Do Preservice Elementary Mathematics Teachers' Beliefs Matter? An Empirical Study From a Large-Scale Data Set - Zhanxia Yang, Texas Tech University; Raymond Flores, Texas Tech University; Guoxiang Wang, Texas Tech University; Lu Guo, Dallas Independent School District

Teacher Tasks and Knowledge Domains: New Lenses on Beginning Secondary Mathematics Teachers' Development of Pedagogical Content Knowledge - Nicole Hersey, University of Rhode Island

What Helps Preservice Elementary Teachers Develop Mathematics Teaching Efficacy and Growth Mind-Set for Teaching Mathematics? - Ozgul Kartal, University of Wisconsin - Whitewater; Yao Fu, University of Wisconsin - Whitewater

Preparing Social Justice Educators: Evaluation of a Secondary Teacher Education Program - Libby McDonagh, San Francisco State University

Seeing, Supporting, and Doing "It": Educators' Broad Conceptions of "Equity" Today - Mica Pollock, University of California - San Diego; Andrew Matschiner, University of California - San Diego

The EquityEd Framework: Cultivating an Equity Mind-Set and Culturally Sustaining Teaching Strategies Through Self-Assessment - Sabrina Hope King, ATAPE Group,LLC and Fordham University; Tanya E. Friedman, Hunter College, CUNY

The Foundations of Critical Teaching: Exploring Practicing Teachers' Social Justice Knowledges - Ashley Summer Boyd, Washington State University - Pullman; Jeanne Dyches, Iowa State University; Jessica Michelle Adams, Iowa State University

Erin E Barton, Vanderbilt University

Empowering Novice Early Childhood Teachers Through Assessment Knowledge and Practices - Sehyun Yun, George Mason University; Leslie La Croix, George Mason University; Julie K. Kidd, George Mason University

Preservice Teachers' Attitudes Toward Integrating Robots in Teaching - Muteb Alqahtani, SUNY Cortland; Jacob Andrew Hall, SUNY - College at Cortland

Promising Practices: The Role of Teacher Empathy in Culturally Responsive Teaching Practice - Sascha Longstreth, San Diego State University; Idara R. Essien, San Diego State University; Kamryn Morris, Arizona State University

What Are the Influences of an Early Childhood Specific Educator Preparation Program on K–3 Teachers? - Andrea M. Emerson, Western Oregon University; Cindy Ryan, Western Oregon University

Michelle Buchanan, University of Wyoming

Elementary Teacher Candidates' Design and Use of Heuristics for Becoming Teachers of Science - Adam Devitt, California State University - Stanislaus

Examining Preservice Teachers' Beliefs About Teaching and Learning Science - Ezgi Yesilyurt, Weber State University

Prospective Teachers' Learning to Notice Status in Small Groups - Brent Jackson, Michigan State University

Kristen White, Northern Michigan University

Fostering Professional Vision of Classroom Management by Co-Creating Podcasts in Teacher Education - Annette Busse, University of Kassel; Dorit Bosse, University of Kassel

Planting Seeds: Preservice Teachers' Understandings of Classroom Management and Classroom Professionalism - Gregory Beaudine, The University of Iowa; Erin A. Bronstein, Oklahoma State University - Stillwater

Prospective Elementary Teachers' Responsive Decisions and Practices Across the University and Classroom Context - Anne Estapa, The University of Iowa; Jeni Davis, Salisbury University

Dr. Sylvia Rose-Ann Walker, Education resource consultatnt

Bridging the Theory-to-Practice Gap in Critical Multicultural Education Through a Co-Created University-School-Community Partnership - Kara M. Kavanagh, James Madison University

Capturing the Qualities of a Productive School Site for Teacher Learning - Jarod N. Kawasaki, California State University - Dominguez Hills; Sandy Chang, University of California - Los Angeles; Deborah M. La Torre, University of California - Los Angeles; Annamarie M. Francois, University of California - Los Angeles

Literacy Coaching Through a Community Partnership - Tala M Karkar Esperat, Eastern New Mexico University

Leveraging Powerful Partnerships: Collaboratively Redesigning a Teacher Education Program With Pre-K–12 Stakeholders - Danielle T Ligocki, Oakland University; Patricia S. Bills, Oakland University; Holly Carruthers, Oakland University; Cynthia L. Carver, Oakland University

A Measure of Affective Skills That Support the Development of Professional Dispositions of Prospective Teachers - Kelli R. Thomas, The University of Kansas; John Poggio, The University of Kansas; Rick Ginsberg, The University of Kansas

Can We Improve the Selection Into Teacher Education by Using Video-Based Situational Judgment Tests? - Lisa Bardach, University of Tübingen; Jade Rushby, University of York; Lisa E. Kim, University of York; Rob Klassen, University of York

Emergency Response: Preparing Those Who Are Teaching on Provisional Licenses - Jamie Buffington-Adams, Indiana University - East

In Praise of Maintenance: The Importance of Ongoing Evaluation for High-Stakes Licensure Assessments - Jillian Perlow McGraw, University of Virginia; Amy Thelk, James Madison University; Amanda Turner, University of Virginia

