Jim Brandon, University of Calgary

Are We Adequately Preparing Principals for the Role? A Principal Preparation Practicum Program Review - Margaret A Scott, University of Colorado - Colorado Springs

Supervision and Preservice Administrators: Using Technology (TeachLivE) to Strengthen Student Understanding - Teresa Martin Starrett, Texas Woman's University

Understanding How Principal and Teacher Interactions Affect Teacher Professional Growth in an Era of Reform - Molly Funk, Core School Solutions, LLC; David Anderson, Eastern Michigan University

Valerie J. Janesick, University of South Florida

How Things Become: Time, Speed, and Uncertainty in Art Teacher Renewal - Brooke Anne Hofsess, Appalachian State University

Market Influences in Classrooms: Hidden in Plain Sight - Joseph Zajdel, Cumberland University; Daniel R. Conn, Minot State University

What Students Learn When They Create a Kite - Jill L. Hare, Silver Consolidated Schools - Silver High School

Ramona Maile Cutri, Brigham Young University

Culturally Relevant, Gameful, Informal Learning for Relevant, Engaging, and Authentic Instruction in a Multicultural Context - Tugba Ayer, Georgia State University; Jonathan Cohen, Georgia State University; Brendan D. Calandra, Georgia State University

Elementary Teachers' Self-Efficacy for and Perceptions About Culturally Responsive Teaching - Hannah Carter, Boise State University; Melissa J. Bedford, University of Nevada - Reno

New Teachers' Conceptual Understanding of Culturally Responsive Teaching and Their Readiness to Use This Pedagogy - MOI MOOI LEW, Western Michigan University; Regena F. Nelson, Western Michigan University

Using Culturally Responsive Teaching to Enhance the Curriculum: An Examination of Preservice Teachers' Instructional Choices - Tabora A. Johnson, Medger Evers College - CUNY; Salika A. Lawrence, Medgar Evers College, City University of New York

Lia Marie Daniels, University of Alberta

French Canadian Validation of the Collective Teacher Efficacy Belief Scale - Louise Clément, Université Laval; Claude Fernet, Université du Québec à Trois-Rivières; Eric Frenette, Université Laval

Motivating Students: Exploring Teachers' Classroom Practices - Amanda Radil, University of Alberta; Lia Marie Daniels, University of Alberta

The Origin of Teachers' Intrinsic Versus Extrinsic Instructional Goals - Hye-Ryen Jang, Australian Catholic University; Johnmarshall Reeve, Korea University

University Instructors' Motivation for Teaching: Structure and Relevance of Their Achievement Goals - Martin Daumiller, University of Augsburg; Markus Dresel, Augsburg University

Perceived Faculty Support in Freshman Year Boosts First-Generation College Students' Belonging and Persistence in Science - Garam Lee, San Diego State University; Christina Curti, University of Rochester; Jeanette Zambrano, University of Southern California; Gregg Abe Muragishi, California State University - Long Beach; Dustin Thoman, San Diego State University

Christopher C. Martell, Boston University

Misunderstanding Progressive Pedagogy: Slave Auctions, the Ku Klux Klan, and the Perpetuation of White Supremacy in Our Classrooms - Jon Hale, College of Charleston; Rénard Harris, College of Charleston

The Civil Rights Movement Was Never Just Black and White: Preservice Teachers Engaging in Perspective Recognition to Explore Notions of Intersectionality Within the Civil Rights Movement - Amanda Elizabeth Vickery, Arizona State University

Whose History? Oklahoma History and Enduring Questions Related to Teacher Gatekeeping of Indigenous Content - Sarah B. Shear, The Pennsylvania State University - Altoona

"Will They Walk Out Thinking Trump Is the Same as Hitler?" Difficult Discourses, Responsive Teaching, and the Challenges of Novice Social Studies Teachers - Michael Alan Neel, Vanderbilt University - Peabody College; Andrew L. Hostetler, Vanderbilt University

Samuel Rocha, The University of British Columbia

Listening to Speakers as People - Leonard J. Waks, Temple University

Hesitating With the Pedagogical Relation: Origins and Interpretations - Norm Friesen, Boise State University

Beyond Deconstruction: Georgio Agamben's Potential for Education - Harvey Shapiro, Northeastern University

Everyday Aesthetics of Schools: Revealing How Schools Organize and Re-Create Sensibility - Guillermo Marini, Pontificia Universidad Catolica de Chile

