Erica Litke, University of Delaware

Preparing Preservice Teachers to Teach Mathematics Equitably - Li Sun, Augustana University

Secondary Mathematics Teachers' Positionings in Relation to Working With English Learners - REFIKA Turgut, University of South Carolina - Upstate

Teachers' Understandings of Mathematics and Languages in Multilingual Contexts - Cristina Valencia Mazzanti, University of Georgia - Athens; Elif Karsli Calamak, University of South Carolina; Martha A. Allexsaht-Snider, University of Georgia

Wayne H Slater, University of Maryland

Art Literacy in Desk Critique: Intertextuality as a Pedagogical Tool for Learning Opportunities - Minseok Choi, The Ohio State University - Columbus

Teaching Sensitive Topics: Training History Teachers in Collaboration With the Museum - Albert Logtenberg, Leiden University; Geerte Maria Savenije, University of Amsterdam; Pieter De Bruijn, Open Universiteit Rotterdam Area, Netherlands; Timo Epping, Royal Museum of Antiquities, Netherlands; Guido Goijens, Rotterdam University of Applied Sciences, Netherlands

The Power of Collaboration: Assessing and Engaging Students in Play-Based Learning - Christine Lee, University of California - Los Angeles; Olivia Lozano, University of California Los Angeles; Rosie Virginia Torres, UCLA Lab School; Gabriela Cardenas, University of California - Los Angeles

Disability Studies Education: Bridging Theory and Practice in a General Education Teacher Preparation Program - Sarah Arvey Tov, University of Washington - Seattle; Boris Krichevsky, University of Washington - Seattle

Everyone Belongs, Everyone Achieves: Examining One Teacher's Sense-Making of Inclusive Education Policy - Heather Francis, Boston College

More of the Same: Privileging Narrow Approaches to Literacy in Response to Intervention - Joyce Melissa Gomez-Najarro, California State University - Fullerton

Treatment Fidelity in the Applied Setting: The Hard Truth - Elaine Wilson, University of Pittsburgh - Johnstown

Mildred Boveda, The Pennsylvania State University

"Give Me the Oars": Revisiting Septima Poinsette Clark's English Literacy Pedagogy With Gullah-Speaking Children (1916–1919) - Josephine Amoakoh, University of Utah; Karen Ann Johnson, University of Utah

"It's All About Collaboration": A Bilingual Critical Literacy Unit Across School and University Lines - Nathaly Sujey Batista-Morales, The University of Texas at Austin; Melissa Rojas Williams, The University of Texas at Austin; Grace Hopkins, Austin Independent School District; Luz Alvarez-Sims, Austin Independent School District

Transactional Read-Alouds: Supporting Teachers in Promoting Critical Literacy in Early Childhood Classrooms - Lilly Steiner, Monmouth University; Kerry C Rizzuto, Monmouth University

Reanna S. Roby, Vanderbilt University

Decolonizing Teacher Education: Humanizing Pedagogies as a Way Forward - Rohit Mehta, California State University - Fresno; Earl Aguilera, California State University - Fresno; Catharyn Crane Shelton, Northern Arizona University

Understanding Faculty Pushback to an "Urban" Teacher Education Program: A Critical Race Theory Perspective - Patricia S. Bills, Oakland University; Brandelyn L. Tosolt, Northern Kentucky University

Who Is In and Who Is Out in Multicultural Education? - Lewis Andrea Brownlee, Mesa Community College

Vajra M. Watson, California State University - Sacramento

Hyojong Sohn, University of Florida

Insights From a Mixed-Methods Approach for Measuring Elementary Preservice Teachers' Pedagogical Content Knowledge for Mathematics - Kevin Greenberg, University of Utah; Rachel Francom, University of Utah; Kelly MacArthur, University of Utah; Lauren Barth-Cohen, University of Utah; José Francisco Gutiérrez, University of Utah; Tracy Dobie, University of Utah

Preservice Mathematics Teachers' Curriculum Visualization - Julie Amador, University of Idaho; Darrell Earnest, University of Massachusetts - Amherst

Preservice Teachers' Content Knowledge and Microteaching Performance Related to Word Problems - Shuang Zhang, Texas Tech University; Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University

Preservice Teachers' Questioning in the Elementary Mathematics Classroom: The Case of Madison - Anne Estapa, The University of Iowa; Anupma Singh, Iowa State University

Jon Michael Wargo, Boston College

Integrating Technology-Driven Alternative Spaces in Teacher Education: Using Simulations to Support Preservice Teachers' Developing Practices - Katrina Emily Bartow Jacobs, University of Pittsburgh; Michelle J Sobolak, University of Pittsburgh

