43. Differential Item Functioning Among English Language Learners on a Large-Scale Mathematics Assessment - Ruixue Liu, University of Kentucky; Kelly D. Bradley, University of Kentucky

44. Rasch Analysis of Puppet Interview Scales of Competence in and Enjoyment of Science With Kindergartners - Courtney Donovan, University of Colorado - Denver; Sarah Brenkert; Maggie Miller

45. Assessing Educational Technology Use on School Placement: Unearthing the Hidden Messages for Preservice Teachers - Oliver McGarr, University of Limerick; Ciarán Ó Gallchóir, University of Limerick

46. A Synthesis Study: The Effect of Textese on Language and Literacy Development - Jia Li, University of Ontario Institute of Technology; Zahra Harbi, University of Ontario Institute of Technology

47. Effective Teaching in the Digital Classroom: A Mixed-Method Study of Middle School English Language Arts Classes - Ying Xu, University of California - Irvine; Yenda Prado, University of California - Irvine; Penelope Collins, University of California - Irvine; George Farkas, University of California - Irvine; Mark Warschauer, University of California - Irvine

48. Examining the Powerful Potential of Digital Storytelling: Preparing Candidates to Integrate Multimodal Composing - Valerie Harlow Shinas, Lesley University; Huijing Wen, Moravian College

49. Exploring School Ecologies for Information and Communications Technology (ICT) Use Through Designs for ICT Facilitator Roles - David Woo, University of Hong Kong; Nancy Law, The University of Hong Kong

50. Influence of Showing Instructor in Online Video Lectures: A Systematic Review - Jiahui Wang, Kent State University

51. Living and Learning STEM/Technology Leadership: Auto-Ethnography and a New Conceptual Model for Technology Integration - Sousan Arafeh, Southern Connecticut State University; Scott Silver-Bonito, Wilton Public Schools

52. Mobile Learning and the Role of the Teacher - Keith Young, National University of Ireland, Maynooth

53. Social Network Interaction and Self-Regulated Learning Skills in Online Discussion - Cherng-Jyh Yen, Old Dominion University; Chih-Hsiung Tu, Northern Arizona University; Laura Esthela Sujo-Montes, Northern Arizona University; Hoda Harati, North arizona university; Claudia Rodas, Northern Arizona University

54. Toward Development of a STEM Framework Based on Cultural-Historical Activity Theory - Julian Viera Jr., The University of Texas - El Paso; Olga M. Kosheleva, The University of Texas - El Paso; William Haviland Robertson, The University of Texas - El Paso

55. Trend Study of Preservice Teachers' Social Media Use and Behaviors - Cordelia Zinskie, Georgia Southern University; Marlynn M. Griffin, Georgia Southern University

56. Visual Texts Teach: Making Sense of the Value of Visual Texts in Teaching Racial Literacy in Higher Education - Dayna Jessie Meyer, University of Southern California; Wilmon A. Christian, University of Southern California; Oscar Patron, University of Pittsburgh

57. Welcome to Online Learning: Pedagogy and Practice in Instructor-Generated Videos - Teresa L. Avery, University of Toronto; alison Louise mann, University of Toronto; Clare M. Brett, University of Toronto; Jim Hewitt, OISE/University of Toronto

58. The Teacher Guidance Tool: Using Automated Recommendations to Support Teacher Noticing of Students' Mathematical Ideas - Jim Bywater, University of Virginia; Jennifer L. Chiu, University of Virginia; James Hong, University of Virginia; Vidhya Sankaranarayanan, University of Virginia

59. One Chart, Many Meanings: Understanding the Variability of Teacher Interpretations of Dashboards for Classroom Practice - June Ahn, University of California - Irvine; Fabio Campos, New York University; Maria Hays, University of Washington - Seattle; Daniela Kruel DiGiacomo, University of Kentucky

60. A Critical Policy Analysis of California's New Accountability System: Focusing on English Learners - Magaly Lavadenz, Loyola Marymount University; Elvira Garcia Armas, Loyola Marymount University; Sylvia Jauregui, Loyola Marymount University

61. Are Schools Effective for Whole-Child Development? Multi-Objective Value-Added Model of School Effects - Jaekyung Lee, University at Buffalo - SUNY; Taeyoung Kim

62. Collaboracy, Agency, and Consultancy Modes of Policy Legitimation: Illuminating Supranational Influence on National Testing Policies - Sverre Tveit, University of Agder

