In Event: Sheraton Roundtable Session Seven
In Roundtable Session: Cultural Responsive Practices in the Policy Landscape of Curricular Mandates (Table 9)
On Roundtable Presentation: Culturally Responsive Mathematics Teaching Opportunities in Standards-Based Curricula: An Exploratory Analysis

Non-Presenting Author

In Paper Session: Mathematics Matters: Teacher Knowledge and Praxis
On Paper: Instructional Coaching and Teacher Perceptions of Curriculum-Embedded Mathematics Professional Learning Programs

Non-Presenting Author

In Invited Roundtable: Journal Talks — 4
On Session Paper: Professional Development in Education (Table 10)

Presenting Author

In Event: AERA Graduate Student Research in Progress Roundtable Session Three
In Roundtable Session: Achievement, Identity, and Social Justice in Mathematics Education (Table 1)

Chair

In Paper Session: Students' Perceptions and Experiences in Mathematics
On Paper: Students' Perceptions of Culturally Relevant and Ambitious Teaching in Mathematics

Non-Presenting Author

In Symposium: Conditions and Effects of Professional Learning Partnerships Focused on Ambitious and Culturally Responsive Instruction
On Session Paper: How Does Instructional Reform Work? Relationships Between Curriculum, Professional Learning, Self-Efficacy, Instruction, and Student Engagement

Presenting Author

In Symposium: Conditions and Effects of Professional Learning Partnerships Focused on Ambitious and Culturally Responsive Instruction
On Session Paper: Examining the Effect of Professional Learning on Student Outcomes

Non-Presenting Author

In Symposium: Conditions and Effects of Professional Learning Partnerships Focused on Ambitious and Culturally Responsive Instruction
On Session Paper: The Distribution of Culturally Responsive Instructional Practices Among Middle and High School Mathematics Teachers

Non-Presenting Author

In Symposium: Conditions and Effects of Professional Learning Partnerships Focused on Ambitious and Culturally Responsive Instruction
On Session Paper: Shared Experiences and Divergent Conceptions of Instructional Support Among Teachers and Their Coaches

Non-Presenting Author