Building a Data Analytics Partnership to Inform School Leadership Evidence-Based Improvement Cycles - Alex J. Bowers, Teachers College, Columbia University; Andrew E. Krumm, SRI International; Mingyu Feng, SRI International; Timothy Podkul, SRI International

Curriculum Work-Leadership for Sustainable District and School Development Amid 30 Years of Policy and Societal Changes - Rose M. Ylimaki, The University of Arizona; Lynnette Brunderman, University of Arizona

Developing District Coherence: Supporting Factors and Obstacles in the Multiyear Systems Coherence Collaborative, 2013–2015 - Mary G Briggs, University of California - Davis; Kelsey Krausen, University of California - Davis; Thomas B. Timar, University of California - Davis

Gaetane Jean-Marie, University of Louisville

Leadership Change Theory - Ana Hartnett

Change Theory and the Learning Environment - Elizabeth Libby, Harlandale ISD, San Antonio; Ana Hartnett

How Different Leadership Styles May Impact School Climate - Yan Liu, Michigan State University; Mehmet Sukru Bellibas, Adiyaman University

Gauging Administrators' Perceptions About Their Ability to Lead Demographically Diverse Schools: Developing an Inclusionary Model - Jean Madsen, Texas A&M University; Mario Sergio Torres, Texas A&M University; Jessica Yue, Texas A&M University; Qian Cao, Texas A&M University - College Station; Melissa Y. Ji, Texas A&M University - College Station; Lixia Qin, Texas A&M University - College Station

Liz Hollingworth, University of Iowa

Opening the Black Box of Leadership Coaching: Principals' Opportunity to Learn From Feedback - Ellen B. Goldring, Vanderbilt University; Laura Rogers Jackins, Vanderbilt University - Peabody College; Susan Kemper Patrick, Peabody College - Vanderbilt University; Viviane M. Robinson, University of Auckland

Principals' Perceptions of Their Knowledge in Special Education - Fred Guerra, The University of Texas Rio Grande Valley; Maria Banda Roberts, Texas A&M University-Texarkana

Teacher Evaluation Through the Eyes of the Principal: How the Role of Experience and School Context Shape Perceptions - Alyson Lavigne, Roosevelt University; Amy Michelle Olson, Duquesne University; Caroline Reina

Studying Implementation Within a Continuous Improvement Process: What Happens When We Design With Adaptations in Mind? - Ariel Tichnor-Wagner, University of North Carolina - Chapel Hill; Danielle Allen, University of North Carolina - Chapel Hill; Allison Rose Socol, University of North Carolina - Chapel Hill; Lora A. Cohen-Vogel, University of North Carolina - Chapel Hill; Stacey A. Rutledge, Florida State University; Qi Xing, University of North Carolina - Chapel Hill

Technology-Enriched Learning Communities Creating Change for Improved Learning in Diverse Communities - Leslie Ann Williams, University of Oklahoma; Linda Atkinson, University of Oklahoma; Sharon Ann Wilbur, University of Oklahoma; Nicki Watkins, University of Oklahoma; Sharon Gail Dean, University of Oklahoma

The K–3 Reading/Writing Improvement Sector: An Ecological Perspective on School Improvement in New York City - Daniel E. Ferguson, Teachers College, Columbia University; Alyson Rumberger, National Center for Restructuring Education, Schools, and Teaching; Meesuk Ahn, Teachers College, Columbia University; Thomas C. Hatch, Teachers College, Columbia University

Darsella Vigil, Unversity of Denver

Africana Womanism Within a Patriarchal School District: Navigating the Double Bind - Stephanie Schroeder, University of Florida; Elizabeth Bondy, University of Florida; Ola Kalu, University of Central Florida; Mario Worlds, University of Florida

Transphobia in Public Schools: Elementary Principals’ Understanding and Implementation of Transgender-specific Education Policies and Practices - Heather Crowe, The University of Western Ontario

Virginia Walker Snodgrass Rangel, University of Houston

Leadership Activities and Student Behavioral/Emotional Outcomes Across Traditional and Community Schools - Bridget V. Dever, Lehigh University; Craig Dennis Hochbein, Lehigh University; George White, Lehigh University

Deep Professionals in Challenging Circumstances: Exemplary Teachers in Public Charter Schools Serving Marginalized Students - Rick Mintrop, University of California - Berkeley; Cristóbal Madero, University of California - Berkeley; Miguel Ordenes, University of California - Berkeley

Social Capital of Professional Learning Communities and Its Implications for Student Achievement - Argun Saatcioglu, The University of Kansas; Turgay Ozkan, The University of Kansas; Cody Christensen, The University of Kansas

Lorenda Chisolm, State University of New York

Professional Learning Communities (PLCs) and School Culture: A Case Study on District-Wide PLC Implementation - Jaime Lopez, The University of Texas Rio Grande Valley; Jesus Abrego, The University of Texas Rio Grande Valley

Teachers, Leadership, Collaboration, and Power - Bill Zoellick, Schoodic Institute; Somnath Sinha, University of Missouri

Key Leadership Tasks That Develop and Sustain Effective Professional Learning Communities - Barbara McDonald, Houghton Mifflin Harcourt Publishing

Developing Teachers' Capacities in STEAM Teaching - Jingping Sun, The University of Alabama; Brenda Jane Mendiola, The University of Alabama; Richard Rice, University of Alabama; Sijia Zhang, The University of Alabama

