The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking - Tingxuan Li, Shanghai Jiao Tong University; Anne Traynor, Purdue University

Typical Rates of Regression After Exiting Supplemental Interventions in Reading - Ethan Van Norman, Lehigh University; Peter Nelson, ServeMinnesota; David Klingbeil, University of Texas at Austin

Assessment Policies, Practices, and Constraints in Multicultural Classrooms: Global Messages Across Four Assessment Regimes - Herbert Altrichter, Johannes Kepler University of Linz; Barbara Herzog-Punzenberger, University of Innsbruck, Austria; Martin Brown, Dublin City University; Guri Nortvedt; Funda Nayir, Cankiri Karatekin University; Denise Burns, Dublin City University; Eileen Wiese; Gerry P. Mcnamara, Dublin City University; Joe O'Hara, Dublin City University; Magdalena Fellner; Guri Skedsmo, University of Oslo; Silje Kristin Gloppen, University of Oslo, Norway; Christoph Helm, Johannes Kepler University of Linz

Designing, Validating, and Successfully Implementing a Student Satisfaction Survey at a Land-Granted Research University - Sohee Kim, Oklahoma State University; Ryan Chung, Oklahoma State University - Stillwater; Kelva Hunger, Oklahoma State University - Stillwater

Developing and Defining Action Verbs Capturing the Outcome of Complex Thinking in the Performing Arts - Rebecca N. Hamer, International Baccalaureate; Christina Haaf, International Baccalaureate

Development of School Climate Survey–Short Form - Huibin Zhang, University of Tennessee; Jia Quan, University of Florida; Christopher Robert, Harvard University; Diana Joyce-Beaulieu,, University of Florida

Assessment Within Integrated STEM Education: An Empirical Investigation of Elementary Teachers' Practices - Michelle Dubek, OISE/University of Toronto; Christopher DeLuca, Queen's University - Kingston

Student and Teacher Feedback to Improve Practices in Australian Secondary Schools - Ilana Finefter-Rosenbluh, Monash University; Melissa Barnes, Monash University

The Challenge of Being Heard When You're One in a Building: Voices of School Librarians - Joette Stefl-Mabry, University at Albany - SUNY; Michael S Radlick, Learning Technology Visions, LLC; Shannon Mersand, University at Albany - SUNY

Vocational Education Achievement Gap: Evidence From Chile - Paulina Perez Mejias, Johns Hopkins University; Juan Pablo Queupil, Universidad Católica Silva Henríquez

Word Reading and Writing Assessment in Preschool Using Video Game Analytics Data - Americo Nobre Goncalves Ferreira Amorim, Escribo Innovation for Learning; Lieny Jeon, Johns Hopkins University; Yolanda Abel, Johns Hopkins University; Rodrigo Lins Rodrigues, Universidade Federal Rural de Pernambuco; Jose R. Oliveira Neto, Escribo - Innovation for Learning; Renan P. G. Lima; Felipe Manga

Cultural-Historical Analysis of Feedback From Experts to Novice Science Teachers on Climate Change Lessons - Asli Sezen-Barrie, National Science Foundation; Gili Marbach-Ad, University of Maryland

Eliciting Preservice Teachers' Pedagogical Design Capacity and Pedagogical Content Knowledge Through Their Inquiry-Oriented Curriculum Materials - Marios Papaevripidou, University of Cyprus; Zacharias C. Zacharia, University of Cyprus; Maria Irakleous, University of Cyprus

Lexical Profiles on Teacher Candidates' Declarative Knowledge About Electrons and Photons as Quantum Entities - Maija Nousiainen, University of Helsinki; Ismo T Koponen, University of Helsinki

Paths to Inquiry-Based Teaching: Using Wonder-Infused Pedagogy to Facilitate Elementary Science Practice - Andrew Gilbert, George Mason University

The Importance of Further Education for Teachers' Action Competence in Teaching Sustainable Development - Hanne-Mette Orerød, Kongsberg kommune; Bård Knutsen, The Norwegian University of Science and Technology; Anne Berit Emstad, Norwegian University of Science and Technology

Developing and Assessing Growth in Science Teachers' Professional Noticing Over Five Years - Meredith Vaughn, San Diego State University; Lauren Emery, San Diego State University; Makenna Martin, University of California San Diego; Donna L. Ross, San Diego State University

Engaging Pedagogical Reasoning Using Content Representations to Elicit Pedagogical Content Knowledge Exchanges - Jared Carpendale, Massey University