Investigating the Impact of Cultural Heritage Exploration on Preservice Teachers' Intercultural Sensitivity - Yaoying Xu, Virginia Commonwealth University

Preservice Teachers' Perception of Technology Competencies Based on the New Technology Standards - Eun-Ok Baek, California State University - San Bernardino; Younghoon Sung, Chinju National University of Education

The Effects of Mixed-Reality Teaching Experience on Special Education Preservice Teachers' Classroom Management Skills - Melissa Hudson, East Carolina University; Karen Voytecki, East Carolina University; Guili Zhang, East Carolina University

Courtney M. Clayton, Francis Marion University

A Phenomenographic Study of Prospective Teachers' Conceptions of Curriculum Leadership - Sally Wai-Yan Wan, The Chinese University of Hong Kong; Suzannie Kit-Ying Leung, The Chinese University of Hong Kong

Co-Teachers, Preservice Teachers, and Teacher Educators: What Can They Learn in a Community of Practice? - Rebecca Cooper, Monash University; Karen Marangio, Monash University; Amanda K. Berry, Monash University

Co-Teaching in Teacher Education: Preparing Educators for Inclusive Classrooms - Marga Madhuri, University of La Verne; Amber Bechard, University of La Verne; Kara Seidel, University of Maryland - Baltimore County

Shaping Leadership for Preservice Teachers Through Collaborative Learning Designs - Christy Carla Thomas, Ambrose University; Barb Brown, University of Calgary

Alexis D. Spina, University of California - Santa Barbara

Critical Inquiry on Early Childhood Clinical Experiences: Developing Practices From Diverse Perspectives - Sophia Han, University of South Florida; Victoria Damjanovic, Northern Arizona University; Jennifer Ward, Kennesaw State University

Preparing All Teacher Candidates to Enact Transformative Teaching Within Clinical Field Experiences: A Design-Development Study - Melissa Mosley Wetzel, The University of Texas at Austin; Beth Maloch, The University of Texas at Austin; Samuel Richard Brower, University of Houston; Shea Culpepper; Mo Cuevas, Our Lady of the Lake University; Criselda Garcia, University of Texas Rio Grande Valley; Deborah Kelt, The University of Texas at Austin; Alycia Maurer, Our Lady of the Lake University; Amber Thompson; Paige Ware, Southern Methodist University; Cody Huie, Raise Your Hand Texas; Emma Parkerson, Carnegie Foundation for the Advancement of Teaching; Anne Garrison Wilhelm, Southern Methodist University

Student Teaching Strengths: The Eyes of the Beholder - Hiya Mohammed Almazroa, Princess Noura Bint Abdulrhman University

Victoria Marie Theisen-Homer, Northern Arizona University

Characteristics of Mentor/Mentee Relationships That Influence Implementation of a Co-Teaching Model of Student Teaching - Laura Eicher, Clemson University; Michelle Patrick Cook, Clemson University; Jacquelynn A. Malloy, Clemson University; Leigh Martin, Clemson University

Co-Teaching Coaching as a Tool to Support Pair Implementation of Co-Teaching During the Clinical Experience - Megan Elizabeth Guise, California Polytechnic State University, San Luis Obispo; Sarah Hegg, California Polytechnic State University - San Luis Obispo; Amy Robbins

Co-Teaching in K–12 Classrooms: The Promise and Potential of Small-Group Workshops - Amy Koehler Catterson, Alder Graduate School of Education; Kathryn Goddard, Alder Graduate School of Education

Michael R Lolkus, Purdue University

Personal Practical Knowledge: Reenvisioning Mathematics Teacher Education - Elizabeth Suazo-Flores, Purdue University; Lisa Roetker

Supporting Beginning Elementary School Teachers to Develop Mathematical Empathy for Their Students - Mallika Scott, California State University - Fullerton

The Curriculum Resources and Perceived Challenges of First- and Second-Year Upper Elementary Mathematics Teachers - Tyler Douglas Woodward, University of Virginia; Peter A. Youngs, University of Virginia

Lanette Jimerson, University of Houston

Effective Lesson Study for All? A Case Study of Experienced Teachers' Learning in Lesson Study - Yang Lin, University of Hong Kong

Mentor Teacher Learning About Social Justice and Equity Through Sustained Professional Learning - Amy R. Guenther, Michigan State University; Lindsay Joseph Wexler, North Central College

