Division C - Learning and Instruction

Sandra Graham, University of California - Los Angeles

Sandra Graham, University of California - Los Angeles

Autonomy and Structure in Action: Effective Enactments That Promote Engagement in Science Class - Dongyao Tan, Purdue University; Toni Kempler Rogat, Purdue University; Temitope F. Adeoye, Purdue University; Karlyn R. Adams-Wiggins, Portland State University

Digital Math Practice as an Intervention Tool for Mathematical Learning Disabilities: A Systematic Literature Review - Sabrina Shajeen Alam, McGill University; Adam Kenneth Dubé, McGill University

Emotions Change Over Time: Metacognitive and Cognitive Processes and Learning With Intelligent Tutoring Systems - Elizabeth Brooke Cloude, University of Central Florida; Roger Azevedo, University of Central Florida; Franz Wortha, Universität Greifswald

Evaluating the Impact of Authentic Intellectual Work Program on the Quality of Teacher Tasks - So Hee Hyun, University of Wisconsin - Madison; Xue Gong, University of Wisconsin - Madison

Fostering STEM Career Awareness in Underrepresented Students - Monique Woodard, Drexel University; Hamideh Talafian, University of Illinois at Urbana-Champaign; Magdalene Kate Moy, Drexel University

The Relation Between Math Anxiety and Math Achievement: The Moderating Role of Parental Academic Help - Leslie Monique Hasty, Texas Tech University; Tianyu Li, Texas Tech University; Michael Galvan, Texas Tech University; Zhe Wang, Texas Tech University

Preservice Teachers' Self-Efficacy and Computational Thinking: A Mixed-Methods Approach - Lautaro Cabrera, University of Maryland - College Park; Merijke Coenraad, University of Maryland - College Park; Kelly Mills, Digital Promise Global; J. Randy McGinnis, University of Maryland; Diane Jass Ketelhut, University of Maryland - College Park

The Warren Court and Civics Curricula: A Historical Study of Judicial Intervention in Social Studies Education - Brett Bertucio, University of Wisconsin - Madison

"I Am Unyielding and Unkind": Intolerance, Neutrality, and Controversial Issue Discussions in an English Classroom - Rebecca Cooper Geller, University of Georgia