Lakeya Omogun, University of Washington - Seattle

The Challenges of Socialization of Preservice and Novice Teachers in an Era of Neoliberal Accountability - Patrick M. Jenlink, Stephen F. Austin State University

Negotiating Power and Possibilities: Situated and Dynamic Collaboration in a Multi-Agency Professional Development Initiative - Rebecca Buchanan, University of Maine; Judith A. Scott, University of California - Santa Cruz; Lucinda Pease Alvarez, University of California - Santa Cruz; Margaret Clark, Massachusetts College of Liberal Arts

Co-Generative Reflections on Experiences Integrating Indigenous Knowledges in Schools: Toward Considerations for Partnerships in Research - Mairi McDermott, University of Calgary; Barb Brown, University of Calgary; Kim Hackman, Calgary Board of Education; Ann Ard, Calgary Board of Education; Brenda Gladstone, Galileo Education Network; Candace Saar, University of Calgary

Building Community CrEd: Supporting Beginning Critical Educators - Kathryn Luet, Rowan University; Kate E Kedley, Rowan University; Daniel Tulino, Stockton University; Sharada Krishnamurthy, Rowan University

Stephanie Oudghiri, Purdue University

How Are Teachers' Professional Development Activities and Professionalism Different in Korea and the United States? - Youngeun An, Seoul Educational research & Information Institute; Soon Young Oh, Michigan State University

Child-Teacher Dialogue: A Strategy for Facilitating Professional Learning in Schools - Kyriaki Messiou, University of Southampton; Mel Ainscow, University of Manchester

A Comparison of Sources of Self-Efficacy Among U.S. and Vietnamese Teachers: A Review of Research - Chau Hong Phuoc Nguyen, Texas Tech University; Jian Wang, Texas Tech University; Aaron Samuel Zimmerman, Texas Tech University

Examining Singapore Practitioners' Reflection to Understand Their Practice: A Collaboration Between Researchers and Stakeholders for an Evidence-Based Professional Learning - Monica Woei Ling Ong, National Institute of Education - Nanyang Technological University; Lee Yong Tay, Nanyang Technological University - National Institute of Education

Powerful Learning Through Research-Informed Pedagogy: Insights From an Early Childhood Professional Development Project - Elizabeth A. Matthews, City College of New York - CUNY; Nancy Cardwell, City College of New York – CUNY; Beverly Falk, City College of New York - CUNY

Promoting Preservice Science Teachers' Metacognitive Awareness: Professional Development Designed to Improve Teacher Metacognitive Awareness - Andrew John Hughes, California State University - San Bernardino; Eddie Partida, Claremont Graduate University

Research in Online Teacher Professional Development: 2009–2019 - Celina Marie Lay, Brigham Young University; Ramona Maile Cutri, Brigham Young University; Bohdana Allman, Brigham Young University; Royce Kimmons, Brigham Young University

Altering Colombian and German Teachers' Value, Self-Efficacy, and Anxiety Toward Teaching Mathematics With Digital Media - Frank Reinhold, Pädagogische Hochschule Freiburg; Kristina Maria Reiss, Technische Universitaet Munich

Do Teachers Truly Have a "Learning-Centered" Professional Vision? An Analysis Based on Video Clubs - Xuemei Xia, Shanghai Academy of Education Sciences; Xiujuan Jiang, Shanghai University of International Business and Economics

Multilingulism-Sensitive Reciprocal Teaching to Foster German Reading Skills: Evaluation and Implementation of an Innovative Approach - Jasmin Decristan, University of Wuppertal; Dominique Patricia Rauch; Victoria Kramer, DIPF, Leibniz Institute for Research and Information in Education

Teachers' Learning Progressions to Acquire Discourse Practices to Facilitate Quality Argumentation - Alina Reznitskaya, Montclair State University; Ian A. G. Wilkinson, Ohio State University

Teachers' Theory of Action in and About Lesson Studies: Case Studies of Schools as Learning Communities in Japan - Yuta Suzuki, Tokyo Institute of Technology

Temporal Stability of Teachers' Judgment Accuracy of Students' Motivation, Emotion, and Achievement - Chunjie Zhu, University of Passau; Detlef Urhahne, University of Passau

The Effect of Teacher Professional Development Through a Webinar Series on Students' Financial Literacy Proficiency - Boukje Compen, Maastricht University; Kristof De Witte, KU Leuven; Wouter Schelfhout, University of Antwerp

The Role of the Digital Technology Coach: Facilitating Self-Determined and Collaborative Teacher Professional Learning - Arlene Grierson, Brock University; Tiffany L. Gallagher, Brock University; Rachel St. Hilaire, Brock University

When Preparation Matters: A Mixed-Method Study of In-Service Teacher Preparation to Serve English Learners - Sung-ae Kim, Purdue University; Trish Morita-Mullaney, Purdue University

Robert Rothman, National Center on Education and the Economy

A Framework Toward Understanding the Every Student Succeeds Act's Impacts on State Policies for Disadvantaged Students - James G. Cibulka, Researcher; Martin E. Orland, Manhattan Strategy Group; Kenneth K. Wong, Brown University