Improving Science Instruction and Perceptions Through Increased Science Knowledge: An Examination of Teaching Efficacy and Perceptions - Joseph Wong, University of California - Irvine; Sage Brianna O'Toole Andersen, The University of Texas at Austin; Michael Corrigan, University of California - Irvine; Chanika Assavarittirong, University of California - Irvine; Lauramae Joaquin, University of California - Irvine; Stephany Lira, University of California - Irvine; Brad Hughes, University of California - Irvine

Learning to Wrestle With Uncertainty in a Research Experience for Teachers - Shannon Gooden Davidson, Florida State University; Sherry A. Southerland, Florida State University; Lama Ziad Jaber, Florida State University

Reciprocal Learning in Science Professional Development: Understanding Faculty Instructional Change - Kathryn N. Hayes, California State University - East Bay; Caron Inouye, California State University - East Bay; Christine Lee Bae, Virginia Commonwealth University; Brit Toven-Lindsey, California State University - East Bay

Case-Based Science Professional Development: Bilingual/ESL Teachers' Reflections About Subject Matter Knowledge and Instructional Practice - Magdalena Pando, Southern Methodist University; Zenaida Aguirre-Munoz, University of California, Merced

An Exploration of How Second-Generation Afro-Caribbean College Women Make Meaning of Their Race, Ethnicity, and Gender - Emmanuela Stanislaus, Florida International University

Diasporans Negotiating Insider/Outsider Positionality in International Development Work - Chelda Smith Kondo, Georgia Southern University

School Choice in South Africa 25 Years After the Collapse of Apartheid - Bekisizwe S. Ndimande, The University of Texas - San Antonio

Applying Association for Career and Technical Education's High-Quality Career and Technical Education Framework to Postsecondary Research Projects - Jordan Dolfi, North Carolina State University; James E. Bartlett, Old Dominion University; Michelle Elizabeth Bartlett, North Carolina State University

Investigating Preservice Teachers' Reflective Writing: How Epistemic Networks Shape Reflection Levels and Strategies - Yuhe Yi, East China Normal University; Xiaoxu Lu, East China Normal University; Jing Leng, East China Normal University

Using Activity Theory to Understand Qualitative Differences in Principle-Based Innovation of Two KB Teachers - Aloysius Ong, National Institute of Education - Nanyang Technological University; Chew Lee Teo, Singapore National Institute of Education; Cera Tan, National Institute of Education - Nanyang Technological University

The Relationship Between School Innovative Climate and Teachers' Innovative Teaching Based on Multigroup Structure Model - Haoxiang Hou, East China Normal University; Dan Wang, East China Normal University

Enhancing Middle-Grades Teachers' Content Literacy Skills Through Professional Development - Nichole Lynnette Smith, North Carolina A&T State University; Brian Williams, North Carolina A&T State University

School-Based Professional Learning Communities as a Means for English Curriculum Development: A Case Study - Nien-ching Michelle Chuang, University of Taipei; Yi-Ku Ting, University of Taipei; Shuli Wang, National Taiwan Normal University

Effects of Teacher Professional Development on Young Students' Literacy Outcomes: A Literature Review - Tracy Johnson, University of Indianapolis; Somin Park, The Ohio State University; Emily M. Rodgers, The Ohio State University

A Practitioner Inquiry of High School Teachers' Experiences Participating as a Community of Practice - JD Procter, Eastern New Mexico University

University/Community Preschool Teacher Effectiveness Project - Caroline Gooden, University of Kentucky

A Mediational Model of Social, Emotional, and Behavioral Approaches and Outcomes in U.S. Public Schools - Sandra M. Chafouleas, University of Connecticut; Dakota Wayne Cintron, University of California - San Francisco; D. Betsy Mccoach, University of Connecticut; Amy Briesch, Northeastern University; Jennifer Dineen, University of Connecticut - Storrs; Daniel Volk, University of Connecticut

Fostering a Vibrant School Climate: Validation of a New Measure - Megan Tschannen-Moran, William & Mary School of Education; Nitza Schwabsky, Gordon College of Education; Ufuk Erdogan, Firat University

Other Duties as Assigned: How Do School Counselors Allocate Their Time? - Hollie Daniels, Florida State University

The Effect of School Climate on Teacher Satisfaction: Context of Perceptions and Peer Influence - Joy Kim, University of Notre Dame

Elementary Learners' Regulation in Computer-Supported Collaborative Learning Environments - Jessica Vandenberg, North Carolina State University; Jennifer Tsan; Zarifa Zakaria, LearnPlatform; Danielle Cadieux Boulden, Code.org; Kristy E Boyer; Collin Lynch, North Carolina State University; Eric N. Wiebe, North Carolina State University

