1. Charter School Prevalence and Local Support for Public School Funding Ballot Measures - Ngaire Honey, Vanderbilt University; Richard Blissett, Vanderbilt University - Peabody College; David S Woo, Vanderbilt University - Peabody College

2. Education Finance and the Politics of California Policy Making: A Case Study of the Local Control Funding Formula - Michelle Hall, University of Southern California

3. Perverse Outcomes of National Policy Decisions Intended to Promote Equality of Opportunity: The Australian Experience - Barbara Preston, University of Canberra

4. The Quest for Quality and the Rise of Accountability Systems in Teacher Education - Maria Teresa Tatto, Arizona State University - Tempe; James Pippin, Michigan State University

5. Building More Productive Relationships: District Leaders' Advice to Researchers - Christopher Harrison, Florida Southern College; Kristen L. Davidson, University of Colorado - Boulder; Caitlin Farrell, University of Colorado - Boulder

6. Dual Enrollment and Dual Credit in Kentucky: Examining Program Implementation, Participation, and Completion - Patricia J. Kannapel, CNA; Chad Lochmiller, Indiana University; Michael Flory, CNA; Molly Stewart, Indiana University - Bloomington

7. Dual-Language Immersion Education at Scale: An Analysis of Program Costs and Mechanisms - Jennifer L. Steele, American University; Gema Zamarro, University of Southern California; Michael Bacon, Portland Public Schools; Jennifer Li, RAND Corporation; Robert Slater, American Councils for International Education; Trey Miller, RAND Corporation

8. Implementation Versus Institutionalization: The Case of Restorative Justice Practices - Eleanor Anderson, Northwestern University

9. Implementing Personalization for Academic and Social Emotional Learning: Outcomes of a Systemic Personalization Effort in Three High Schools - Stacey A. Rutledge, Florida State University; Stephanie Brown, University of Colorado - Boulder; Christopher Harrison, Florida Southern College; Courtney Preston, Florida State University

10. Improving Educational Equality for Newcomer Youth Through Building Welcoming Communities: Policy, Programs, and Strategies - Linyuan Guo-Brennan, University of Prince Edward Island; Michael Guo-Brennan, Troy University

11. School Principals' Sensemaking of and for Their Leadership Role Within a National Reform - Sherry Ganon Shilon, Achva Academic College; Chen Schechter, Bar-Ilan University

12. Social Context of Digital Literacy: Mapping Young People's Library Access in the Nation's Capital - Bradley Quarles, University of Maryland - College Park

13. A Quantitative Study of the Mentoring Needs of Contingent Faculty - Heidi Batiste, Heidi Batiste & Associates, LLC; Cecilia Maldonado, University of Nevada - Las Vegas

14. Evaluating a New Faculty Mentoring Program: An Application of the Context-Input-Process-Product Model - Noelle Angeline Paufler, University of North Texas; Soo Jeong Kim, University of North Texas; David A Brackett, University of North Texas

15. A Modeling Result on Concrete-Pictorial-Abstract Representations - Ke Wang, Nicholls State University; Mary Margaret Capraro, Texas A&M University

16. In Loving Memory: Students Create Obituaries as Assessment of Psychosocial and Morality Theories - Alandra S. Devall, Benedictine University

17. Psychology and Education in Dialogue for the Democratization of Educational Opportunities - Adriana Fernandes Coimbra Marigo, Universidade Federal de São Carlos; Bruno Cortegoso Prezenszky, Universidade Federal de São Carlos; Juliana Barbosa Consonni; Roseli Rodrigue de Mello, University of Sao Carlos

18. The Impact of Frequent Assessment and Feedback on University Students' Understanding of Educational Psychology - Paul Eggen, University of North Florida; Clairemarie Gonzalez, University of North Florida

19. Applying a Theoretical Framework to Teacher Professional Development in Project-Based Learning - Gina Gabriele Romano, Indiana University - Bloomington; Jill Bradley-Levine, Ball State University

20. Chinese Elementary Teachers' Public Examination of Teaching and Opportunities for Their Learning to Teach in Teaching Research Groups - Jian Wang, Texas Tech University

21. Combining the Affordances of Flipped Continuing Professional Development With a Virtual Learning Environment to Promote Teachers' Formative Assessment Practice - Jillian Kellough, Trinity College Dublin; Damian P. Murchan, Trinity College Dublin

22. Engineering Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms - Tory H Williams, University of Maryland - Baltimore County; Jonathan E Singer, University of Maryland - Baltimore County; Christopher R. Rakes, University of Maryland - Baltimore County; Julia Ross, University of Maryland - Baltimore County; Jacqueline Krikorian, University of Maryland - Baltimore County

23. Examining Inquiry-Based Mobile Learning for Multiple Disciplines and Grade Levels - Benjamin E. Deaton, Anderson University; Cynthia C. Minchew Deaton, Clemson University; Sandra Mammano Linder, Clemson University

24. Examining the Broader Impact of a Special Education Initiative in Rural Honduras - Amanda Ketner, University of Michigan - School of Education

25. Professional Development and Teacher Consistency in Use of a Rating Scale - Rebecca O'Brien, University of Connecticut; Catherine A. Little, University of Connecticut; Kelly L. Kearney, University of Connecticut; Jill L. Adelson, University of Louisville; Kathleen Cash, University of Louisville

26. Social Pedagogues' Burnout and Their Management Competencies: A Case for Teacher Professional Development Needs in Lithuania - Liudmila Rupsiene, Klaipeda University; Audra Skukauskaite, Academic Research Consulting; Ingrida Baranauskiene, Klaipeda University; Lina Tiskuviene, Klaipeda University

27. Sources of Teacher Self-Efficacy: Validation of a French Canadian Questionnaire - Louise Clément, Université Laval; Claude Fernet, Université du Québec à Trois-Rivières; Chantale Jeanrie, Université Laval

28. Teacher as Researcher and the Issue of Practicality - Hanna Barbara Westbroek, VU University Amsterdam; Fred Janssen, Leiden University; Ilona Mathijsen, Fontys University of Applied Science

29. Teachers' Expectancies, Values, and Perceived Costs: A Scale to Measure Teachers' Motivation After Professional Development - Jayce R. Warner, The University of Texas - Austin; David J. Osman, The University of Texas - Austin

30. Teaching Teachers to Differentiate Learning Behaviors: Translating Learnings From Interactive>Constructive>Active>Passive Into Professional Development - Christiana Bruchok, Arizona State University; Nicole Zillmer, Teachers College, Columbia University; Michelene T.H. Chi, Arizona State University

31. The Effect of Pedagogy-Focused Professional Development on Teaching: A Quasi-Experimental Evaluation Using Propensity Score Weighting - Selcuk Dogan, University of Florida; Walter L. Leite, University of Florida

32. The Role of Professional Development in Promoting Teacher Efficacy and Inquiry Instruction - Clay Aschliman, Virginia Commonwealth University; Lisa M. Abrams, Virginia Commonwealth University; Patricia Slattum, Virginia Commonwealth University

33. The Structure of Teachers' Teaching Expertise: Evidence From Primary and Secondary Schools in China - Yanli Li, Beijing Normal University; Yonghong Cai, Beijing Normal University; Xiaoyue Shen, Zhejiang Normal University; Shuibo Yu, Beijing Union University

34. Timing and Spacing of Work as Predictors of Confidence in Self-Paced, Online Teacher Professional Development - Jeremy Riel, University of Illinois at Chicago; Kimberly A. Lawless, University of Illinois at Chicago; Scott W. Brown, University of Connecticut

35. Exploring Faculty Competencies for Teaching With Technology in Colleges of Education - Sara G. Mcneil, University of Houston; Susie Gronseth, Indiana University; Bernard R. Robin, University of Houston

36. Faculty Development Through Cognitive Coaching - Mary Antony Bair, Grand Valley State University; David E. Bair, Grand Valley State University

37. Faculty Learning Communities as a Means of Fostering Interactive Teaching: Broadening or Deepening? - Daria Gerasimova, George Mason University; Margret A. Hjalmarson, National Science Foundation; Jill K. Nelson, George Mason University; Lori C. Bland, George Mason University; Anastasia P. Samaras, George Mason University

38. Faculty Transition: Helping Faculty Shift From Face-to-Face to Online Instruction - Michelle Fulks Read, Texas State University; Gwendolyn Morel

39. Common Core Writing Standards and Aligned State Assessments: A Survey of Teacher Beliefs and Attitudes - Gary A. Troia, Michigan State University; Steve Graham, Arizona State University

40. Multimodal Composing Processes: A Cross-Study Analysis of Youth Composing With Digital Tools and Modes - Blaine E. Smith, University of Arizona; Bridget Dalton, University of Colorado - Boulder

41. Literacy Developmental Trajectories Along Socioeconomic Status During Elementary School Years: Vocabulary as an Example - Lily L. Dyson, University of Victoria; Tim Seifert, Memorial University

42. Classroom Socioeconomic Status as a Predictor of Literature-Based Analytic Writing Instruction - Richard James Correnti, University of Pittsburgh; Zahid Kisa, Florida State University

43. Do Socioeconomic Status Gaps and Racial Gaps Exist in Early Reading Growth? A Multilevel Model of Early Reading Growth - Qianqian Pan, University of Kansas; Walter Williams, The University of Kansas

44. A Systematic Review of Qualitative, Classroom-Based Digital Literacies Research: 2006–2016 - Michelle Schira Hagerman, University of Ottawa; Hiller A. Spires, North Carolina State University

45. An Investigation of How Decoding Is Related to Reading Comprehension: Is the Relation Linear? - Zuowei Wang, Educational Testing Service; John P. Sabatini, ETS; Tenaha P. O'Reilly, ETS

46. Investigating Multiple Source Use Among Students With and Without Dyslexia - Anette Andresen, University of Oslo; Oistein Anmarkrud, University of Oslo; Ivar Braten, University of Oslo

47. Toward a Phonological Scope and Sequence: Understanding Phonological Sensitivity in Three- and Four-Year-Old Classrooms - Felicia Rae Truong, AppleTree Institute For Education Innovation