Helen Janc Malone, Institute for Educational Leadership

Education as a Complex System: Implications for Educational Research and Policy - James A. Levin, University of California - San Diego; Michael J. Jacobson, The University of Sydney

Paradoxical Distance of Equal Opportunity From Freedom of Choice - AnNa Choi, Educator (Freelancer)

Initial Evidence for the Utility of a Multilevel Assessment of a Preschool's Readiness for Change - Afton R. Kirk-Johnson, University of Pittsburgh; Shannon Beth Wanless, University of Pittsburgh; Jennifer Briggs, University of Pittsburgh

Seven Models of Change and Their Applicability to Educational Reform: Perspectives From Complexity Theory - Matthijs Koopmans, Mercy College

Wayne Au, University of Washington - Bothell

Ivan Salinas, Universidad de Chile

The Teachers Union as a Vehicle for Educator Empowerment in the Age of the Every Student Succeeds Act - Leigh Katherine Kennedy, National Education Association

Personal and Contextual Factors Shaping Novice Teachers' Early Professional Career - Merilyn Meristo, Tallinn University

Local Teacher Labor Markets in Texas: Factors Associated With Variations in Teacher Labor Supply - Timothy Scott Mattison, KIPP San Antonio

Maria Sian Chavan, University at Buffalo - SUNY

(Re)presentations of the "Normal" Classroom: A Queer Reading of Teacher Education Curriculum - Roni Jo Draper, Brigham Young University; JImmy Hernandez, Brigham Young University; Jennifer J. Wimmer, Brigham Young University; Alessandro Rosborough, Brigham Young University

Absent, At Risk, As If, Affirming: A Thematic Transgender Content Analysis of Teacher Education Textbooks - Eli Kean, Michigan State University

Suspended in the Paradox: The Affordances and Limitations of Standardized Assessment in Response to Intervention - Joyce Melissa Gomez-Najarro, California State University - Fullerton

The Aesthetic, Reflexive Thoughts, and Sharing (ARtS) Initiative and After-School Curriculum: Creating In-Between Spaces in Urban Education - Seungho Moon, Loyola University Chicago; Yeorim Ana Hwang, Oklahoma State University; Mary Danley; Jenna Nelson, Loyola University Chicago

Theory to Practice to Reality: Assimilation or Transformation? - Kathrine Kramer, Carroll University; Abigail Hodges, Carroll University; Kimberly R. White, Carroll University; Kerry Kretchmar, Carroll University

Michael Bartone, Central Connecticut State University

"Forcing Me to Reflect": Preservice and Novice Teachers' Reflective Thinking in Varied School Contexts - Dianna L. Gahlsdorf-Terrell, Saint Anselm College; Kathryn McCurdy, University of New Hampshire; Megan L. Birch, Plymouth State University; Thomas H. Schram, University of New Hampshire; Page Tompkins, Upper Valley Educators Institute

Inquiring About Inquiry: A Research Journey - Margery Staman Miller, Lesley University; Valerie Harlow Shinas, Lesley University

Linking Research to Classroom Teaching: How and When Questions Evolve - Sarah Ann van Ingen, University of South Florida; Susan Ariew, University of South Florida

Using Reflective Devices to Gain Insight Into Preservice Teachers' Understandings of Instructional Writing Practices - Leslie La Croix, George Mason University; Julie K. Kidd, George Mason University

Janine Schank Davis, University of Mary Washington

Developing Self- and Cultural Awareness Through Introductory Education Courses: The "Me" Semester - Heather Marie Coffey, University of North Carolina - Charlotte; Erik Jon Byker, University of North Carolina - Charlotte; Susan Harden; Amy J. Good, University of North Carolina - Charlotte; Tina Lane Heafner, University of North Carolina - Charlotte

Exerting Power Through Language: An Examination of Two Preservice Educators' Discourse - Nancy P. Morabito, St. John's University; Sandra Schamroth Abrams, Saint John's University

