A Three-Year Design-Based Study: Cultivating Students' Collaboration Using Principle-Based Approach in Student Knowledge-Building Design Studio - Chew Lee Teo, Singapore National Institute of Education; Alwyn Vwen Yen Lee, National Institute of Education - Nanyang Technological University; Aloysius Ong, National Institute of Education - Nanyang Technological University; Guangji Yuan, National Institute of Education - Nanyang Technological University

Computational-Thinking Moves as Scaffolds: Promoting Collective Knowledge Advancement Among STEM Students in Higher Education - Xueqi FENG, Southern University of Science and Technology; Carol K. Chan, University of Hong Kong; Jianhua Zhao; Kun Liu, Southern University of Science and Technology; Jingmin Miao, Southern University of Science and Technology

Engaging Students in Reading Using Knowledge Forum to Enhance Reading Motivation and Deeper Understanding - Huang Yao Hong, National Chengchi University; Yuan-Hsuan Lee, National Tsing Hua University

Embodied Actions and Exploratory Talk for Learning Chemistry Within an Immersive Virtual-Reality Environment - Dewi Ungu, Curtin University; Henry Matovu, Curtin University; Mihye Won, Curtin University; David F. Treagust, Curtin University; Mauro Mocerino, Curtin University; Chin-Chung Tsai, National Taiwan Normal University; Roy Tasker

Effects of Game-Based Learning on Students' Computational Thinking: A Meta-Analysis - Zhuotao Lu, East China Normal University; Yunhuo Cui, East China Normal University; Hao Lei, East China Normal University; Shengnan Lv, East China Normal University; Weijie Mao, East China Normal University

The Effects of Learning Supports on Computational Thinking During Gameplay - Chen Sun, Johns Hopkins University; Valerie J. Shute, Florida State University

Closer to the Sun: Developing STEM Interest Through Exploration of "What-If" Worlds in Minecraft - Matt Gadbury, University of Illinois at Urbana-Champaign; Meghna Paul; Jeff Ginger; H. Chad Lane, University of Illinois at Urbana-Champaign

Relationship Between Students' Engineering Identity, Self-Efficacy, and Self-Directed Learning and Participation in Engineering Education Enrichment - Hengameh Bayat, New Mexico State University; Hannah Huvard, New Mexico State University; Catherine E. Brewer, New Mexico State University; Sandra M. Way, New Mexico State University

Knowledge, Practice, and Self-Efficacy of Public Library Storytime Providers - Roseanne Perkins, Kutztown University of Pennsylvania; Brook Sawyer, Lehigh University

Parents Shaping Children's Science Imaginations in a Family Meteorology Workshop - Yu-Chen Chiu, The Pennsylvania State University; Heather Toomey Zimmerman, The Pennsylvania State University

Positioning of Science Museum Educators Within Educational Research: A Critical Review - Stephanie Hladik, University of Colorado - Boulder

Community Labs: Deep Root Spaces for BioMaking - Justice Toshiba Walker, University of Texas at El Paso; Lydia Stamato; Nisa Asgarali-Hoffman; Foad Hamidi; Lisa Z. Scheifele, Loyola University Maryland

Detection of Student Confusion in MOOCs: Feature Extraction Methods for EEG Signal Processing - Dany Aina, University of Utah; Eric G. Poitras, Dalhousie University; Monika Lohani, University of Utah

Probabilistic Skill Acquisition Model for Adaptive Task Sequencing in MITutor - Kent Ellsworth; Eric G. Poitras, Dalhousie University; Zac Imel, The University of Utah; Robert Zheng, University of Utah; Derek Caperton; Grin Lord; Jake Van Epps, The University of Utah; Michael Tanana, The University of Utah; David Atkins, University of Washington

Preferences, Engagement, and Achievement During Crisis Schooling in the COVID-19 Era - Jennifer Suzanne Darling-Aduana, Georgia State University; Henry Woodward; Sarah Sterling Barry, Georgia State University; Tim Sass, Georgia State University

Effects of Using a Study Diary on Learners' Motivational Profiles and Metacognition - Zahia Marzouk, Kwantlen Polytechnic University; Mladen Rakovic, Monash University, Australia; Philip H. Winne, Simon Fraser University

