Megin Charner-Laird, Salem State University

Coach's Corner: Perspectives on the Role, Challenges, and Impact of K–12 Learning Coaches - Gurpreet Sahmbi, University of Toronto - OISE; Douglas E. McDougall, University of Toronto

Development of Hybrid Teacher Leaders Across the Professional Life Span - Jennifer L. Snow, Boise State University; Sherry Dismuke, Boise State University

Examining the Work of Mathematics Teacher Leaders Through Agency, Agenda, and Positioning - Johnna Bolyard, West Virginia University; Courtney Baker, George Mason University

"Personal Rather Than Positional Power": Defining Teacher Leadership and Exploring Preparation - Jori S. Beck, Old Dominion University; Brandon M. Butler, Old Dominion University; KaaVonia Hinton, Old Dominion University

Lasana Kazembe, Indiana University - IUPUI

Celebrating Strengths = Enlivened Pedagogy - Elizabeth Auguste, The College of William & Mary

Challenging Class: The Instructional Practices of Highly Effective Teachers in Working-Class Communities - Rebecca Hatkoff, Claremont Graduate University

How Preservice Elementary Teachers View Lesson Coherence - Ji-Won Son, University at Buffalo - SUNY; YoungAe Choi, University at Buffalo - SUNY

Identifying Effective Instructional Practices That Foster the Development of Algebraic Thinking in Elementary School - Ryan Gertenbach, The University of Texas at Austin; Ingrid G Ristroph, The University of Texas at Austin; Karisma Morton, The University of Texas at Austin; Eric J. Knuth, The University of Texas at Austin

Then They Can Learn: Narratives of Black Teachers Using Familial Approaches in the Classroom - Tunette Michele Powell, University of California - Los Angeles; Annamarie Mahealani Francois, University of California - Los Angeles

Breaking Barriers: Preservice Elementary Teachers' Experiences of Interdisciplinary Science and Social Studies Methods Courses - Vanessa Ann Klein, University of Maine at Orono; Evan Mooney, The University of Maine

Beatrice S. Fennimore, Indiana University of Pennsylvania

Critical Participatory Action Research as Curriculum and Pedagogy: Empowering Students and Uniting Communities - Kathleen Nichols, University of Wisconsin - Madison

Do Black Lives Matter? Using Young Adult Literature in Preservice Urban Education to Interrogate Antiblackness - Chonika Coleman King, The University of Tennessee - Knoxville; Susan L. Groenke, The University of Tennessee - Knoxville; Erika Kitzmiller, Teachers College, Columbia University

Resisting "Post-Truth" Teacher Preparation: Exploring Urban Teacher Preparation at Research-Intensive Institutions Across the United States - Chonika Coleman King, The University of Tennessee - Knoxville; Brittany Nicole Anderson, University of Tennessee-Knoxville

Teacher Candidates and Law Enforcement: Multimodal Narratives Through Ride-Alongs - Anita Bright, Portland State University

Cultivating an Online Teacher Community of Practice: A Social Network Analysis - Diego Boada Beltran, University of Georgia - Athens; Pedro R. Portes, University of Georgia; Paula Jean Mellom, University of Georgia; Jodi Weber, University of Georgia; Rebecca K. Hixon, University of Georgia

K–12 Teacher Professional Development and Social Media: Examining Teacher Learning in a Post-Truth Era - Diana Brandon, Charleston Southern University; Sarah Galvin, Michigan State University; Christine M. Greenhow, Michigan State University; Emilia Askari, Michigan State University

Literacy Coaching Online: Effects on Classroom Discussion Quality - Lindsay Clare Matsumura, University of Pittsburgh; Richard James Correnti, University of Pittsburgh; Donna D. Bickel, University of Pittsburgh; Dena Zook-Howell, University of Pittsburgh; Marguerite Walsh, University of Pittsburgh

Teachers' Challenges in Learning and Implementing Design Thinking in a MOOC - Corinne Glenwerks, Tufts University; Joshua Littenberg-Tobias, Massachusetts Institute of Technology; Alyssa Napier, Harvard University; Elizabeth Huttner-Loan, Massachusetts Institute of Technology; Justin Fire Reich, Massachusetts Institute of Technology

Courtney M. Clayton, University of Mary Washington

Teachers' Perceptions of Preparedness to Teach Students With Disabilities - Tara Kaczorowski, Illinois State University; Sonia Melanie Kline, Illinois State University

Transdisciplinary Pedagogy for Equity: Teacher Candidates Teaching Social Studies to Students With Disabilities - Anneliese Mueller Worster, Salem State University; Leigh E. Rohde, Salem State University

Vision Impairment Simulation Using Instructional Technology: Effects on Preservice Teachers' Achievement, Efficacy, Attitudes, and Interest - Carla Brigandi, West Virginia University; Alexandra Hollo, West Virginia University

