Kristin Cipollone, Ball State University

Navigation or Transformation: Evidence From Two Different Approaches to Social Justice in Teacher Residency Programs - Victoria Marie Theisen-Homer, Arizona State University

"Walk It Like I Talk It": A Framework for Developing Humanizing Dispositions in Teacher Education - Maria del Carmen Salazar, University of Denver; Melissa Schneider, University of Denver

Preservice Teachers' Newly Acquired Notions of Culturally Relevant Pedagogy for a "Post-Truth" Era - Jeannette Driscoll Alarcón, The University of Houston; Pratigya Christy Marhatta, University of North Carolina - Greensboro

Jennifer Marie Collett, Lehman College - CUNY

Understanding the Trajectory of Preservice Teachers' Development of an Inquiry Stance - Juliet Michelsen Wahleithner, California State University - Fresno

Inquiry Into Inquiry: Preservice Teachers' Explorations Into Their Personal Inquiry Trajectories - Lisa H. Bennett, California State University - Fresno; Cathy Yun, California State University - Fresno

Supporting Elementary School Teachers to Become Agents of Action and Change in the Classroom - Jennifer Marie Collett, Lehman College - CUNY; Anne M. Marshall, Lehman College - CUNY; Harriet R. Fayne, Lehman College - CUNY

Elementary Teacher Inquiry to Develop Linguistically Responsive Pedagogy for Emergent Bilingual Students - Joanna W. Wong, California State University - Monterey Bay

Steven Z. Athanases, University of California - Davis

Steven T. Bickmore, University of Nevada - Las Vegas

Academic Language and Literacy Instruction for English Learners in Rural Communities: A Convergent Mixed-Methods Study - Tracy Spies, University of Nevada - Las Vegas; Alain Bengochea, University of Nevada - Las Vegas; Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas; Yunying Xu, University of Nevada Las Vegas; Gloria A. Carcoba Falomir, University of Nevada - Las Vegas; Sarah Katz, Clark County School District

An ESL Teacher's Instructional Activity System: A Case Study - Youngkyung Koh, University at Buffalo - SUNY

Assessment Accommodations for English Language Learners in Elementary Mainstream Classrooms: An Exploratory Case Study - Xuexue Yang, SUNY - College at Oneonta

Examining Teachers' Perceptions, Interpretations, and Action Plans for English Learners' Needs - Yunying Xu, University of Nevada Las Vegas; Alain Bengochea, University of Nevada - Las Vegas; Gloria A. Carcoba Falomir, University of Nevada - Las Vegas; Tracy Spies, University of Nevada - Las Vegas; Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas

Use of Visual Representations to Support English Learners' Math Talk - Gloria A. Carcoba Falomir, University of Nevada - Las Vegas; Alain Bengochea, University of Nevada - Las Vegas; Yunying Xu, University of Nevada Las Vegas; Tracy Spies, University of Nevada - Las Vegas; Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas

Laura Baecher, Hunter College - CUNY

A Quasi-Experimental Study Examining the Efficacy of Scaffolding Pedagogical Instruction for Preservice Teacher Education - Jianlan Wang, Texas Tech University

Improving STEM Teacher Preparation Through Transferable STEM Skills - Delacy E. Ganley, Claremont Graduate University; Eddie Partida, Claremont Graduate University; Jack Mills, Claremont Graduate University

Promoting Classroom Discourse Through Engineering Design: Access to Critical Thinking for Preservice Elementary Teachers - Michele Ann Korb, California State University - East Bay; Michelle L. Sinapuelas, California State University - East Bay

Revisiting "Equity in STEM Education": Preparing Teachers to Work Within a Dynamic Discourse - Kasi Matthews, Millsaps College; Maria Ferris Greene Wallace, University of Southern Mississippi

Elizabeth Montaño, University of California - Davis

Effective Professional Development to Improve the Teaching of English Learners: Can Strategies Alone Change Teacher Practices to Be Culturally Responsive? - Christina Tesnow Kozlowski, University of Michigan-Dearborn

