Repositioning Teacher-Learners' Relationship for Optimum Fulfillment of the Nigerian Educational Policy - Mosunmola Adebunmi Amusan, federal College of Education, Abeokuta. Nigeria

Narrowing the Gap: Examining Achievement Gaps in Indiana TAP Schools - Kellie Wills, National Institute for Excellence in Teaching; Joshua H. Barnett, National Institute for Excellence in Teaching

Students' Pathways to STEM: Exploring the Role of Teacher Quality in STEM Readiness - Se Woong Lee, University of Wisconsin - Madison; Geoffrey Mamerow, Office of Inst. and Market Research

Correlation Between Science Curriculum and Large-Scale Exam Questions - Yilmaz Kara, California State University - Long Beach

Teaching Strategies GOLD: Associations With Performance-Based Literacy Measures and Impact of Teacher Experience and Training - Paul Strand, Washington State University - Tri-Cities; Chad M. Gotch, Washington State University; Brian F. French, Washington State University; Constance C. Beecher, Iowa State University; Kathleen Lenihan, Washington Educational Service District 105; Cynthia Juarez, Washington Educational Service District 105

Katie Johnston-Goodstar, University of Minnesota

School Climate and Native American Youth Well-Being - Katie Johnston-Goodstar, University of Minnesota; Ross Ronald VeLure Roholt, University of Minnesota; Alexander Fink, University of Minnesota - Twin Cities; Andrew Zieffler, University of Minnesota

Understanding the Complexities of Membership and Belonging for Undocumented High School Students - Marco Antonio Murillo, University of California - Los Angeles

Perceived Support Within Immigrant Community Predicts School Aspirations and Performance, While Self-Affirmation Lowers Adolescent Stress - Juan Miguel Arias, Stanford University; Amado M. Padilla, Stanford University

Rick Mintrop, University of California - Berkeley

Creating Cycles of Opportunity: A Sustainable Model of Academic Success for Latino Men - Omar Davila Jr., Berkeley University of California; Juan G. Berumen, Indiana University - Bloomington; Patricia Baquedano-Lopez, University of California - Berkeley

Exploring the Concept of "Unearned Advantage" in Native American Studies Content: Is Multicultural Education Enough? - Noorjehan Kelsey Brantmeier, James Madison University; Louise B. Jennings, Colorado State University

High Expectations for All: Goal-Setting and Deservingness in the Formation of Teacher Expectations - Rick Mintrop, University of California - Berkeley; Elizabeth Zumpe, University of California - Berkeley

Shenila Khoja-Moolji, Teachers College, Columbia University

Examining Intersectionality of Race and Language: Microaggressions Encountered by International Teacher Candidates During Their Internship - Jihea Kang, Michigan State University

Ethnic Identification and Conflicts of Migrant Muslim Students in Northwest China - Tao Wang, University of Washington - Seattle

School Experiences and Changes in Students' Ethnic Identity Over Time - Hirah Mir, University at Albany - SUNY

Three Refugee Youths' Journey to Education in the United States: A Participatory Action - Eunbae Lee, Georgia Southern University; Daniel Gilhooly, University of Georgia

The Hegemony of "Conservative Sisterhood": Women Teachers of the Gülen Movement in Turkey - Duygun Gokturk, Middle East Technical University

Kathy-Ann C. Hernandez, Eastern University

Designing Group- and Multisite Group-Randomized Studies of Teacher Development - Benjamin Kelcey, University of Cincinnati; Jessaca K. Spybrook, Western Michigan University; Geoffrey C. Phelps, Educational Testing Service; Nathan Jones, Boston University

Evaluation of the "Look-Ahead" Professional Development Model: Impact on Teacher Learning and Student Outcomes - Thomas Baird, Windsor Public Schools; Linda E Clark, Central Connecticut State University

School Capacity and Implementation of Professional Development - Sun Young Yoon, New York University

Enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS) Professional Development Impact on Middle School Teacher Instruction and Student Achievement: Year 3 Results - Coby Meyers, University of Virginia; Ayrin C. Molefe, American Institutes for Research; W. Christopher Brandt, Community Unit School District 303; Sonica Dhillon, American Institutes for Research

Merit Pay and Teacher Retention: Evidence From a Teacher Incentive Program in Arizona Public Schools - Margarita Pivovarova, Arizona State University - Tempe; Tray Geiger, Arizona State University

Monique Liston, University of Wisconsin - Milwaukee

Fostering Literacy Development From Birth to Third Grade in Rural America: A Longitudinal Comparative Analysis - Melanie Yahner, Save the Children; Cara A. Schrack, Save the Children; Judith Jerald, Save the Children; Deborah Brown, Brown Buckley Tucker; Katie Nazar, Save the Children; Andrea Palmiter; Julie Meredith, Policy Studies Associates, Inc.; Barbara Lunnemann, Save the Children

Literacy and Language Outcomes of Balanced and Developmental Approaches to Early Childhood Education: A Systematic Review - Bette Chambers, University of York; Alan Cheung, The Chinese University of Hong Kong; Robert Slavin, Johns Hopkins University