Making Experiences Meaningful Through Self-Reflection: Preparing Culturally Competent Urban Preservice Teachers - Michele deGoaes-Malone, LaGuardia Community College - CUNY; Angela Cornelius, LaGuardia Community College - CUNY

Cancelled. Secondary Preservice Teachers' Learning Experiences and Instructional Approaches of Multicultural Education - Amy Yun-Ping Chen, Lindenwood University

The Impact of Critical Friendship Groups on Preservice Teachers: Reframing Deficit Views Through Collaborative Reflection - Nadia Behizadeh, Georgia State University; Clarice Thomas, Georgia State University; Stephanie Behm Cross, Georgia State University

Erin Craig Henrick, Vanderbilt University

Rongjin Huang, Middle Tennessee State University

Systemic Support for Teacher Leadership: A Closer Look at the Shanghai Teacher-Expertise Infusion System - Xiu Cravens, Vanderbilt University; Jianjun Wang, East China Normal University

Developing Teachers' Expertise in Mathematics Instruction as Deliberate Practice Through Chinese Lesson Study - Xue Han, Dominican University; Rongjin Huang, Middle Tennessee State University

Developing Teachers' Understanding of Mathematics Teaching Practices Through Chinese Lesson Study in the United States - Kyle Prince

From Shanghai to the United States: Developing Instructional Leadership Through Teacher Peer Excellence Groups - Xiu Cravens, Vanderbilt University

Yashu Kauffman, Massachusetts Institute of Technology

Factors Influencing Bilingual Education Teacher Satisfaction With an Online Professional Development Program - David Daniel Jimenez, Texas A&M University; Kara Sutton-Jones, Texas A&M University - College Station; 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

Leveraging Technology to Facilitate Feedback and Metacognitive Learning in Practice-Centered Teacher Preparation - Diane E. Salmon, National-Louis University; Jill Zifkin; Ruth Freedman, National Louis University; Sophie Degener, National-Louis University; Rosa Giannelli; Monica Guio, National Louis University

Technology for Differentiated Instruction: Student Teachers' Perceptions and Actual Implementations in Urban High School Classrooms - Xiuwen Wu, National Louis University; Kate Zilla, National Louis University

Using an Institutional Hashtag to Expand Professional Learning Networks: A Case Study - Scott Morrison, Elon University; Jeffrey Paul Carpenter, Elon University

A Design-Based Research Approach to Improving Professional Development of the Smithsonian Learning Lab - Doron Zinger, University of California - Irvine; Ashley Naranjo, Smithsonian Center for Learning and Digital Access; Nicole Gilbertson, University of California - Irvine; Isabel Amador, University of California - Irvine; Mark Warschauer, University of California - Irvine

Charles Howard Gonzalez, University at Buffalo - SUNY

A Curricular Study of Assessment, Differentiation, and Classroom Management: Innovation Through a Network Improvement Community - Vanessa Anton; John E. Henning, Monmouth University; Carol Ryan, Northern Kentucky University; Diane Fogarty, Loyola Marymount University; Lynne Mills, Georgia Gwinnett College

Using Young Adult Texts in Literature Circles: Examining Preservice Teachers' Perceptions of Disability - Danielle King, University of Connecticut

Novice Teachers' Conceptions of Differentiated Instruction and Related Practice: A Longitudinal Multicase Study - Hilary Dack, University of North Carolina - Charlotte

Teacher Candidate Professional Growth in an Integrated Elementary Special Education Program - Insoon Han, University of Minnesota - Duluth; Lynn M. Brice, University of Minnesota - Duluth; Gerry Nierengarten, University of Minnesota - Duluth

How Preservice Teachers' Conception and Metaphor of Problem Posing Is Related to Their Problem-Posing Performance - Ji-Won Son, University at Buffalo - SUNY; Mi Yeon Lee, Arizona State University

Improving Undergraduate STEM Majors' Capacity for Delivering Inquiry-Based Mathematics and Science Lessons - Xiaoxia A. Newton, University of Massachusetts Lowell; Edward Tonelli

Preservice Teachers' Understanding of an Interpretive Framework for Analyzing Virtual Manipulatives in the Mathematics Classroom - Enrique Ortiz, University of Central Florida; Heidi Eisenreich, University of Central Florida; Laura Tapp, University of Central Florida

The Influence of van Hiele Theory–Based Interventions on Elementary Preservice Teachers' Geometry Knowledge for Teaching - Minju Yi, Texas Tech University; Raymond Flores, Texas Tech University; Jian Wang, Texas Tech University; Yuanhua Wang, Texas Tech University; Xiaofang Zeng, Texas Tech University; Shuang Zhang, Texas Tech University; Jory Neff, Texas Tech University

Jean Kiekel, University of St. Thomas

A Teacher Grieving for His Student: Tensions Between Individual Grief Practices and School Bereavement Culture - Nick Thompson, University of Georgia - Athens; Heidi Hadley, University of Georgia - Athens

Breathe for Change: Enhancing the Health and Well-Being of Teachers, Students, and Entire School Communities - Ilana Nankin, University of Wisconsin - Madison

Leadership Fatigue and the Costs Associated With Turnaround Reform - Katie Elizabeth Nuss, University of Houston; Bradley W. Carpenter, The University of Houston

Reconceptualizing Teachers as First Responders: Expanding Our Understanding of Teacher Work - Cecile Huynh Sam, Rowan University; Jarrett Gupton, University of Minnesota

Understanding Teacher Morale and Professionalism in the Neoliberal School Context - Jesse Senechal, Virginia Commonwealth University; Tamara Sober, Virginia Commonwealth University

Steven T. Bickmore, University of Nevada - Las Vegas

Design-Based Research: An Equitable Approach for Empowering Teachers to Turn Knowledge Into Actionable Intel - Angela Fortune, The University of Illinois at Chicago

Developing a Pedagogy of Literacy Teacher Education - Clare Kosnik, University of Toronto/OISE; Lydia Menna, University of Alberta; Pooja Dharamshi, Simon Fraser University; Cathy Marie Miyata, University of Toronto

Examining Canonicity as an Implicit and Discursive Frame in Secondary English Classrooms - Michael Macaluso, University of Notre Dame

Oren Ergas, Beit Berl College and Hebrew University

Rhizomatic Resistance: Teachers, Personal Politics, and the Opt Out Movement - Krystal Sundstrom, University of Oregon

Teach to Tests Versus Teach to Students: A Comparative Study of U.S. and Korean Beginning Teachers Learning to Navigate the Tension - Jina Ro, Sungkyunkwan University

Teacher Beliefs and Classroom Practices: Cognitive Dissonance in High-Stakes Test-Influenced Environments - Zane Wubbena, Texas State University; Patricia Lynn Guerra, Texas State University - San Marcos

Teachers' Knowledge Work in the Context of Diversity at School: The Many Faces of Standardization as a Quality Assurance Reform in Norway - Galina Shavard, Oslo and Akershus University College of Applied Sciences

Shelley B Harris, Texas A&M - San Antonio

A Cultural Historical Analysis of Co-Teaching Between Student and Cooperating Teachers - Colette Murphy, Trinity College Dublin; Marita Kerin, Trinity College Dublin

An Analysis of Pedagogical Dissonance and Resilience Experienced by Teacher Candidates on Foreign Soil - Boyd Bradbury, Minnesota State University - Moorhead

Democratic Collaboration and Cohesion: Combining Forces to Improve Practicum Practices in a Secondary Teacher Education Program - Anne Beitlers, University of Washington - Seattle; Winston S Benjamin, University of Washington; Tina Y. Gourd, University of Washington; Cornelia Anne Kirking, University of Washington; Anthony Longoria; Morena Newton, University of Washington; Shane Pisani, University of Washington; Renee Shank, University of Washington - Seattle