Learning in Context: Principles for English Language Learner Instruction and Emerging Teacher Dispositions - Silvia Araceli Aparicio, Arizona State University; Malissa Thibault, Arizona State University; Stephanie Lund, Arizona State University; Sarah Saltmarsh, Arizona State University; Melanie Baca, Arizona State University; Wendy Farr, Arizona State University

Professional Development for Teachers of English Learners/Dual Language Learners: Modeling, Practicing, and Implementing What We Preach - Margarita Jimenez-Silva, University of California Davis; Karen Guerrero, Arizona State University; Jill Huynh, University of California - Davis

The Impact of Virtual Professional Development on ESL Teachers' Self-Efficacy Toward Teaching English Learners - Kara Sutton-Jones, Texas A&M University - College Station; Elsa Villarreal, Texas A&M University - College Station; Shifang Tang, East Texas A&M University; David Daniel Jimenez, Texas A&M University; Rafael Lara-Alecio, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

The Influence of Professional Development: A Critical Discourse Analysis Surrounding Educating California's English Language Learners - Heather Christina Macias, University of California - Santa Barbara

Ashley Seidel Potvin, University of Colorado - Boulder

Preschool Teacher Empowerment in China: Current Situation and Influential Factors - Chuchu Zheng, East China Normal University; Yong Jiang, East China Normal University

Navigating Ambiguity: Early Childhood Teachers' Sense-Making of Their Identity in a New Mid-Level Role - Smadar Moshel, The Open University of Israel; Izhak Berkovich, The Open University of Israel

The Development and Implementation of a Literacy Teacher Leadership Initiative in an Urban School District - Jenny Tuten, Hunter College - CUNY; Sherryl B. Graves, Hunter College School of Education

Tuba Ketenci, Georgia Institute of Technology

1:1 iPads in First Grade: Two-Year Case Study of a Teacher's Concerns and Use - Lauren Eutsler, University of North Texas

Concurrently Capturing Ideas Using Knowledge Forum During an F2F Discussion in Grade 6 News - Joel Wiebe, University of Toronto; Stacy Alexandra Costa, University of Toronto

Deanna Chappell Belcher, University of Oregon

"Doing the Binder": Shifting Perspectives of Educational Justice in an Era of Accountability - Jessica Masterson, University of Nebraska - Lincoln

Exploring Privileged Identity: Facilitating Transformation in Educational Environments - Sherry K. Watt, University of Iowa; Duhita Mahatmya, University of Iowa; Eugene T. Parker, The University of Kansas; Cindy Ann Kilgo, Indiana University - Bloomington; Kira Pasquesi, University of Colorado, Boulder; Amanda L. Mollet, University of Iowa; Stephen Malvaso, The University of Iowa; Charles Martin-Stanley, The University of Iowa

Power, Emotion, and Privilege: Using "Discomfort" to Resist Transgender Student Affirmation - Elizabethe Payne, Queering Education Research Institute (QuERI); Melissa J. Smith, University of Central Arkansas

Community Colleges, Neoliberalism, and the Implications for Students From Marginalized Populations - Nicholas Tapia-Fuselier, University of North Texas; Clifford P. Harbour, University of North Texas; Jennifer R. Wolgemuth, University of South Florida

Graphic Designers' Ideation Strategies Examined Through a Lens of Adaptive Expertise - Shih-Ping Kuo, International Association for Human Values; Marisa Elana Exter, Purdue University; Sean P. Brophy, Purdue University

Improving Students' Attitudes Toward the Elderly Through a Role-Playing Learning Experience: A Design Case - Enilda J. Romero-Hall, University of Tennessee; Renee Patrick; Gul Sahin, University of Tampa

Lifelong Learning by Design for Learning Design and Technology Professionals - Marisa Elana Exter, Purdue University; Iryna Ashby, Purdue University

Moments of Friction in Virtual Reality: How "Feeling Histories" Impact Experience - Ty Hollett, The Pennsylvania State University; Siyuan Luo, The Pennsylvania State University

Preparing College Students for Online Learning: Design to Improve Motivation and Self-Regulation - Lin Lu, The Ohio State University; Zilu Jiang, The Ohio State University; Kui Xie, The Ohio State University