Teaching Without Boundaries: Adapting Collaborative Inquiry Cycles to the American Context - Olivia G Carr, Vanderbilt University; Xiu Cravens, Vanderbilt University

Nature of Feedback Among Teachers Observing Classrooms Lessons as Part of a Collaborative Professional Development - Mika Munakata, Montclair State University; Erin Elizabeth Krupa, North Carolina State University

Assessing Teacher Student Feedback in an Economical and Reliable Way - Anna Holstein, Leuphana University - Lueneburg; Kira Elena Weber, Leuphana University - Lueneburg; Christopher Neil Prilop, Leuphana University - Lueneburg; Marc Kleinknecht, Leuphana University - Lueneburg

Guiding Principles for Providing Formative Feedback to Preservice Teachers: A Report on Initial Findings - Heather Howell, ETS; Amanda Savarese Roth, University of San Diego; Jamie N. Mikeska, Educational Testing Service; Christine Jennifer Lyon, ETS; Eowyn Winchester, ETS

Regina E. Toolin, The University of Vermont

Evidence-Informed? Educator Explanations of Decision Making - Emily A. Kohler, University of Virginia; Kate P. Tindle, The George Washington University; Claire Fisher

Educators' Prioritization of Topics for Research - Keith Lindsay, North Carolina State University; Emily A. Kohler, University of Virginia; Kate P. Tindle, The George Washington University; Anthony Williams, University of Nebraska - Omaha

Playful Provocations and Playful Mind-Sets: Teacher Learning and Identity Shifts Through Playful Participatory Research - Megina Baker, Neighborhood Villages; Jennifer O Ryan, Harvard University

The Educational Equity Partnership Project: University-School Collaboration in Equity-Oriented Professional Development - Dilys Schoorman, Florida Atlantic University; Iris Minor, Florida Atlantic University; Jay Sohn, Broward County School District; Kimberly Foster

"What Is Essential Is Invisible": Relationships Among Growth Mind-Set, Flow, Critically Reflective Behavior, and Burnout - Avishay Zilka, The Open University of Israel; Ronit Bogler, The Open University of Israel; Shiri Nussbaum, The Open University of Israel

Do Prospective Teachers Think Critically About Pedagogical Situations and Which Information Do They Use? - Kati Trempler, Bergische University Wuppertal; Ulrike Hartmann, University of Wuppertal

Focusing Faculty Development in Higher Education on Universal Design for Learning - Jingrong Xie, University of Missouri System; Mary F. Rice, The University of New Mexico

Jane Bean-Folkes, South Orange & Maplewood School District

Inquiry as an End: A Review of Teachers' Work to Support Student Inquiry - Christine D. Clayton, Pace University; James F. Kilbane, Cleveland State University

Putting Students at the Center: Empowering Alternative Education Teachers Through Culturally Relevant Unit Planning - Jody N. Polleck, Hunter College - CUNY; Jordan Yarwood

Aligning Means and Goals: Insights From Professional Development to Promote Student-Centered Pedagogy in Cambodia - Dennis Eastman, Biola University; Carolyn Bishop, Biola University; Nicholas C. Block, Biola University

How Changes in Dialogic Teaching Explain Changes in Students' Activation, Motivation, and Cognitive Elaboration - Ricardo Böheim, Technical University of Munich; Katharina Schnitzler, Technical University of Munich; Maralena Pielmeier, Technical University of Munich; Maximilian Knogler, Technical University of Munich; Ann-Kathrin Schindler, TU München; Martina Alles, Technical University of Munich; Alexander Groeschner, Friedrich-Schiller-Universität Jena; Tina Seidel, Technical University of Munich

The Impact of Professional Development With Coaching on Teachers' Implementation of Culturally Responsive Practices - Susan Cantrell, University of Kentucky; Shannon O. Sampson, University of Kentucky; Kristen H. Perry, University of Kentucky

Peter Wulff, University of Education - Heidelberg

The Effects of a Short-Term Follow-Up Professional Development on Secondary Science Teachers' and Students' Science Practices in Rural Schools - Soon C Lee, Kennesaw State University

Linking Professional Development to Teachers' Job Satisfaction, Self-Efficacy, and Instructional Practice: Evidence From the Teaching and Learning International Survey 2018 - Wei Liao, Beijing Normal University; Yan Liu, University of North Carolina - Wilmington

The Next Generation Science Standards Era: Teachers' Self-Efficacy for Science Instruction in Rural Schools - Jenell Krishnan, University of California - Irvine; Doron Zinger, University of California - Irvine; Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd