Zulfukar Ozdogan, Indiana University

Picturing Empowerment: Visual Ethnography in Nongovernmental Organization Education Projects in Dadaab, Kenya - Allyson Krupar, The Pennsylvania State University - University Park

Visual Methodologies: Qualitative Researchers Mash, Assemble, and Make New Knowledge From Visual Data - Raji Swaminathan, University of Wisconsin - Milwaukee; Thalia Mulvihill, Ball State University

A Framework for Analysis, Interpretation, and Representation Using Arts-Related Research in Occupational Therapy - Katherine Wimpenny, Coventry University; Peter J. Gouzouasis, The University of British Columbia

What Does Context Mean Anyways? Contextualizing Educational Research Through Photo-Elicitation - Maria Carolina Hidalgo Standen, Universidad de La Frontera, Temuco Chile

Lynn M. Brice, University of Minnesota - Duluth

A Journey to Critical Citizenship Education: Preservice Teachers' Citizenship Conceptions, Curricular Choices, and Pedagogical Practices - Sunny Wells, Baylor University; Brooke Blevins, Baylor University

Cultivating the College, Career, and Civic Life (C3) Framework: Preservice Teachers' Views of Inquiry-Based Practice in an Elementary Social Studies Methods Course - Brandon M. Butler, Old Dominion University; Amy L. Abbott, Old Dominion University; Mark M Diacopoulos, Old Dominion University

Elementary Social Studies Teacher Education in the Context of edTPA - Sohyun An, Kennesaw State University

History in Other Contexts: Preservice Social Studies Teachers' Field Placements at Cultural Institutions - Timothy Patterson, Temple University

K–6 Preservice Teachers' Emerging Professional Identities as Social Studies Educators - Janie Daniel Hubbard, The University of Alabama

Gert J. Biesta, Brunel University

Learning as Decoy? - Alexander M Sidorkin, National Research University Higher School of Economics

What Do We Mean by "Learning"? - Samuel Rocha, The University of British Columbia

The Beginning of Learning's Logic, the Demise of Emancipatory Teaching - Charles Bingham, Simon Fraser University

Being Taught by, Being-With, Living With: From "Mathematic Learning" Back to "Pragmatic Paideía" - Stefano Oliverio, University of Naples Federico II

How Much Unlearning Does Education Need? - Lynn Fendler, Michigan State University

Chara H. Bohan, Georgia State University

Library of Congress's National Recording Preservation Radio Project - Josh Shepperd, The Catholic University of America

Diaries of a Recovering Positivist: The (Un)Making of the Teacher Educator - Diana Petrarca, UOIT; Shawn M. Bullock, Simon Fraser University

Strong Leaders, Powerful Unions, Effective Schools, and a Just Society - Isabel Nunez, Concordia University - Chicago

Albert Logtenberg, Leiden University

"Do They Affect It All?" The Relationship Between Students' Epistemological Beliefs and Their Argumentation Skills in History - Marcel Mierwald; Thomas Lehmann, University of Bremen; Nicola Brauch, The University of Bochum (Germany)

Developing a Questionnaire for Measuring Epistemological Beliefs in History Education - Gerhard Stoel, University of Amsterdam; Björn Wansink, Utrecht University; Albert Logtenberg, Leiden University; Timothy David Huijgen, University of Groningen

History Teachers' Considerations Concerning the Applicability of a Historical Topic for Teaching History as an Interpretation - Björn Wansink, Utrecht University; Sanne Akkerman, Utrecht University; Theo Wubbels, Utrecht University

Exploring Change in Epistemic Beliefs Among History Teachers in the United States - Sebastian Burkholdt, University of Georgia - Athens; Bruce A. VanSledright, University of North Carolina - Charlotte

Noah Daniel Drezner, Teachers College, Columbia University

Corporate Philanthropic Strategy in K–12: Missions, Grantee Selection, and Grant Evaluation - Leila Morsy, University of New South Wales

Expanding the Sample: An Analysis of Grant-Making Among 345 Education Policy Foundations - Shayna M. Klopott, L&G Research and Evaluation

Philanthropic Predictors and Inclinations Among Young, Diverse Alumni - Dana Lucka, California State University - Fresno; Susan M. Tracz, California State University - Fresno

Kelsey Dayle John, Syracuse University

Crossroads: Immigrants, (Dis)abilities, and Education - Kimiya Sohrab Maghzi, Chapman University; Marni E. Fisher, Chapman University

Emergent Parallels Among Orthodoxy, Heresiology, and Education Accountability - Jeffry King, Texas State University

From Hobby Lobby to Obergefell: Religious Freedom and Its Potential Effects on Public Schools - Suzanne N. Rosenblith, Clemson University; Benjamin J. Bindewald, Oklahoma State University; Bob Green, Clemson University

Patricia Jane Driscoll, Canterbury Christ Church University

Context, Identity, Comprehension, and Critical Literacy: A Shifting Matrix of Factors Influencing Social Justice Pedagogy - Grace Enriquez, Lesley University

Making Meaning, Making Selves: Constructing Social and Academic Identities and Text Interpretations During Comprehension Instruction - Lara J. Handsfield, Illinois State University; Patricia Valente, McLean County Unit 5 Schools; Aline Andre, Illinois State University

Peer Interactions in Diverse Classrooms: The Role of Linguistic Social Network Integration - Valerie A Futch Ehrlich, Center for Creative Leadership; Amanda Kibler, University of Virginia; Lauren Elreda, University of Virginia; Paul J. Yoder, University of Virginia; Vonna Hemmler, University of Virginia; Haley E. Johnson, University of Virginia

The Content of the Form: The Linguistic Ideological Roots of the Transmission Model of Education - Greg Thompson, Brigham Young University

"They Give You a Lot of Work": Neoliberalism and Emergent Bilingual Literacy Experiences - Pamela J. Hickey, Towson University

Chiara Cannella, Fort Lewis College

Cultivating Teachers of Color as Social Justice Educators: A Case Study of Two Preservice Teachers of Color Co-Learning to Teach in Urban Schools - Josephine Pham, University of California - Los Angeles

Teaching Mathematics for Social Justice in Action: Promises and Problems of Practice - Frances Harper, Michigan State University

Time, Talent, and Treasure: Developing the Next Generation of Social Justice Educators - Michelle Renee Smith, University of California - Los Angeles; Jonli Tunstall, University of California - Los Angeles; Justyn Korey Patterson, University of California - Los Angeles; Travis Dumas, University of California - Los Angeles

Understanding Beliefs and Teaching Practices in Preparing K–12 Science Teachers to Engage African American Students - Janice Underwood, Old Dominion University; Sue C. Kimmel, Old Dominion University; Felicia Moore Mensah, Teachers College, Columbia University; Steve P. Myran, Old Dominion University

Conscientization Through Intervention: An Argument for a Culturally Relevant Education - Mario Gerardo Galicia, University of California - Santa Barbara; Victor Rios, University of California - Santa Barbara

"The Struggle Is Real": Novice Black Female Teacher Educator Experiences Enacting a Liberatory Pedagogy - Melanie M. Acosta, The University of Alabama; Charisse Nerissa Southwell, University of Florida; Michelle Grant-Harris; Gernissia Cherfrere, University of Pennsylvania; Bridgette Johnson, University of Florida; Jana Wallace, University of Florida; Natalie Simone King, University of Florida

Critical Democratic Citizenship: The Effects of Community-Engaged Scholarship and Inequality Content on Student Learning - Cynthia Gordon da Cruz, Saint Mary's College of California

Nurturing Disruptors: Teacher Educators Encouraging Humanizing Dispositions in Teacher Candidates - Jenna Cushing-Leubner, University of Minnesota - Twin Cities; Shannon McManimon, Science Museum of Minnesota

Nathaniel Uriah Weber, Russian Hill School

Cultivating Ecological Paradigms in the Art Classroom: Teacher Efficacy and the Ecological Crisis - Joy Gaulden Bertling, The University of Tennessee - Knoxville

Intuitive Pedagogy and Artistic Practice: The Subtleties of Practitioner Voice - Dana Frantz Bentley, Buckingham, Browne, and Nichols School

Using Sketchbooks for Teacher Inquiry: Developing a Critical Arts-Based Practice - Debora Anne Broderick, Chester County Intermediate Unit