Jeongmi Kim, South Dakota State University

A Critical Race Analysis of World Language Enrollment: L'Égalité des Chances? - Hannah Carson Baggett, Auburn University; Heather A. Davis, San Diego State University

Educational Equity in Exclusionary School Settings: An Analysis of Teachers' Qualifications, Preparation, and Specialized Training - Loretta Mason-Williams, Binghamton University - SUNY; Joseph C. Gagnon, University of Florida

Teacher Readiness to Work With English Language Learners: California Context - Irina S. Okhremtchouk, Arizona State University; George Sahr Sellu, Santa Rosa Junior College; Taucia Gonzalez, University of Wisconsin - Madison; Rachel M Manak, Arizona State University

The Best and the Brightest Myth: Teach For America and the Challenge of Preparing Urban Teachers - Megan Blumenreich, City College of New York - CUNY; Bethany Lynn Rogers, College of Staten Island - CUNY

A Multidimensional Analysis of Texas Educator Preparation Programs and Their Alignment With Teacher Effectiveness - Daniella G Varela, Texas A&M University - Kingsville; Lori Kupczynski, Texas A&M University - Kingsville; Marie-Anne Mundy, Texas A&M University - Kingsville

Faculty Data Use Practices in Teacher Education: A Cross-Case Analysis of Three Programs - Susannah Davis, University of Washington - Seattle

Teacher Tests: A Driving Force or an Afterthought in the Design of Teacher Education Programs? - Stephanie Shedrow, University of Wisconsin; Lindsay M Stoetzel, University of Wisconsin - Madison

The Features of Teacher Preparation Programs and Beginning Teacher Retention - Courtney Preston, Florida State University; Kirby Whittington, Florida State University

Marcelle M. Haddix, Syracuse University

Teaching Is a Revolutionary Act: The Legitimate Knowledge(s) of Black Women Teachers Enacting Activist Literacies - Reba Yashema Hodge, Syracuse University

Decolonizing Teacher Preparation Programs: Strategies for a Changing K–12 School System - Kimberly Natalia Williams Brown, Syracuse University

The Postcolonial Language Identity Narratives of Transnational Kenyan Teachers in U.S. Universities - Nyaboke Nduati, Syracuse University

Brandon L. Yost, Washington County School District

An Investigation of Universal Design for Learning for Preparing Early Childhood Special Educators - Serra De Arment, Virginia Commonwealth University; Frances G. Smith, The George Washington University; Yaoying Xu, Virginia Commonwealth University

Epistemic Practices to Prepare Preservice Teaching Candidates for the Common Core - Toni M. Williams, University of South Carolina; Antoinette S. Linton, California State University - Fullerton

Supporting English Language Learners Through Response to Intervention: What Preservice Teachers Need to Know - Stacie Kae Pettit, Augusta University; Nai-Cheng Kuo, Augusta University

Misfer Saud AlSalouli, King Saud University

Data Use in Norwegian Schools: School Leaders and Teachers' Interaction Around Use of National Test Results - Sølvi Mausethagen, Oslo and Akershus University College; Tine Sophie Proitz, Nordic Institute for Studies in Innovation, Research and Education; Guri Skedsmo, University of Oslo

Teacher Professional Development in Saudi Arabia Through the Implementation of Universal Design for Learning - Majed Alsalem, King Saud University; Turkey Khalaf Alzahrani, The University of Kansas

Exploration of Practicing Educators' Situative Learning Experiences Through an International Cultural Immersion Project - Jung Won Hur, Auburn University; Suhyun Suh, Auburn University

Jennifer Cutsforth Kaschak, University of Scranton

A Reader Response Approach to Preservice Teacher Identity Development - Elizabeth Isidro, Texas Tech University; Kathryn Button

Constructing a Teaching Identity Through Planning to Teach The Diary of a Young Girl - Laura C. Haniford, University of New Mexico

Learning About and Through Discussions in a Teacher Education Class - Laura J. Hopkins, Michigan State University

Jonathan Eckert, Wheaton College

A Pilot Study of the Mathematics Leadership Corps on Teacher Leadership Development and Instructional Practice - Linda J Lee, SmartStart Evaluation and Research; Katharine Clemmer, Loyola Marymount University; Katie Laskasky, Loyola Marymount University

Nurturing Teacher Leaders Through Actions and Agency: A Differentiated Science Teacher Leadership Program - Emily J. Klein, Montclair State University; Monica Taylor, Montclair State University; Mika Munakata, Montclair State University; Jason McManus, Montclair State University; Zareen Rahman, Montclair State University; Kristen Trabona, Montclair State University