Mara Sapon-Shevin, Syracuse University

Beyond Academic Achievement: Supporting Whole-Child Development in Holistic Schools—Waldorf, Montessori, and Homeschool Teachers' Perspectives - Autumn Joy Joy Florencio-Wain, State University of New York at Albany

Development of a Holistic Instrument to Assess the Need and Readiness of "Forgotten Middle" Students - Dan W. Rea, Georgia Southern University; Cordelia Zinskie, Georgia Southern University

Health and Wellness in a Large, Urban School District: Program Findings From Year 1 - Andria Parrott, University of San Diego; Joanne Carman, University of North Carolina - Charlotte; Edwina Boateng Kumi, University of San Diego

Working With Dogs, Working With Ourselves: Humane Education and Student Development - Robert Marx, Vanderbilt Peabody College

Robert A. Bennett, The Ohio State University

Development and Field Testing of a Formative Assessment of Metahistorical Conceptions - Kevin D O'Neill, Simon Fraser University; Sheryl Guloy, Simon Fraser University; Fiona M. MacKellar, The University of British Columbia; Dale Martelli, Simon Fraser University

Rethinking Historical Thinking - Stephanie Konle, University of North Carolina - Chapel Hill

Student Learning in a Standards-Based Setting: A Case of the Byzantine Empire - Stephanie D. Van Hover, University of Virginia; Colleen Fitzpatrick, Wake Forest University; David Hicks, Virginia Polytechnic Institute and State University

Cary J. Roseth, Michigan State University

Exploring Teachers' Facilitative Behaviors Across Implementation Years - James B Oren, University of Illinois at Chicago; Kimberly A. Lawless, University of Illinois at Chicago; Scott W. Brown, University of Connecticut; Jeremy Riel, University of Illinois at Chicago; Lisa J. Lynn, University of Illinois at Chicago; Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

Oral Language by Design: Bilingual Preservice Teachers' Purposeful Infusion of Paired Strategies During Science Instruction - Maria Guadalupe Arreguin-Anderson, The University of Texas - San Antonio; Iliana Alanis, The University of Texas - San Antonio

Socializing Interpersonal Immediacy in Collaborative Small-Group Discussions - Irina V Kuznetcova, The Ohio State University - Columbus; Tzu-Jung Lin, The Ohio State University; Seung Yon Ha, The Ohio State University; Jing Chen, The Ohio State University - Columbus; Narmada Paul, The Ohio State University

When Groups Experience Conflict: Intersection Among Undergraduates' Individual and Group Motivational Goals, Project Commitment, and Emotions - Sunyoung Park, California Lutheran University; John Park, The University of Michigan at Ann Arbor; Diane L. Schallert, The University of Texas - Austin; Hyung-Sok (Nathan) Choe, The University of Texas - Austin

John Poggio, The University of Kansas

VAM on Trial: Authority and Expertise in the Construction of Value-Added Models for Teacher Evaluation - Jessica Holloway, Deakin University; Rachael Gabriel, University of Connecticut

More Funding in Exchange for Increased School Accountability: Policy Effects Using the Quantile School Value-Added Approach - Maria Veronica Santelices, Catholic University of Chile; Garrit Page, Pontificia Universidad Catolica de Chile; Ernesto San Martín, Pontificia Universidad Catolica de Chile

Simulating the Effects of Test Score Reliability and Dimensionality on Teacher Value-Added Scores and Inferences - Danielle Nicole Dupuis, University of Minnesota

Does High-Stakes Accountability Improve Student Learning or Teach Schools to Game the System? The Chilean Case - Alvaro Quezada Hofflinger, Universidad de La Frontera

Teacher Accountability Disposition, Cultural Values, and School Support: A Multicountry Comparative Study - Zehava Rosenblatt, University of Haifa; Theo Wubbels, Utrecht University; Nora Arato, University of Michigan; Johan Booyse, University of South Africa; Noel Hurley, Memorial University; Milagros Sainz, Universitat Oberta de Catalunya; Chris Phielix; Joris Beek, Utrecht University

Toward Equal Education Opportunity in a Polycentric Inspection Context - Gerry P. Mcnamara, Dublin City University; Joe O'Hara, Dublin City University; Martin Brown, Dublin City University

Michela Freddano, Istituto nazionale per la valutazione del sistema educativo di istruzione e di formazione