Elementary Teachers' Epistemic Orientations to Learning and Knowledge-Generating Environments - Andrea Malek Ash, The University of Iowa; Brian Hand, University of Iowa

Enablers and Barriers to an Equitable Doctoral Learning Environment - Kylie Shaw, The University of Newcastle

ICAP Theory in Professional Development: Helping Teachers Conceptualize Active Learning - Joshua Morris, University of Wisconsin - Oshkosh; Michelene T.H. Chi, Arizona State University

Learners' Knowledge Representation Through Maker Artifacts in an Inquiry-Based Maker Learning Environment - Xun Ge, The University of Oklahoma; Kyungwon Koh, University of Illinois at Urbana-Champaign; Ling Hu; Murat Turk, The University of Oklahoma; Lee B. Nelson, Norman Public Schools, Norman, OK

One Teacher, Several Classes = Same Instruction? Between-Classes Variability of Instructional Quality - Thamar Voss, University of Freiburg; Benjamin Caspar Fauth, University of Tübingen; Lisa Henke, University of Tuebingen; Joerg Wittwer, University of Freiburg

Personalizing Learning Through the Lenses of Complex Dynamic Systems Theory and Universal Design for Learning - Ling Zhang, University of North Carolina - Chapel Hill; James Basham, The University of Kansas; Richard Allen Carter, University of Wyoming; Sohyun Yang, Fort Hays State University

Teaching With Place: An Opportunity for High-Quality Writing Instruction - Jennifer Suriano, University of Wisconsin - Eau Claire

Universal Design for Learning: Connecting Teacher Implementation to Student Outcomes - Stephanie L Craig

John P. Broome, University of Mary Washington

Taking It to the Next Level: Relationships Among ​Montessori Fidelity, Demographics, and Student Outcomes - David J. Fleming, Furman University; Brooke Culclasure, Furman University

When Growth Is Fixed: The Effect of Montessori and Traditional Pedagogy on Mind-Set in Schools - Nora Yang, Lausanne University Hospital and University of Lausanne; Remy Furrer, University of Virginia; Solange Denervaud, University of Geneva

A Qualitative Study of the Long-Term Outcomes of Montessori Education - Daniel Yonas, University of Virginia; Jessica Taggart, University of Virginia; Mary Seale, North Texas Addiction Counseling & Education; Angeline S Lillard, University of Virginia

What Do Children Choose to Do? An Observational Study of Children in Montessori Classrooms - Ian Becker, University of Virginia; Abha Basargekar, University of Virginia; Angeline S Lillard, University of Virginia

Creating a Scale for Observing Concentration in Classrooms Through a Montessori Perspective - Ian Becker, University of Virginia; Angeline S Lillard, University of Virginia

Montessori Research and Methodological Confluence: Or, How Montessori Researchers Measure Is an Opportunity and a Response to History - Maria K. McKenna, University of Notre Dame; Kevin J Burke, University of Georgia - Athens

Pre-K–3 Enrollment Patterns for Public Montessori Applicants - Ann-Marie Faria, American Institutes for Research; Karye Wells, American Institutes for Research; Emma Nyhof, American Institutes for Research; Angeline S Lillard, University of Virginia

Validating Tools for Measuring Montessori Implementation - Angela Murray, The University of Kansas; Carolyn Daoust, The Center for Educational Teaching & Evaluation - The University of Kansas; Jie Chen, University of Kansas

Adapting Montessori's Cosmic Curriculum in the Development of a Hawaiian-Language Immersion Science Program - Nanette S. Schonleber, Sonoma State University

The Great Woman: The Effects of Montessori Social Practice on Teacher Identity - Olivia Taylor Christensen, St. Catherine University

Multimodal Community Journaling: Artifactual Literacies With African American and Latinx Girls in STEAM - Tisha Lewis Ellison, The University of Georgia; Tairan Qiu, University of Georgia - Athens; T. Bradley Robinson, Texas State University

Exploring Teachers' Multimodal Expression Through PhotoVoice - Francesca Ciotoli, St. Thomas Aquinas College

The Affordances of Haiku as a Multimodal Text - Lucy K. Spence, University of South Carolina; Ayan Mitra, University of Connecticut - Storrs

The Cultural Economy of Tutorial Centers in China: A Multimodal Analysis of Tutorial Advertisements - Zhen Tao, The Chinese University of Hong Kong

Critical Multimodal Narrative Analysis: A Conceptual Framework to Explore Positioning in Narrative Through Social Semiotics - Mary B. McVee, University at Buffalo - SUNY