Teacher Change in a Teacher Leadership Program Centered Around Culturally Responsive Pedagogies - Mary Shelley Thomas, University of Louisville

Carla L. Claycomb, Pennsylvania State Education Association

The Impact of a Professional Development Program and Resulting Context Variables on Elementary Teachers' Practice - Sandra Lynn Yarema, Wayne State University

Sustaining Teacher Change: Examining Factors That Influence the Longevity of Professional Development Outcomes - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd; Bryan Matlen, WestEd

Sustainability of Teacher Professional Development: Perspectives of Teacher Leaders and Teachers in Lesson Study Groups - Cassie Howard, Florida State University; Motoko Akiba, Florida State University; Angelina Kuleshova, Florida State University; Gareth Bryan Wilkinson, Florida State University; Guillermo J. Farfan, Florida State University

Shondel J. Nero, New York University

Ways That Teaching and Learning Become More Visible in a Professional Development Project - David B. Strahan, Western Carolina University; Kelly N Tracy, Western Carolina University; Shannon Montgomery, University of North Florida

Veteran Teacher Change in an In-School In-Service Professional Development - Samira Nasser, Ben-Gurion University of the Negev and Beit Berl Academic College; Iris Tabak, Ben-Gurion University of the Negev

Elementary Teachers' Concerns About Implementing a Science Intervention - Deborah D. Dailey, University of Central Arkansas; Ann E. Robinson, University of Arkansas at Little Rock

Julia H. Yoo, Lamar University

Guiding Preservice Teachers Toward Reflective Self-Directed Professional Learning and Development Through Web-Based Portfolios - Anna Liza Daunert, University of Paderborn

Practical Problems: Preservice Teachers' Developing Dispositions of Inquiry in Diverse Learning Environments - Margaret Billings Krause, University of South Florida; Yvonne Franco, University of Tampa

Reconsidering the Teacher Story: Story as Apparatus in the Production of Teacher Knowledge - Courtney L. Rath, Universty of Oregon

The Pleasures of Becoming Teacher: Artful Inquiry - Sarah Jane Twomey, University of Hawaii; Rian Barreras, University of Hawaii - Manoa

Barbara M Butler, North Carolina A&T State Univ

Learning to Teach Students With Disabilities via Service-Learning: Preservice Physical Education Teachers' Perspectives - Jihoun An, East Carolina University; Minjeong Kim, University of Massachusetts - Lowell

Preparing Teachers for Mathematics Consultations That Advance Equity for Students With Special Education Needs - Sarah Ann van Ingen, University of South Florida; Samuel L. Eskelson, University of South Flordia; David Allsopp, University of South Florida

Preservice Teachers as Writers: How Do Writing Experiences Impact Their Teaching? - Vicki McQuitty, Towson University; Ellen Ballock, Gordon College

"I Felt Like My Brain Was Going to Explode": Positioning Beginning Teachers as Struggling Readers - Emily Pendergrass, Vanderbilt University; Dan Reynolds, Vanderbilt University - Peabody College

Yvonne E. Gonzalez-Rodriguez, Rowan University

The Impact of Metro Denver Urban Advantage on Teachers and Students - Andrea Giron Mathern, Denver Museum of Nature & Science; Erin Caldwell, National Research Center

It's Complicated: An Examination of High- and Low-Performing Projects' Professional Development Programming Features - Debra L. Junk, The University of Texas - Austin; Yasemin Copur-Gencturk, University of Houston

University-School Partnerships: Professional Development of Math and Science Teachers Through Action Research - Kim D. MacGregor, Louisiana State University; James Joseph Madden, Louisiana State University; Lester Archer, Louisiana State University; Xue Wen, Louisiana State University - Baton Rouge

Champlain Research Experience for Secondary Teachers Touchstones for Teacher Professional Learning - Regina E. Toolin, The University of Vermont; Alan Scott Tinkler, The University of Vermont; Amy Demarest, Our Curriculum Matters

Alliance for Physics Excellence: A Professional Development Model for Enriching Teaching and Learning in Physics - Dennis Sunal, The University of Alabama; Justina Anietem Ogodo, The Univeristy of Alabama; Marsha Emelene Simon, The University of Alabama; Tara Y Ray, Univsersity of Alabama; Cynthia S. Sunal, The University of Alabama; John A. Dantzler, The University of Alabama; Lauren Holmes, The University of Alabama - Tuscaloosa; James Wl Harrell; Mohan D Aggarwal, Alabama A&M University

Beyond Team Chemistry: How High School Departments Influence How Intradepartment Teacher Learning Communities Collaborate - Paul Sutton, Pacific Lutheran University