Evaluation of Middle School Reading Intervention Programs Using Student Growth on Gates-MacGinitie Reading Tests - Mei-Hui Wang, Anne Arundel County Public Schools; Christopher Grandieri, Anne Arundel County Public Schools; Amanda R. Adley, Anne Arundel County Public Schools; Kristy Pence, Anne Arundel County Public Schools

Preparing Students for the Common Core State Standards in Reading: An Evaluation of the McGraw-Hill Reading Wonders Program - Roisin P. Corcoran, John Hopkins University; Jane M. Eisinger, Johns Hopkins University; Elizabeth Kim, Johns Hopkins University; Alan Cheung, The Chinese University of Hong Kong; Steven M. Ross, Johns Hopkins University

Parallel Puzzles: Case Studies Evidencing the Design-Based Dilemmas With Which Reading Apprenticeship Implementors Are Faced - Whitney Hegseth, University of Michigan; Jenna Lynn Zacamy, Empirical Education Inc.

Andrea D. Beesley, IMPAQ International

Integrating Computer-Based Curricula in the Classroom: Successes, Challenges, and Next Steps - J. Cameron Anglum, University of Pennsylvania; Kaiyla Darmer, University of Pennsylvania; Kirsten Lee Hill, University of Pennsylvania; Laura M. Desimone, University of Pennsylvania

The Impact of STEM Schools on High School Success in North Carolina - Elizabeth J. Glennie, RTI International; Marcinda Mason, RTI International; Benjamin W. Dalton, RTI International

The Impacts of the Elevate Math Summer Program on Math Learning - Jason Snipes, WestEd; Chun-Wei (Kevin) Huang, WestEd; Karina Jaquet, WestEd; Neal D. Finkelstein, WestEd

Supporting Math Teachers in Their Transition to the Common Core: Implementation and Effects of Mathematics Design Collaborative - Deborah M. La Torre Matrundola, University of California - Los Angeles

Linda A. Catelli, City University of New York

A Study on the Teacher Competency Building for Digital Content Evaluation - Min Kyu Kim, The Ohio State University; Sheng-Lun Cheng, The Ohio State University - Columbus; Kui Xie, The Ohio State University; Dennis Priebe, The Ohio State University - Columbus; Sheng-Bo Chen, The Ohio State University - Columbus

The Critical Role of Well-Articulated, Coherent Professional Development Design: A Mathematics and Science Program Evaluation - Christopher R. Rakes, University of Maryland - Baltimore County; Robert N. Ronau, University of Cincinnati; Jon Saderholm, Berea College; Sarah B Bush, Bellarmine University; Margaret Joan Mohr-Schroeder, University of Kentucky

Re-Visioning Teacher Education Program Evaluation and Teacher Induction: A Mutually Beneficial Inquiry of Teacher Effectiveness - Sherry Dismuke, Boise State University; Jennifer L. Snow, Boise State University; Meghan Eliason, Boise State University; Carolyn Loffer, Boise State University

Mary Theresa Kiely, CUNY Queens College

Investigating Detailed Lesson Plans as Tools for Teaching Social Studies and Content Area Literacy Through Projects - Susanna Farmer, University of Michigan

Framing Professional Learning of Disciplinary Literacy Practices as Adult Development Work - Megin Charner-Laird, Salem State University; Jacy C. Ippolito, Salem State University; Christina L. Dobbs, Boston University

Investigating a Literacy-Focused Professional Development Effort: What Happens When Key Elements Are Missing - Juliet Michelsen Wahleithner, California State University - Fresno; Kelsey Krausen, University of California - Davis; Michal Kurlaender, University of California - Davis

Vera J. Lee, Drexel University

Teacher Preparation, Accreditation, and Surveys: Preservice Teachers' Culturally Responsive Beliefs and Practices - Jason C. Immekus, University of Louisville

Reenvisioning Teacher Professional Development for English Teachers in Thailand - Lottie L. Baker

Online Professional Development for Texas ESL and Bilingual Education Teachers - Kara Sutton-Jones, Texas A&M University - College Station; David Daniel Jimenez, Texas A&M University; Shifang Tang, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

Preparing K–12 Teachers for the Underserved English Language Learner Students - Nan Li, Claflin University

Justin Kelly Dimmel, University of Michigan

Attending to the Structure of Mathematical Statements: Secondary Students' Difficulties and Interpretations - Orly Buchbinder, University of New Hampshire

Authority and Whole-Class Proving in a High School Geometry Class - Samuel Otten, University of Missouri - Columbia; Sarah Kathleen Bleiler-Baxter, Middle Tennessee State University; Christopher Engledowl, University of Missouri

Piloting an Assessment of Elementary Children's Unit Coordination Related to Multiplicative Reasoning - Karl Wesley Kosko, Kent State University; Rashmi Singh, Kent State University - Kent

Students' Reasoning About Volume Structuring: Right and Oblique Prisms - Theodore Rupnow, Illinois State University; Craig Cullen, Illinois State University; Jeffrey E. Barrett, Illinois State University; Pamela Beck, University of North Dakota

The Emergence of Young Children's Understanding of the Equal Sign - Maria Blanton, TERC; Barbara M. Brizuela, Tufts University; Angela Gardiner, Tahoe Environmental Research Center; Katherine Sawrey, Tufts University