Qiang (Andy) Cheng, The University of Mississippi

Elementary Preservice Teachers' Responses to Students' Mathematical Mistakes About Place Value: An Explorative Study - Guoxiang Wang, Texas Tech University; Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University

Mathematics Teacher Educators as a Role Model: The Perspective of Student Teachers - Helena Loreto Montenegro, Universidad de Chile; Flavio Guinez, Universidad de Chile; Salome Martinez, Universidad de Chile

Preservice Teachers' Beginning Competencies of Incorporating Standards for Mathematical Practices With Content Standards - Mary Gichobi, University of Wisconsin - Green Bay

Preservice Teachers' Readiness to Teach Mathematics to Diverse Learners Using Culturally Responsive Teaching Approaches - Hea-Jin Lee, The Ohio State University - Lima; Leah Herner-Patnode, The Ohio State University - Lima; Seonhee Cho, College of Mount Saint Vincent

Shihua Chen Brazill, Montana State University

An Exploratory Study of Self-Efficacy and Agency Among Instructors of Adult Bi/Multilingual Learners - David Housel, Hunter College

Lesson Study for Preparing Preservice Elementary Teachers for Problem-Based Learning and Working With Language-Minority Children - Peter Rillero, Arizona State University; Ying-Chih Chen, Arizona State University

Prospective Bilingual Latina/o Elementary Teachers' Sense of Readiness to Work With Multilingual Learners in Mainstream - Refika Turgut, University of South Carolina - Upstate

Katherine Nicole Vela, Utah State University

Asset-Based Science Teaching: How Preservice Teachers Write About and Interact With University Methods Course Material - Rachael Gordon, University of Michigan - Ann Arbor

Critical and Culturally Relevant Experiential STEM Learning: Preparing Educators for STEM Education in Urban Schools - Brittany Nicole Anderson, University of North Carolina - Charlotte; Chonika Coleman King, University of Florida; Frances K Harper, The University of Tennessee; Nathan Koerber, The University of Tennessee - Knoxville

Supporting STEM Preservice Community Teachers: STEM–Problem-Based Learning and Intersections With Community and Deep Learning - Imelda Nava-Landeros, University of California - Los Angeles; Jaime Park, University of California - Los Angeles

Supporting Teacher Candidates' Noticing of Language in Mathematics Classrooms - Amanda T. Sugimoto, Portland State University; Kathy J. Carter, The University of Arizona

Margarita Jimenez-Silva, University of California Davis

Predictors of High School Students' Interest in Science and Mathematics Teaching Careers - Travis T Fuchs, The University of British Columbia; Sandra Anne Scott, The University of British Columbia; Gerhard Sonnert, Harvard University; Philip M. Sadler, Harvard University

Together We Go Further: Examining a Collaborative Approach to Recruiting STEM Majors of Color - Tabora A. Johnson, Medger Evers College - CUNY; Salika A. Lawrence, The College of New Jersey; Chiyedza Small, Medgar Evers College, City University of New York

What Factors Are Impacting Job Satisfaction of Mathematics and Science Teachers? - Jingxian Li, University of Southern California; Zhushan Mandy Li, Boston College

What Matters in American STEM Teachers' Job Satisfaction? A Quantitative Investigation Using 2018 Teaching and Learning International Survey Data - Yu Xiao, Texas A&M University - College Station; Ke Wang, Nicholls State University; Yeping Li, Texas A&M University - College Station

Pia I. Wong, California State University - Sacramento

Female Puerto Rican Teachers' Testimonios on Retention and Culture - Elizabeth Taveras Rivera, Hunter College

Inclusive Teacher Preparation for Urban Schools: A Miseducation at the Intersection of Race and Ability - Molly Elizabeth Siuty, Portland State University

Prioritizing Successful Program Completion for Teacher Candidates of Color - Nicol R. Howard, University of Redlands

Staying Power: Collective Possibilities to Improve Retention of Black Early Career Teachers - Eugenia B. Hopper, Coastal Carolina University; Derrick Robinson, University of Memphis; Paul G. Fitchett, University of North Carolina - Charlotte