Emily J. Klein, Montclair State University

Making Connections: Content-Area Visions of Leadership - Roya Qualls Scales, Western Carolina University; Carrie Ann Rogers, Western Carolina University

New to the Profession, Unsure of Our Place: Teacher Leadership and Preservice Teachers - MaryEllen Wolfinger, The George Washington University; Rachel Talbert, The George Washington University; Maia G. Sheppard, The George Washington University

Conceptualizing Three Core Practices for Leading Site-Based Educational Development in Schools: A Practice Architectures Perspective - Christine J Edwards-Groves, Charles Sturt University; Peter John Grootenboer, Griffith University; Catherine Attard, Western Sydney University

Norma V. Jimenez Hernandez, Estrella Mountain Community College

A Focus Group Study of High-Achieving, Underrepresented Minority, Secondary Students' Consideration of STEM Teaching Careers - Jomo W. Mutegi, Indiana University - IUPUI; Demetrice Monique Smith-Mutegi, Marian University

Creating Racially Just Educational Spaces: Voices of Teacher Candidates - Robbie Burnett, Minnesota State University - Mankato; Beth Beschorner, Minnesota State University - Mankato

If You Listen, We Will Stay: Perspectives of Teachers of Color on Retention - Mark Teoh, Teach Plus; Ashley R. Griffin, The Education Trust; R. Davis Dixon, Hampton University

Secondary Newcomer Latina/o Youth, Bilingualism, and Citizenship Education - Ashley Taylor Jaffee, James Madison University; Pablo Cortes Ramirez, Arizona State University

Marcia J. Watson-Vandiver, Towson University

A Critical Analysis of Classroom Dialogue Along a Social Justice Spectrum - Charity T. Gordon, Georgia State University

I'm Not Just Teaching Science: A Case Study of STEM Teachers' Dispositions Toward Equity-Focused Teaching - Tia C. Madkins, University of Texas at Austin

Moving From "Fear" to Action: How Settler Educators Can Make Anxieties Productive - Shawna Carroll, Okayama University; Jean-Paul Restoule, University of Victoria; Mark Sinke, University of Toronto; Daniela Bascuñán, Toronto District School Board 

The Reality of Settler Colonialism: A Quali-Quantitative Analysis of Alberta Education - Danielle Lorenz, University of Alberta

Erianne Weight, The University of North Carolina at Chapel Hill

Between the Classroom and the Field: The Experiences of Former Black Male Football Student-Athletes - Jeff I Porter, University of Michigan - Ann Arbor; Raul Leon, Eastern Michigan University

The Experiences of Young Muslim Women Athletes on High School Sports Teams in the United States, the United Kingdom, and the Republic of South Africa - Meriem Sadoun, Northwestern University

An Examination of the Influence of Athletic Participation on College Adjustment - Nick Stowers, East Central University; Mary Jo Self, Oklahoma State University; Ed Harris, Oklahoma State University; Penny L. Cantley, Oklahoma State University; Bridget Miller, Oklahoma State University

Motivation Profiles of Student-Athletes and Nonathletes in Competitive Achievement Settings - Patti C. Parker, University of Manitoba; Raymond P. Perry, University of Manitoba; Jeremy M. Hamm, Concordia University; Judy Chipperfield, University of Manitoba; Rodney Clifton, University of Manitoba; Launa Leboe-McGowan, University of Manitoba; Pete Coffee, University of Stirling

Sense of Purpose: Comparing Athletes and Their Nonathlete Peers - Jennifer L. Hoffman, University of Washington; Rebecca Crandall, The Ohio State University; Nathan Adkins, University of Washington - Seattle; Pamela J. Robenolt, University of Washington

Marta Sánchez, University of North Carolina Wilmington

UndocuQueers: Resisting Double Exile in Education - Juan Rios, Bradley University

Coming out of the Shadows and the Closet: Visibility Schemas Among Undocuqueer Immigrants - Christian Alejandro Bracho, University of La Verne

Undocuqueer Stress: How Safe Are "Safe" Spaces, and for Whom? - Jesus Cisneros, University of Texas at El Paso

Chava Shane, Mandel Leadership Institute

Approximating Praxis: Bridging Theory and Practice to Support the Development of Critical Educators - Mary Rose Kelly, Marist College; Melia E Repko-Erwin, University of Colorado - Boulder

Perceptions of Coherence: The Research-Practice Gap? - Esther T. Canrinus, University of Agder; Karen M. Hammerness, American Museum of Natural History; Kirsti Klette, University of Oslo

Teachers' Perception of Evidence-Based Practices Infused in the Curriculum of Their Graduate Preparation Program - Su-Je Cho, Fordham University; Kathleen Doyle, Fordham Graduate School of Education; Holly Rittenhouse, Fordham University

"Variation Theory Isn't the Same as Other Learning Theories": Preservice Teachers' Sense-Making of Theory-Practice Relationships - Diana A Royea, University of British Columbia; Cynthia C. Nicol, The University of British Columbia