Leslie Carstensen Floren, University of California - San Francisco

Revisiting Team Feedback Theories From a Multicultural Perspective - Catherine Gabelica, IÉSEG School of Management; Vitaliy Popov, University of Michigan - Ann Arbor

Client-Facing Interprofessional Project Teams: From "Autonomy" to "Situated Judgment" - David Guile, Institute of Education - London

Social Hierarchy: Barrier or Opportunity for Team Learning? - Therese Grohnert, Maastricht University; Pleunie C. Simons, Maastricht University; Roger Meuwissen, Maastricht University; Wim H. Gijselaers, Maastricht University

A Systematic Review of the Collaboration, Methodology, and Dissemination of Interprofessional Education Research - Amanda Olsen, The University of Texas - Arlington; Carly Lupton Smith, University of North Carolina - Chapel Hill; Jacqueline E. McLaughlin, University of North Carolina - Chapel Hill

Brian R. Barber, Kent State University

A Longitudinal Investigation of a Subjective Well-Being Intervention on the School Level for High School Students - Justine Stang-Rabrig, TU Dortmund University; Franziska Schwabe, Technical University of Dortmund; Matthew L. Witmer, Walnut Valley Unified School District; Nele McElvany, TU Dortmund University

Engaging Stakeholders in Design-Thinking Approaches to Improve a School-Based Social-Emotional Learning Program - Jasmine Williams, Instagram Research; Cailin Curries, Committee for Children

Evidence-Based Survey Development for School Districts: An Example Using a School Climate Survey for Students - Deni L. Basaraba, Amplify Education; Pooja Shivraj, American Board of Obstetrics and Gynecology; Tina Manuela Gutierez-Schmich, University of Oregon

Measuring California Superintendents' Beliefs About School Climate Assessment: New Insights From Item Response Theory Analysis - Yidan Zhang, University of California - Berkeley; Anji Buckner, San José State University; Brent Duckor, San José State University; Mark R. Wilson, University of California - Berkeley

Claudia Mandekic, University of Toronto

Understanding Effective Implementation of Ninth-Grade Algebra Intervention and Its Long-Term Impact on College Degree Attainment - Takako Nomi, Saint Louis University; Stephen W. Raudenbush, University of Chicago

Motivating and Preparing Students for STEM Careers: Culture, Learning, Experience, and Project-Based Learning - Corliss Brown Thompson, Northeastern University; Kelly Conn, Northeastern University; Elizabeth Zulick, Northeastern University; Ellen Whitman Stoddard, Northeastern University

Diversifying Participation in STEM College Majors: What High School Features Make a Difference? - Barbara M. Means, Digital Promise; Haiwen Wang, SRI International; Emi Iwatani, Digital Promise; Viki Young, Digital Promise

Youth Nonacademic Skill Development: An Entrepreneurial Challenge Project and the Role of Teachers' Autonomous Support - Katherine A. Shields, Education Development Center, Inc.; David Bamat, Education Development Center; Joshua David Cox, Education Development Center, Inc.; Elizabeth Radday, EdAdvance

Science Notebook in a Universal Design for Learning Environment: Participant Partnerships and Large-Scale Evaluation Implementation - Anne Eleanor Fikes, SRI International; Jennifer Yu, SRI International; Katherine Ferguson, SRI International; Tracey E. Hall, Center for Applied Special Technology; Kristin Robinson, Center for Applied Special Technology; Emma Starr; Kevin Kent, Center for Applied Special Technology; Jose Blackorby, CAST; Xin Wei, SRI International

Mahtash M. Esfandiari, University of California - Los Angeles

Comparing General and Special Education Teacher Perspectives on Data-Driven Decision Making: An Evidence-Based Practice - Blaine Garman-McClaine, Indiana University - Bloomington; Gretchen D. Butera, Indiana University

Data-Based Individualization Within Multitiered Systems of Support: Examining School-Level Implementation - Sarah V. Arden, American Institutes for Research; Jill Pentimonti, American Institutes for Research

Improvement Over Time: Adapting Grade 9 On-Track Indicators to Better Target Student Interventions in Connecticut's Context - Stephanie E. Fakharzadeh, Connecticut RISE Network; Theodore Aronson, Connecticut RISE Network; Victoria Barr, Connecticut RISE Network; Nick Stellitano, Connecticut RISE Network

Understanding Teachers' Data Use Practice: Integrating Multiple Data Sources to Differentiate Instruction - Jana Grabarek, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Andy Accettola, Loyola University Chicago

Using Latent Class Analysis to Validate a Classroom-Based Numerical Reasoning Tool - Lindy L. Crawford, Texas Christian University; Jacqueline Huscroft-D'Angelo, University of Nebraska - Lincoln; Sarah Quebec Fuentes, Texas Christian University; Matthew Lambert, University of Nebraska - Lincoln; Kristina Higgins, Tarleton State University