Hecho en South Carolina: Latinx Teachers Made in and (Re)Making the NuevoSouth - Timothy Monreal, California State University - Bakersfield

Agreements and Tensions: Program Coordinators' Interpretation and Responses to Teacher Education Accountability Policies in Chile - Maria Beatriz Fernandez Cofre, Universidad de Chile; Loreto Fernández, Universidad Alberto Hurtado

Charlotte's Web: Whiteness in Teacher Evaluation and the Dangers of the Danielson Framework - Janese Nolan, Loyola University Chicago

The Enactment of New Public Management Policies: A Multicase Study of Teacher Education Programs - Maria Beatriz Fernandez Cofre, Universidad de Chile; Loreto Fernández, Universidad Alberto Hurtado; Catalina Cuenca, Universidad Alberto Hurtado

Two Beginning Teachers' Professional Identities Through the Composition of Digital Stories - Deoksoon Kim, Boston College; Yinru Long, Harvard University; Shuyue Zhou, Boston College; Yi Zhao, Boston College; Jingyi Xu, Boston College; Kei Yatsu, Boston College; Yan Li, Boston College

Sosanya M. Jones, Howard University

Cordial More Than Close: A Governance Network in Vocational Education and Training - Katherine Marie Caves, ETH Zurich; Maria Esther Oswald-Egg, ETH Zurich

Geographies of Opportunity Amid Increasing Diversity: How Education and Housing Policies Shape Educational Access - Ariel H Bierbaum, University of Maryland - College Park; Gail Sunderman, University of Maryland

Recommitting to Shared Governance in Community Colleges - Susan Kater, Idaho State University; Clifford P. Harbour, University of North Texas; Ignazio E. Genna, Phoenix College; V. Barbara Bush, University of North Texas

Teachers and Educational Policy Advocacy: A Review of the Research on Capacity, Agency, and Implications - Annalee G. Good, University of Wisconsin - Madison; May Hara, Framingham State University; Gerald Dryer, University of Wisconsin - Madison; Jonathan Liam Harper, University of Wisconsin - Madison

Jane Clark Lindle, Clemson University

Compensating for Family Disadvantages: An Analysis of the Effects of Boarding School on Chinese Students Academic Achievement - Minda Tan, Shandong Normal University; Katerina Bodovski, The Pennsylvania State University; Liangliang Cai, University of Illinois at Urbana-Champaign

Creating Trauma-Informed Schools, by All Means Necessary: Examining Collective Impact in a Rural Setting - Jessica Boyle, Stanford University

Speaking Truth to Policy: Perspectives of Wisconsin Educators Across Rural, Suburban, and Urban School Contexts - Helen Rose Miesner, University of Wisconsin - Madison; Maria Velazquez, University of Wisconsin - Madison; Elizabeth E. Blair, University of Wisconsin - Whitewater; Annaliese Grant, University of Wisconsin - Madison; Chiara C. Packard, University of Wisconsin - Madison; Lyn C. MacGregor, University of Wisconsin - Madison; Eric Grodsky, University of Wisconsin

Jane Clark Lindle, Clemson University

Do Disadvantaged Children Get Equal Opportunities in Scandinavian Universal Early Childhood Education and Care Provisions? - Pauline Slot, Utrecht University; Paul P.M. Leseman, Utrecht University; Dorthe Bleses, Aarhus University

Estimating the Impact of Expulsions, Suspensions, and Arrests on Average School Proficiency Rates in Ohio - Christopher B. Yaluma, The Ohio State University; Alexis Patrice Little, The Ohio State University - Columbus; Michael B. Leonard, The Ohio State University

Fund for Maintenance and Development of Basic Education in Brazil - Paola Gianotto Braga; Nadia Bigarella

How Do Students Respond to Early Signals of College Readiness? Evidence From California - Minahil Asim, University of California - Davis; Briana Ballis, University of California - Davis; Scott Carrell, University of California - Davis; Michal Kurlaender, University of California - Davis; Paco Martorell, University of California - Davis

What Is Career Readiness? Comparing Predictors of Career and College Persistence - Rachel E. Durham, Notre Dame of Maryland University