A Cross-Cultural Study of Relationships Between Epistemological Beliefs and Self-Regulated Learning Strategies - Ying Hong Jiang, Azusa Pacific University; Jia Wang, University of California - Los Angeles; Jenny Y.P. Yau, Azusa Pacific University; Patricia J. Bonner, Azusa Pacific University; Thomas S Bruce, Arcadia Unified School District; Rick Charles Barsh, Azusa Pacific University

Learner Poor Performance: Provoking Bourdieu's Key Concepts in Analyzing School Education in South Africa - Prevanand (Labby) Ramrathan, University of KwaZulu-Natal

New Education Experiment: A Growing National Program in China - Dongqin Li, Suzhou University; Renmin Ye, Houston Independent School District

Rolf K. Blank, NORC at the University of Chicago

An Examination of College and Career Readiness Produced by Start-Up Charter and Charter System Schools - Namik Sercan, Central Jersey College Prep Charter School

What Has Been the Impact of the High-Stakes Accountability Initiatives on Principal and Teacher Behavior? - Kristina Schuler, RayPec School District; Barbara Nell Martin, University of Central Missouri

Rater Certification Standards - Mark White, University of Michigan - Ann Arbor

High-Stakes Testing and Its Influence on Teacher Self-Efficacy and Job-Related Stress - Amy Orange, University of Houston - Clear Lake; Michelle L. Peters, University of Houston - Clear Lake; Alejandro Gonzalez, Goose Creek Consolidated Independent School District

Anita Gale Welch, Ball State University

Generating Environments for Equal Educational Opportunities: Mental Health Capacity Building in Schools - Anna Nadirova, Alberta Health Services; Ann Harding; Serri Lasuik; Alexander Elkader

Measuring Student Engagement With the Web-Based Student Orientation to School Questionnaire - John M. Burger, Practical Data Solutions; Anna Nadirova, Alberta Health Services; Steven Mitchell Colp

The Impacts of an Intervention to Promote Belonging in Advanced Courses Among Underrepresented Students - Holly L. Karakos, Equal Opportunity Schools; Rika Marita Leilani Meyer, Equal Opportunity Schools; Shannon Brady, Stanford University; Adam Kay, Equal Opportunity Schools

Ruth C. Slotnick, Bridgewater State University

An Empirically Derived Faculty Model of Assessment Culture in Higher Education - Matthew Bryan Fuller, Sam Houston State University; Susan Troncoso Skidmore, Sam Houston State University; Rebecca McBride Bustamante, Sam Houston State University; Nara M Martirosyan, Sam Houston State University

Multidisciplinary Course Assessment With Multiple Assessors in Technical Science Education - Kelly Meusen, HZ University of Applied Sciences; P. A. M. Kleingeld, Eindhoven University of Technology; J.J.L Schepers, Eindhoven University of Technology

Expanding Measuring Climate to Higher Education's Schools/Colleges: Developing an Instrument With Strong Technical Properties - Mary E. Yakimowski, Samford University

Initial Development and Testing of a Professional Identity Scale in Graduate Education - Terrell Lamont Strayhorn, The Ohio State University; Royel M. Johnson, The Pennsylvania State University; Meng-Ting Lo, The Ohio State University - Columbus

Amber Michelle Gonzalez, California State University - Sacramento

Comparing Model Fit Indexes Across Different Estimators in Structural Equation Modeling With Ordered Categorical Variables - Yan Xia, Arizona State University - Tempe; Yanyun Yang, Florida State University

Evaluating Fit Indexes for Multivariate t-Based Structural Equation Modeling - Hok Chio (Mark) Lai, University of Cincinnati; Jiaqi Zhang, SKT Education Group

Methods of Covariate Inclusion in Latent Transition Analysis: A Monte Carlo Simulation Study - Ai Ye, University of North Carolina - Chapel Hill; Jeffrey R. Harring, University of Maryland; Luke Rinne, University of Delaware

Using Repeated Measures Regression Mixture Model When Sample Size Is Small - Minjung Kim, The Ohio State University

Sara C. Michael-Luna, Queens College - CUNY

A Meta-Analysis on Using LENA Technology - Shi Lingyun, Teachers College, Columbia University; Sonia Arora, Teachers College, Columbia University; Ellie Tunison, Teachers College, Columbia University; NurulAkmar Abdul-Aziz, Teachers College, Columbia University; Maria C. Hartman, Teachers College, Columbia University; Ronda Rufsvold, Teachers College, Columbia University; Ye Wang, Teachers College, Columbia University

Supporting International Partnerships Between Canadian and Tanzanian Kindergarten Children: A Multimodal Bookmaking Project - Jodi Streelasky, University of Victoria