Does Group-Based School Policy Improve Education Resource Allocation for Low-Performing Schools? - Lingling Du, Peking University Health Science Center

Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field - Jim Van Overschelde, Texas State University; Amy N Piatt, Texas State University

"It's Just an Option": State Coordinators Negotiate the Politics of Local Control During Standards Implementation - Emily Hodge, Montclair State University; Serena Jean Salloum, Ball State University; Susanna Latham Benko, Ball State University

National Efforts to Reform Elementary Science Instruction: The State Response - Angela Lyle, University of Michigan - Ann Arbor; Christa Haverly, Northwestern University; Donald J. Peurach, University of Michigan; James P. Spillane, Northwestern University; Elizabeth A. Davis, University of Michigan

Colleen M. Lewis, Claremont University - Harvey Mudd College

Computer Science Trends and Trade-Offs in California's High Schools - Paul Bruno, University of Illinois at Urbana-Champaign; Colleen M. Lewis, Claremont University - Harvey Mudd College; Anisha Kaul, Scripps College

Computer Science in Georgia Public High Schools - Miranda C. Parker, University of California - Irvine

What's the Status of Computer Science in Indiana? - Anne Leftwich, Indiana University; Maureen Biggers, Indiana University - Bloomington

Texas Computer Science: Access, Participation, and Intersectionality - Jayce R. Warner, The University of Texas at Austin; Joshua Childs, The University of Texas at Austin; Carol Fletcher, The University of Texas at Austin

Allison Scott, Kapor Center for Social Impact

Joanna Goode, University of Oregon

Luis Alberto Rodriguez, New York University

From the Clinical Experience to the Classroom: Assessing the Massachusetts Candidate Assessment of Performance - Bingjie Chen, American Institutes for Research; James Cowan, American Institutes for Research; Dan Goldhaber, American Institutes for Research; Roddy Theobald, American Institutes for Research

How Do Hard-to-Staff Districts Use State Policy Funds for Teacher Recruitment and Retention? - Henry Tran, University of South Carolina, Columbia; Douglas Smith, Iowa State University

Rethinking Current Pipelines for Teacher Preparation: Community Colleges as an Underutilized Pathway Into Teaching - Huriya Jabbar, The University of Texas at Austin; Priscilla Aquino Garza, The University of Texas at Austin; Wesley Edwards, University of North Texas

Is There Really a Substitute Teacher Shortage? The Case of Michigan - Nathan A Burroughs, Public Policy Associates; Jacqueline Gardner, Michigan State University; Dirk Zuschlag, Public Policy Associates, Inc.

Terrenda Corisa White, University of Colorado-Boulder

Implementing Culturally Sustaining Pedagogies Toward Community Advancement - Hui-Ling S. Malone, Michigan State University

Organizing Parents for Culturally Responsive Education in Community Schools and Beyond - Natasha Capers, Coalition for Educational Justice

Organizing for Equitable Funding for All New York's Children - Zakiyah Shaakir-Ansari, Alliance for Quality Education

Participation at the District and School Levels for Improved Community School Implementation - Julia A Daniel, University of Colorado - Boulder

Need for Tackling the Gap for Cultural Responsiveness in Language Teaching for Refugee Students in Turkey - Abdullah Atmacasoy, Middle East Technical University; Hanife Akar, Middle East Technical University

David E. Kirkland, New York University

Andrew McEachin, NWEA

Threat and Punishment: Racial Context and School Discipline Disparities - Victoria Elyse Sosina, Stanford University

Decomposing Disparities in Student Discipline by Race and Gender - Rachel M. Perera, Pardee RAND Graduate School

Discipline Disproportionalities and the Effects of a Statewide Policy Limiting Exclusionary Discipline in Elementary School - Kaitlin Anderson, Lehigh University; Sarah C. McKenzie, University of Arkansas at Fayetteville

Thurston Domina, University of North Carolina - Chapel Hill

Constance A. Lindsay, University of North Carolina - Chapel Hill

Josephine Amoakoh, University of Utah

Teacher Perceptions of Learning Motivation and Classroom Behavior: The Role of Student Background Characteristics - Cornelius Brandmiller, Leibniz Institute for Research and Information in Education; Hanna Dumont, University of Potsdam; Michael Becker, Technische Universität Dortmund

The Elephant in the (Class)Room: Analyzing the Inclusion of Immigrant Students Within Teacher-Student Interaction Networks - Lorena Ortega, Universidad de Chile; Zsófia Boda, ETH Zurich; Ernesto Treviño, Pontificia Universidad Católica de Chile; Verónica Arriagada; Denisse Gelber; María del Rosario Escribano, La Pontificia Universidad Católica de Chile

Higher Education for Forcibly Displaced Migrants in Turkey and Germany - Khalid Husny Arar, Texas State University - San Marcos; Yasar Kondakci, Middle East Technical University; Merve Zayim-Kurtay, Middle East Technical University; Sevgi Kaya Kaşıkcı, Middle East Technical University; Hanife Hilal Senay, Middle East Technical University; Busra Kulakoglu, Middle East Technical University