Christa Haverly, Northwestern University

Equity and Engagement in the Environment: Teachers' Motivations to Teach Science Outdoors - Rose Vallor, Montana State University

Urban Science Teacher Identity in the Figured World of School Science - Katherine Wade-Jaimes, University of Nevada - Las Vegas

When Intentions Meet Practice: Teacher Conceptions of Culturally Relevant Pedagogy in Middle School Science Classrooms - Elena Contreras Gullickson, University of Minnesota; Keisha Varma, University of Minnesota

"They Don't Know How Much Work We Put Into Build These Kids!" Counterstories of the Positional Identities of Black Science Teachers and Their Perceived Science Teaching Practices - Sonia Howard, Gwinnett County Public Schools; Natalie S. King, Georgia State University

Elsie Lindy Olan, University of Central Florida

"It's Not Intentional": Contradictions in Culturally Responsive Teaching - Jeanne Dyches, Iowa State University; Deani Thomas, Iowa State University; Brandon Lee Sams, Iowa State University

"Once Upon a Time...": Stories of Learning to Teach Emergent Bilinguals - Yue Bian, University of Washington Bothell

Teachers' Conceptualizations of Undocumented Status, Students, and Their Role: A LatCrit Perspective - Chelsea Connery, University of Connecticut - Storrs

Jacob Bennett, Vanderbilt University

English Language Arts Teachers and Whiteness: Barriers to Teacher Agency Development - Mike P Cook, Auburn University

The Effect of Capitulation as a Pedagogical Tool: A Misuse of a Solidarity Narrative in an Urban Classroom - Michael L. Boucher, Texas A&M University - San Antonio

The Impact of School Choice and Teacher Decision Making: Accountability and the Reification of Whiteness - Alycia M. Elfreich, Indiana University - Bloomington; Maureen Negrelli Coomer, Colorado College

White Teachers' Ethnic-Racial Socialization in Rural Elementary School Classrooms - Taylor Hazelbaker, The College of St. Scholastica; Rashmita Mistry, University of California - Los Angeles; Sherri Larson, Pelican Rapids School District 548; Jessica Bobish, University of California - Los Angeles

Michelle Alise Brown, Teachers College, Columbia University

A Multidimensional Field Experience Model for Preparing Preservice Teachers' Culturally Responsive Teaching - Xueyan Hu, China Three Gorges University; Zhihong Xu, Texas A&M University - College Station; Monica Vasquez Neshyba, Texas A&M University - College Station; Zihan Geng, Texas A&M University - College Station

Bridge-Building: Antiracist and Culturally Sustaining, Collaborative Educational Conversations in Practice - Rae L. Oviatt, Eastern Michigan University

Preservice Elementary Teachers Enacting a Critical Race Curriculum in Science: A Multicase Study - Stephanie Garcia, Intercultural Development Research Association

Pablo Cortes Ramirez, Arizona State University

Enacting Educative Mentoring "Inside" the Action of Teaching: How Beliefs Shape Actions - Wendy L. Gardiner, Pacific Lutheran University; Nina F. Weisling, Carthage College

Increasing Practitioner Capacity and Retention in Rural Districts - Mary Christine Boyte, University of Louisiana at Monroe

Unpacking Challenges to Building Model Clinical School Sites - Rosalinda Larios, California State University - Fullerton; Andrea G. Zetlin, California State University - Los Angeles

"What's Next? Intensive Training Program for Preservice Teachers: A Case Study of an Israeli Rural Druze School - Yael Grinshtain, Tel-Hai Academic College; Hussein Salman, The Open University of Israel

Udita Gupta, University of Utah

Carver Cubs Summer Reading: A Public Library and a Public University Partnership - Kim Skinner, Louisiana State University; Estanislado S. Barrera, Louisiana State University

Interrupting Norms, Transforming Teacher Education Through Universal Design for Learning: A Collaborative Autoethnography - Beth S Fornauf, Plymouth State University; Thomas Higginbotham, University of New Hampshire; Bryan Mascio, University of New Hampshire; Kathryn McCurdy, University of New Hampshire; Emilie Mitescu Reagan, Claremont Graduate University; Marie Collins, University of New Hampshire

Structural Contradictions and Individual Contexts: Using Cultural Historical Activity Theory to Understand Networked Learning - Maia Young, University of Washington - Seattle

Student Perceptions of Instructor Immediacy in Online Program Courses - Anthony Charles Saba, Boise State University

Teaching Quality and Teacher Retention: Stories of Hope and Change - Liam Aiello, University of California - Davis; Tammy Wu Moriarty, University of San Diego; Janet Carlson, Stanford University

Sarah A. Cordes, Temple University

Choosing Wisely: Exploring How Parents Exercise Choice in an Open-Enrollment District - Shira Haderlein, Mathematica

Indirect Effects of Segregation on Associations Between School Choice and Test Score Gaps - Lorraine Reese Blatt, University of Pittsburgh; Elizabeth Votruba-Drzal, University of Pittsburgh

School Reputation as a Site of Struggle: Traditional Public Schools Under Market Pressures - DeMarcus A Jenkins, The Pennsylvania State University

The Community Context: Do Race and Income Predict Charter School Closure in Cleveland, Ohio? - Elizabeth Anne Gilblom, North Dakota State University; Hilla Sang, University of Nevada - Las Vegas

What Kind of Progressive Education? The Case of Charter Schools - Elise Castillo, Trinity College

Estimating the Effects of Administrator Evaluation Policy on Teacher Working Conditions and Turnover Using Piecewise Regression - Theodore Stefan Kaniuka, Fayetteville State University

Evaluating Instruction in Special Education: Principals' Sense-Making Process - Hannah Morris Mathews, University of Florida; Nathan Jones, Boston University

Performance Feedback From Principal Supervisors: Implementation of a Statewide Principal Evaluation System - Karin Gegenheimer, Gwinnett County Public Schools; Ellen B. Goldring, Vanderbilt University

The Choice and Implication of Student Achievement Goals in Virginia Assistant Principal Performance Evaluations - Kathleen Kraus-Zadrozny, Fairfax County Public Schools

Jonathan Collins, Brown University

Congressional Research Service Reports During the 115th U.S. Congress: Who Is Informing Federal Education Policy Making? - Paul G. Rubin, University of Utah; Jenn Ayscue, North Carolina State University; Elizabeth Uzzell, North Carolina State University

Standardized Citizens? Policy Narratives and the High School Citizenship Test - Norman Paul Gibbs, Arizona State University

The Moral Politics of Teacher Evaluation: The Public Debate About D.C.'s IMPACT - Dorothea M. Anagnostopoulos, The University of Connecticut; Sian Charles-Harris, University of Connecticut

School Board Policy Discourse After the U.S. Financial Crisis - Christopher Saldaña, University of Colorado - Boulder

Professional Learning in Teacher Collaboration: A View of Contemporary Curriculum Implementation Through Activity Theory - Ivy Lau, The University of Hong Kong; Susan M Bridges, The University of Hong Kong; Dennis Fung, The University of Hong Kong