Emergent Academic Language: Preservice Teacher Knowledge to Action - Sara C. Michael-Luna, Queens College - CUNY

Patrick Pieng, California State University - Sacramento

Do Emotionally Responsive Climates Promote Language-Rich Environments in Preschool Classrooms? - Maria Accavitti, Yale University; Chin Regina Reyes, Yale University

The Development of Theory of Mind: Predictors and Moderators of Improvement in Kindergarten - Laura L Brock, College of Charleston; Helyn Kim, The Brookings Institution; Cara Adams

Using Expectancy-Value Theory to Explain Academic Self-Control - Brian Galla, University of Pittsburgh; Jamie Amemiya, University of Pittsburgh; Ming Te-Wang, University of Pittsburgh

Vijay Kanagala, Salem State University

Federick Ngo, University of Nevada - Las Vegas

Reshaping the Research Agenda on the Model Minority Myth - Melissa Vang, San Diego State University; Jenna Sablan, American Educational Research Association

The Influence of the Model Minority Myth on Educational Practices - Soua Xiong, San Diego State University; Truc HaMai, CSULB

The Impact of the Model Minority Myth on Educational Policy - Amanda E. Assalone, Southern Education Foundation, Inc.; David H. K. Nguyen, The University of Texas - San Antonio

Patricia J. Larke, Texas A&M University

Effects of STEM Self-Efficacy on STEM Identity in a Middle School Girls' Summer Science Camp - Kari L Roberts, National High Magnetic Field Laboratory; Roxanne M. Hughes; Madeline Austin, Florida State University

Examining Texas's State Assessment for African American and Latina Females, Grades 3–8: Implications for STEM-Trajectory Courses - Patricia J. Larke, Texas A&M University; Gwendolyn C. Webb-Hasan, Texas A&M University - College Station; Chi Yun Moon, Texas A&M University - College Station; Daibao Guo, Texas A&M University - College Station

Girls Can't Code and Other Myths: Middle School Girls' Identities and Future Career Interests in Programming - Nikeetha Dsouza, Clemson University; Alison E Leonard, Clemson University; Shaundra Bryant Daily, Duke University; Sophie Joerg, Clemson University; Sabarish Babu, Clemson University; Dhaval Parmar, Clemson University; Lorraine Lin; Kara Gundersen, University of Florida; Elham Ebrahimi, Clemson University

Mathematics Anxiety: A Timeline Approach to Understanding Preservice Teachers' Experiences of Learning to Teach Mathematics - Kathleen Jablon Stoehr, Santa Clara University

Examining How Instructional Interactions in Mathematics Shape Access to Learning Differently Across Undergraduate Women - Esther Alice Enright, Boise State University

Will J. Jordan, Temple University

Changing Contexts, Changing Scores: Rethinking How School Transitions Matter - Amy G. Langenkamp, University of Notre Dame; William Carbonaro, University of Notre Dame

Differential Returns: School Socioeconomic Status and Advanced Math Learning Opportunity in Racial Differences in Math Course-Taking - Davinah S Smith, University of Pennsylvania

The Stability and Change of Friendship on College-Going Orientation: Examination of Disadvantaged Students - I-Chien Chen, Michigan State University; Barbara Schneider, Michigan State University; Yi Wei, Peking University

Structure and Agency in Adolescents' Educational Transitions: Capability to Aspire for Pursuing Postsecondary Education - Esther Sui-Chu Ho, The Chinese University of Hong Kong; Chrysa Pui Chi Keung, Chinese University of Hong Kong

Nancy Dubinski Weber, Texas A&M University - College Station

Methodological Challenges Concerning Time Scales and Time Segments in Video Studies - Cecilie Pedersen Dalland, Oslo and Akershus University College of Applied Sciences; Sigrun Svenkerud, Buskerud and Vestfold University College; Kirsti Klette, University of Oslo

The Impact of Teacher Coaching on Student Engagement: A Mixed-Methods Study - Roque do Carmo Amorim Neto, Davenport University; Jeffrey Moore, Anderson University; Nancy Simmons Golz, Merced College; Meaghan Polega, Davenport University; Susan Gunn, Davenport University

Toward a Narrative Inquiry of Classroom Observation: A Study of Science Teaching in Chile - Ivan Salinas, Universidad de Chile; Nicole Gonzalez-Carrillo; Andrea Chebair; Loreto Fernandez