63. State Data Capacity and Use: Findings From States - Julia Bloom-Weltman, Applied Engineering Management; Jessica DeMonsabert; Carla Howe, Applied Engineering Management Corporation

64. Fewer Statewide Value-Added Models and More Local Control: Teacher Evaluation Systems Post–Every Student Succeeds Act - Kevin Close, Arizona State University; Audrey Amrein-Beardsley, Arizona State University; Clarin Collins, Arizona State University

S. Marshall Perry, Saint Mary's College of California

65. Akari's Problem: Dimension, Connectivity, and Topological Thinking in Fiber Mathematics - Kate O'Brien, Manchester Metropolitan University

66. A Scaffolding Model for Small Groups in Mathematics - Sharon Marianne Calor, University of Amsterdam; Rijkje Dekker, University of Amsterdam; Jannet Van Drie, University of Amsterdam; Monique L. Volman, Universiteit van Amsterdam, Research Institute Child Development and Education

67. Influence of Prior Attitudes, Knowledge, and Digital Game Use on Children's Perceptions of Affordances and Mathematics Performance: A Mediating Model - Kristy Litster, Utah State University; Christina Watts Lommatsch, Utah State University; Patricia S. Moyer-Packenham, Utah State University; Josh R Novak, Utah State University; M. Jill Ashby, Utah State University; Allison L Roxburgh, Utah State University; Emma P. Bullock, Sam Houston State University

68. Cluster Randomized Controlled Trial of Interleaved Mathematics Practice - Doug Rohrer, University of South Florida; Robert F. Dedrick, University of South Florida; Chi Ngai Cheung, University of South Florida; Marissa Hartwig, University of South Florida

69. Spatial Visualization of Undergraduate Students: The Gap Between Men and Women - Yujin Lee, Texas A&M University - College Station; Robert M. Capraro, Texas A&M University - College Station; Ali BICER, University of Wyoming; Mary Margaret Capraro, Texas A&M University - College Station

70. Humanizing the "Other" Through Math for Social Justice - Paula Patricia Guerra-Lombardi, Kennesaw State University; Dan Battey, Rutgers University; Woong Lim

71. Instructor and Student Uses of Technologically Enhanced Undergraduate Mathematics Textbooks - Vilma M. Mesa, University of Michigan; Ageliki Mali, University of Michigan - Ann Arbor; Elena Castro-Rodriguez, University of Granada

72. Moderating Effect of Teacher Interaction on the Relationships Between Confidence and Achievement in Mathematics - Jihyun Hwang, University of Iowa; Yeajin Ham, The University of Iowa

73. Secondary Mathematics Teachers' Descriptions of Engaging Students in the Mathematical Practice Attend to Precision - Lynda Wynn, San Diego State University

74. The Effect of Modifying the Language of Mathematics Story Problems on Problem-Solving Measures - Virginia E. Clinton, University of North Dakota; Candace A. Walkington, Southern Methodist University; Anthony Sparks, Southern Methodist University

75. The Effects of Assessment and Learning in Knowledge Spaces (ALEKS) on Mathematics Learning From K–12 to Higher Education: A Meta-Analysis - Shuyan Sun, University of Maryland - Baltimore County; Rebecca Dowling, University of Maryland - Baltimore County; Allison French, University of Maryland - Baltimore County; Nicole M. Else-Quest, University of Maryland - Baltimore County; Linda C Hodges, University of Maryland - Baltimore County

76. Knowing the Standards for Mathematical Practice (SMP): A Validation Process for the SMP Knowledge Assessment - Gabriel Matney, Bowling Green State University; Jonathan David Bostic, Bowling Green State University; Matthew Ryan Lavery, South Carolina Education Oversight Committee

77. Prospective Teachers' Use of Chip Model - Nicole Wessman-Enzinger, George Fox University; Eileen Murray, Montclair State University

78. Tethering Toward Number: Synthesizing Cognitive Variability and Stage-Oriented Development in Children's Arithmetic Thinking - Jonathan Norris Thomas, University of Kentucky; Shelly Sheats Harkness, University of Cincinnati

79. Urban Secondary Mathematics Teachers Learning Culturally Relevant Teaching Practices: Lesson Planning and Reflections - Emily J. Yanisko, Urban Teachers; Alice LaRue Joy Cook, Johns Hopkins University