Role Conjecture Mapping in Applying a Game-Based Strategy Toward a Case Library - Andrew Tawfik, University of Memphis; Matthew Schmidt, University of Cincinnati

Student Engagement in Game-Based Learning: A Literature Review From 2008 to 2018 - Liuyi Shu, PricewaterhouseCoopers; Min Liu, The University of Texas at Austin

Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing - Andrew Tawfik, University of Memphis; Kristi Kelley, Auburn University; Julaine Fowlin, Auburn University; Max Anderson, University of Illinois at Chicago; Scott W Vann, University of Memphis

Teachers as Designers: Many Threads of Meaning - Melissa Warr, Arizona State University; Punya Mishra, Arizona State University

Sharon H. Ulanoff, California State University - Los Angeles

Exploring Problems of Practice in Mentoring for Social Justice - Kathryn J. Strom, California State University - East Bay; Christopher B. Knaus, University of Washington - Tacoma

Assets-Based Mentoring for Equity - Mariama Gray, California State University - East Bay; Kathryn N. Hayes, California State University - East Bay

Scholarship, Social Justice, and the Ed.D.: Promoting Faculty-Student Partnerships - Elizabeth C. Reilly, Loyola Marymount University

Utilizing Personal Experiences to Study Teacher Bias in the Classroom - Irma Laura Almager, Texas Tech University

Paul S Hengesteg, Iowa State University

"Quiet Hands" and Other Normative Violences: Mapping the Queerness of the Neurodivergent Body/Mind - Robin Roscigno, Rutgers University

Rethinking the Margins: An Exploratory Study of Queer Youth of Color With Disabilities - Christopher R Emerling, University of Illinois at Chicago

"When You Don't Believe Something Is Real, You Can't Actually Advocate for or Support It": Trans* Inclusion in K–12 Schools - Susan Walker Woolley, Colgate University

David Yun Dai, University at Albany - SUNY

An Investigation of Parental Support for Creativity Versus Conformity - Lina Pugsley, Keeping Creativity Alive; Selcuk Acar, Buffalo State College - SUNY

Better Than Apples to Oranges: Using SIGs to Directly Compare Student and Teacher Creativity Perceptions - Lisa Marie Ridgley, Ball State University; Lisa DaVia Rubenstein, Ball State University; William Holmes Finch, Ball State University

Engineering Practices and Talented Young Students: Investigating Design Under Constraints - Ann E. Robinson, University of Arkansas at Little Rock; Jill L. Adelson, Duke University; Keila Moreno Navarete, University of Arkansas at Little Rock; Kristy Kidd, University of Arkansas at Little Rock; Kathleen Cash, University of Louisville; Christine M. Cunningham, The Pennsylvania State University

Enhancing Students' Creativity by Developing Divergent Thinking Skills: The Influence of Individuals' Knowledge and Ability - Meng Sun, The University of Hong Kong; Minhong Wang, The University of Hong Kong; Jiutong Luo, The University of Hong Kong

The Montessori Model and the Development of Creativity - Brooke Culclasure, Furman University; David J. Fleming, Furman University

Who Is Gifted From a Teacher's Perspective? - Jessika Golle, University of Tübingen; Trudie Schils, Maastricht University; Lex Borghans

Andrew T. Kemp, Augusta University

Facilitating Critical Dialogue: The Lived Experience of Teacher Educators - Natalie Hagler, University of Florida

Student Teachers' Emotions, Dilemmas, and Professional Identity Formation Amid the Teaching Practicums - Gang Zhu, East China Normal University; Zhengmei Peng, East China Normal University; Li Deng, East China Normal University; Guofang Li, University of British Columbia; Matthew James Etchells, Texas A&M University - College Station

"That's What the Jobs Are": Centering Precarity in Teacher Education - Ty Walkland, University of Toronto; Jason Brennan, University of Toronto

The Promises of Dialogical-Phenomenological Texts for Expanding Horizons of Teacher Reflection - Mark A. Sulzer, University of Cincinnati; Mandie B Dunn, University of South Florida - Tampa