Knowledge Construction and Collaborative Discourse While Problem Solving With a Virtual-Reality Astronomy Platform - James P Planey, University of Illinois at Urbana-Champaign; Taehyun Kim, University of Illinois at Urbana-Champaign; Emma M. Mercier, University of Illinois at Urbana-Champaign; Robb Lindgren, University of Illinois at Urbana-Champaign

Computational Thinking Practices With Fourth Graders - Emrah Pektas, University of Massachusetts - Amherst; Florence R. Sullivan, UMass, Amherst

Understanding Visitors' Question-Asking Quality in Science Museums Through a Question-Asking Mobile App - Man Su, Arizona State University; Luis Enrique Perez Cortes, Mary Lou Fulton Teachers College Arizona State University; Jesse Ha, Arizona State University; Brian C. Nelson, Arizona State University; Catherine D.D. Bowman, Arizona State University; Judd Bowman, Arizona State University

Virtual Field Trips During the COVID-19 Pandemic: A Pilot Study Evaluating Second-Grade STEM Experiences - Tilly Duong, California State University - Fresno; Alexandria K. Hansen, California State University - Fresno

Learners' Online Feedback Experience: Does It Affect Students' Engagement With Feedback? - Anna Espasa, Universitat Oberta de Catalunya; Teresa Guasch Pascual, Open University of Catalonia; Rosa Maria Mayordomo, Universitat Oberta de Catalunya; Montserrat Martinez-Melo, Universitat Oberta de Catalunya

The Role of Learning Analytics Scaffolding System in Middle School Science Problem-Based Learning Activities - Zilong Pan, The University of Texas at Austin; Songhee Han, The University of Texas at Austin; Ying Cai, The University of Texas - Austin; Peixia Shao, The University of Texas at Austin; Chenglu Li, University of Florida; Min Liu, The University of Texas at Austin

A Network-Based Learning Analytics Approach to Measuring Student Engagement and Predicting STEM Achievement - Jonathan C. Hilpert, University of Nevada Las Vegas; Matthew L. Bernacki, University of North Carolina Chapel Hill; MeganClaire Cogliano, University of Nevada - Las Vegas; Christy Strong, University of Nevada - Las Vegas; Jeff A. Greene, University of North Carolina - Chapel Hill

Developing an Artificial Intelligence Tutor for Game-Based Learning With a Focus on Self-Reported Emotions and Motivation - Hanna Vuojärvi, University of Lapland; Marjaana Kangas, University of Lapland; Heli Ruokamo, University of Lapland; Liping Sun, University of Lapland

Studying Player Actions in the League of Legends: Game Analytics Techniques in Nontraditional Learning Contexts - P.G. Schrader, University of Nevada - Las Vegas; Mark Carroll, University of Nevada - Las Vegas; Sara Ann Shaw, University of Nevada - Las Vegas

Using Auto-Recurrence Quantification Analysis to Examine Dynamics of Information-Gathering Behaviors and Agency During Game-Based Learning - Daryn Dever, University of Central Florida; Mary Jean Amon, University of Central Florida; Hana Vrzakova; Megan Wiedbusch, University of Central Florida; Elizabeth Brooke Cloude, University of Central Florida; Roger Azevedo, University of Central Florida

Multimodal Data Fusion to Detect Students' Cognitive-Affective States During Educational Gameplay - Jewoong Moon, The University of Alabama; Fengfeng Ke, Florida State University; Zlatko Sokolikj, Florida State University; Ibrahim Dahlstrom-Hakki, TERC

Investigating Fifth Graders' Multiple-Text Comprehension About Ecosystems Within a Game-Based Learning Environment - Ying Wang, Georgia Institute of Technology; Daniell DiFrancesca, The Pennsylvania State University - Erie, The Behrend College; Rayne A. Sperling, The Pennsylvania State University; Taylor M. Young, The Pennsylvania State University; Samira Syal, North Carolina State University

Student Performance Through the Lens of Subgroups - Davie Store, Central Michigan University; Joseph A Marr, Central Michigan University; William Sullivan, Michigan State University; Eric Gunnar Cronstrom, Central Michigan University

Using Non-Achievement-Based Variables to Differentiate District Performance Grades - Timothy Donald Folger, Bowling Green State University; Audrey Conway Roberts, Bowling Green State University; Jonathan David Bostic, Bowling Green State University

Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in General, Special, Gifted, and Bilingual Education Settings - Fatmana K. Deniz, University of Nevada - Las Vegas

Leveraging Virtual PD to Support Elementary Teachers' Understandings of Computational Thinking - Melanie Blanton, Texas Tech University; Robin Jocius, University of Texas at Arlington; Jennifer Albert, The Citadel; Ashley Andrews, The Citadel; Deepti Joshi, The Citadel

Secondary Teachers' Views of Mathematics: Exploring the Aesthetic Dimension of Mathematical Inquiry - Rong-Ji Chen, California State University - San Marcos

Examining the Effect of Student Problem Solving on Mathematics Teachers' Knowledge Development - Peter Jacob Woods, Massachusetts Institute of Technology; Yasemin Copur-Gencturk, University of Southern California; Sebnem Atabas, University of Southern California

Successful Partnerships Between Literacy Coaches and Novice K–2 Teachers: A Case Study - Marina Wagemaker, North Carolina State University; Jill F Grifenhagen, North Carolina State University; Jill S Jones, North Carolina State University; Stephen McKinney, North Carolina State University

Rationality or Emotionality? Teacher Perspectives on a QRIS as a Quality Improvement Program - Kate Puckett, Eastern Oregon University

Teacher Pay, Teacher Motivation, and Student Achievement: Comparative Literature Critique - Daman Chhikara, Michigan State University

More Equitable Teaching-Learning Processes in Early Childhood: The Role of Teacher Training - Cristina Massot Madeira-Coelho, Universidade de Brasilia

Longitudinal Trends Between Teacher-Student Relationship Quality and Social Skills During Elementary School - Steven Randall Chesnut, University of Missouri - Kansas City; Daniel B. Hajovsky, Texas A&M University - College Station; Kate Helbig, University of South Dakota; Shanel Goranowski, University of South Dakota

Some Students Were Shadows: Understanding Teachers' Experiences and Professional Knowledge of Trauma - Angela M. Wiseman, North Carolina State University; Aaron Arenas, North Carolina State University; Qiana Cryer-Coupet, North Carolina State University

Supporting Our Front Line: Educator Secondary Trauma Support and Self-Care Techniques - James L. Olive, University of Dayton; Meredith Wronowski, University of Dayton; Chelsea Gilbert, The Ohio State University; Anthony Michael Peddle, Columbus City Schools

Engaging Preservice Teachers in Collaboration and Reading Intervention - Bethanie C. Pletcher, Texas A&M University - Corpus Christi; Phyllis M. Robertson, Texas A&M University - Corpus Christi

Examining Preservice Teachers' Formative Assessment Planning - Dustin Sonny James Van Orman, Washington State University - Pullman; Chad M. Gotch, Washington State University; Kira Joy Carbonneau, Washington State University - Pullman

Qualification of Prospective PE Teachers for Inclusive PE Teaching - Jan Erhorn, University of Osnabrueck; Wiebke Langer, Osnabrueck University

Using Socio-Semantic Inventory to Describe Emerging Political Discourses When Modeling Segregation With Preservice Teachers - Maximilian Sherard, The University of Texas at Austin; Anthony J. Petrosino, Southern Methodist University

Why Do Nontraditional Teachers Enter the Agricultural Education Profession? - Emily Baylie, Colorado Department of Education; Jonathan David Ulmer, Kansas State University; Brandie Disberger, Kansas State University; Gaea Hock, Kansas State University; Catherine Shoulders, University of Arkansas

Policy Windows for Federal STEM-CTE: Historical Perspectives and Future Directions - Anthony M Perry, Massachusetts Institute of Technology; Gina Childers, Texas Tech University; Jessica Gottlieb, Texas Tech University; Daniel Kelly, Texas Tech University

Validating the Flourishing Scale for Immigrant College Students - Raquel Sosa, Lehigh University

Kindergarten Teachers' Use of Assessments and Data - Amy Napoli, University of Nebraska - Lincoln; Rachel E. Schachter, University of Nebraska; Pearl Avari, University of Nebraska - Lincoln

Mining the TALIS 2018 Data for Assessment as Learning Teacher Profiles - Michael Holden, Queen's University; Saad Chahine, Queen's University

Teacher Surveys May Provide Quality Principal Evaluations: A Multilevel Case Study - Eli Andrew Jones, The University of Memphis; Chia-Lin Tsai, University of Northern Colorado; Christi Crosby Bergin, University of Missouri