Modelling the Unique Contributions of Task Understanding on Academic Performance (SRL-PSD-2021)  - Michelle Bahena, University of Victoria; Allyson F. Hadwin, University of Victoria; Ramin Rostampour, University of Victoria; Pamela Smith, University of Victoria; Brodie J. Drake, University of Victoria

Self-Regulation of Learning and Motivational Strategies in Online and Traditional Classrooms: A Mixed-Methods Approach - Melissa Gebbia, Molloy College; Joanna Alcruz, Molloy College

The Temporal Structures and Sequential Patterns of Self-Regulated Learning Behaviors in Clinical Reasoning - Shan Li, Lehigh University; Juan Zheng, Lehigh University; Susanne P. Lajoie, McGill University

A Middle-Grade-Level Trajectory of Reading Component Skills - John Hollander, University of Memphis; John P. Sabatini, The University of Memphis; Tenaha P. O'Reilly, ETS; Zuowei Wang, Educational Testing Service

Teacher Quality, Instructional Quality, Reading Confidence, and Their Associations With Reading Achievement - Shuqi Zhou, Purdue University

Contributions of Word Knowledge and Reasoning Ability to Students' Performance on Relational Reasoning With Words - Hongyang Zhao, University of California - Irvine; Patricia A. Alexander, University of Maryland - College Park

Children's Information Report Writing Across the Elementary Grades - Carol A. Donovan, University of Alabama; Kantrele King, The University of Alabama

"I Have More Students With More Needs": Teacher Sensemaking of Students' Needs During COVID - Kim Evert, Middle Tennessee State University; Angela Hooser, Middle Tennessee State University; Kevin Scott Krahenbuhl, Middle Tennessee State University; Lori Klukowski, Middle Tennessee State University

Self-Belonging and Self-Efficacy While Teaching and Learning in 2020: Impact of COVID-19's Social Distancing on Education - Gabriela Walker, National University; Amir Manzoor, Bahria University, Karachi, Pakistan; Rosemary Onyango

The Importance of Social Networks for Sustaining Teacher Commitment - Rebecca Stortz, The University of Texas - San Antonio

Understanding the Development of Pedagogical Content Knowledge Among Novice Mathematics Teachers - Yasemin Copur-Gencturk, University of Southern California; Jingxian Li, University of Southern California

Teacher Qualifications and Ninth-Grade Student Math Achievement: What Makes a Difference and for Whom? - Janie Hill, University of Arkansas at Little Rock; Amanda L. Nolen, University of Arkansas at Little Rock; Lundon Pinneo, University of Arkansas at Little Rock

Integrating Computational Thinking in Elementary Classrooms: Teacher Views After a Year-Long Implementation - Eping Hung, Michigan State University; Aman Yadav, Michigan State University; Kathryn Rich, Michigan State University; Ceren Ocak, Michigan State University

Filling the Gap?! What Type of Content Are Principals Brokering in Social Networks? - Martin Rehm, University of Regensburg; Alan J. Daly, University of California - San Diego; Peter Bjorklund, University of California - San Diego; Yi-Hwa Liou, National Taipei University of Education; Miguel Del Fresno, Universidad Nacional de Educación a Distancia

Scaffolding Vocational High School Students' Computational Thinking in Learning Programmable Logic Controllers - Ching-Huei Chen, National Changhua University of Education; Kun Huang, University of Kentucky

The Assessment of Primary School Students' Digital Competences: Conceptual Challenges - Eline Godaert, Ghent University; Koen Aesaert, KU Leuven; Joke M. Voogt, University of Amsterdam; Johan Van Braak, Ghent University

The Effect of Feedback on Learning in Technology-Rich Learning Environments: A Three-Level Meta-Analysis - Yang Gui; Zhihui Cai, Central China Normal University; Peipei Mao, Central China Normal University; Zhikeng Wang

Pedagogy of Multiliteracies: Innovating With the "Social System–Genre–Multimodalities" Framework in Online English-Medium Studies - Yiqi Liu, The Education University of Hong Kong