Christine Tran, University of Washington - Seattle

Orchestrating Teacher-Led Change From the Top: Examining Administrators' Efforts to Facilitate Teacher Leadership - Michelle DeVoogt Van Lare, George Mason University; Yi-Hwa Liou, National Taipei University of Education

Teachers' Perceptions of Authentic Leadership, Leader-Member Exchange, and Their Work Attitudes in Taiwan - Feng-I Feng, ChiNan University Taiwan; Weilin Chen, University of Iowa

Teachers' Conceptions About Public School Democratic Management - Renata Maria Moschen Nascente, Universidade Federal de São Carlos - UFSCar; Maria Vitória Alves Cayres

Fundamental Features of Fostering Teacher Collective Efficacy: Principals' Characteristics, Attitudes, Common Practices, and Behaviors - Suzanne H. Jones, Utah State University; LeAnn G. Putney, University of Nevada - Las Vegas; Shelley Nordick, Jordan School District

Gladys Labas, Southern Connecticut State University

Facilitating Active Agency Through Interactive Formative Feedback and Self-Monitoring: Implications for Educational Leadership - Steve P. Myran, Old Dominion University; Ian Sutherland, Old Dominion University

Reliability of the Leadership Capacity Questionnaire Phase II - Larchin Leslie, Prairie View A&M University; Mathias R. Vairez, Prairie View A&M University; Jerrel Moore, Prairie View A&M University; Ramiro Bautista, Prairie View A&M University

School Leaders and Technology: A Review of the Literature 2010–2015 - Natalie B. Milman, The George Washington University

Leadership as Shared Practice: A Means of Democratizing a School for Its Goals Attainment - Joy-Telu Hamilton-Ekeke, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

Different Levels of Analysis: Engaging the Sociocultural, Organizational, and Personal for School Improvement - Encarnacion Garza, The University of Texas - San Antonio; Betty M. Merchant, The University of Texas - San Antonio; Curtis Anthony Brewer, The University of Texas - San Antonio; Juan Manuel Nino, The University of Texas - San Antonio; Nathern S. Okilwa, The University of Texas - San Antonio; Rebecca Garza, The University of Texas - San Antonio; Karina Ivette Vielma, The University of Texas - San Antonio; Hugo Saucedo, University of Texas San Antonio

Corrie Stone-Johnson, University at Buffalo - SUNY

Relating Motivation Research to Urban Teacher and Leader Development Schools - Jason Swanson, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Margery B. Ginsberg, University of Illinois at Chicago

Being Connected: How a Relational Network of Educators Promotes Productive Communities of Practice - Minsong Kim, Boston College

"Day in the Life" Studies of Students in Comprehensive and STEM High Schools: Opportunity Structures - Sharon J. Lynch, The George Washington University; Ann House, SRI International; Inez Moore, Howard University; Michael Robert Ford, The George Washington University; Shari Matray, The George Washington University; Erin E. Peters Burton, George Mason University; Tara Behrend, The George Washington University; Nancy Spillane, West Virginia University

Chris S. Hulleman, University of Virginia

Maximizing Effectiveness: Identifying Beneficial Writing Patterns in Affirmation Interventions - Yoi Tibbetts, University of Wisconsin; Judith Harackiewicz, University of Wisconsin

Value Interventions With Writing and Messages Facilitate Interest and Performance in Undergraduate Physics - Taylor Wayne Acee, Texas State University-San Marcos; Darolyn A. Flaggs, Texas State University; Theresa Hoang, Texas State University; Erin M. Scanlon; Ren VanderLind, Texas State University - San Marcos

Understanding Utility-Value Interventions: The Devil Is in the Methodological Details - Stacy J. Priniski, University of Wisconsin - Madison; Judith Harackiewicz, University of Wisconsin; Elizabeth Ann Canning, University of Wisconsin - Madison; Yoi Tibbetts, University of Wisconsin

Assessing and Predicting Student Treatment Compliance in a Utility-Value Intervention Study - Brigitte Maria Brisson, Tuebingen University; Chris S. Hulleman, University of Virginia; Hanna Gaspard, University of Tübingen; Isabelle Häfner, University of Tübingen; Barbara Flunger, University of Tübingen; Anna-Lena Dicke, University of California - Irvine; Ulrich Trautwein, University of Tubingen; Benjamin Nagengast, University of Tübingen

The Synergistic Effect of Combining Self-Generated and Directly Communicated Utility Value Information - Elizabeth Ann Canning, University of Wisconsin - Madison; Stacy J. Priniski, University of Wisconsin - Madison; Yoi Tibbetts, University of Wisconsin; Judith Harackiewicz, University of Wisconsin

Marc Pruyn, Monash University

A Freirean Countervailing Vision to the Accelerated Conformism of U.S. Community Colleges to Neoliberal Drivers - Ana Lucia Cruz, Saint Louis Community College; Joachim Dorsch, St. Louis Community College at Meramec

Castañeda v. Pickard: Through a Critical Lens - Jessica Padrón Meehan, Tarleton State University

Paulo Freire and Dialogue: Addressing Issues With Critical Thinking in Common Core - Timothy Bolin, Chapman University

Nancy Ares, University of Rochester

A Cultural-Historical Theoretical Contribution to Understanding Public Scholarship - Natalia Collings, Central Michigan University

Discussing Motives in Actions: The Potential of Stimulated-Recall Interviews in Facilitating Cultural-Historical Activity Theory Research - Jessica Chan, University of Oxford

Teacher Collaborative Design as Expansive Learning - Alain Breuleux, McGill University; Therese Laferriere, Laval University