Examining Special Education Teacher Candidate Access to Inclusive Settings and Practices Through a Cultural Historical Activity Theory Lens - Amanda Miller, University of Kansas

Christina Hamilton, Huston-Tillotson University

An Empirical Framework for Analyzing Teacher Candidate Performance Assessment Data - Kevin Christopher Bastian, University of North Carolina; Diana B. Lys, University of North Carolina - Chapel Hill

The Preparation and Education of First-Year Teachers: A Case Study - Jennifer Alayne Tygret, University of Colorado - Colorado Springs

Where Are They Now? An Inquiry Into New Teacher Development - Sherry Dismuke, Boise State University; Serena Hicks, Boise State University; Jennifer L. Snow, Boise State University

Barbara M Butler, North Carolina A&T State Univ

Case Studies of Teach For America Teachers' English Language Learner Teacher Identity Development - REFIKA Turgut, University of South Carolina - Upstate; Steven G. McCafferty, University of Nevada - Las Vegas

ESOL Preservice Teachers' Learning of Language and Culture Through a Reflection Paper and Digital Storytelling - Ho-Ryong Park, Murray State University

Preservice Teachers' Perception of Their Preparation for Teaching English Language Learners: Opportunities, Challenges, and Self-Efficacy - Guofang Li, University of British Columbia; Youngeun Jee, University of British Columbia

General Education Preservice Teachers' Attitudes and Beliefs/Knowledge Regarding Second Language Acquisition and English Language Learners - Ezgi Yesilyurt, University of Nevada - Las Vegas; REFIKA Turgut, University of South Carolina - Upstate; Erdogan Kaya, University of Nevada - Las Vegas; Hasan Deniz, University of Nevada - Las Vegas

Kamden Strunk, Auburn University

Performing Educational Opportunity: School Experiences of One Trans* Family - Joseph D Sweet, Arizona State University

Queer Kids in the Country: Challenges, Resources, and Queer Cultural Capital of Rural LGBTQIA+ Youth - Michelle L. Page, University of Minnesota - Morris

"Queer as Shit": Queering Knowledge and Action in Community-Based LGBTQ Research - Kamden Strunk, Auburn University; Hannah Carson Baggett, Auburn University; Andrea Beall, Auburn University

Wendy Farr, Arizona State University

Differential Response to Challenges: Shame, College Persistence, and Students of Color - Donna R. Patterson, Augsburg College; Susan Elizabeth O'Connor, Augsburg University

Keeping It Real, Keeping (It) Cool, and Navigating White Normalcy: Narratives of Black Male Teachers in Teach For America - Marcelle Mentor, Teachers College, Columbia University

Leaks and Patches: Inquiring Into the Spanish Bilingual Teacher Pipeline - Leslie M. Gauna, University of Houston - Clear Lake; Christine Beaudry, Nevada State University; Jane Mcintosh Cooper, University of Houston

White Teachers, Chocolate City: Countering Whiteness in Urban Teacher Education at a Historically Black University - Taharee A. Jackson, University of Maryland - College Park; Heidi Oliver O'Gilvie, Anne Arundel County Public Schools

How Am I Going to Make This Work? Learner-Centered Mentoring in Multiple and Layered Contexts - Rachel Roegman, University of Illinois at Urbana-Champaign; Joni Kolman, California State University, San Marcos

Nick M. Michelli, City University of New York

Beneath the Promise of Equalized Internationalization: The Institutionalization of Internationalization From the Faculty Perspective - Hanife Akar, Middle East Technical University; Gülçin Gülmez, Middle East Technical University; Elanur Yilmaz, Middle East Technical University

Chinese Higher Education Faculty Visiting the United States: History, Purpose, Cost, Process, and Impacts - Guili Zhang, East Carolina University; Xinshui Xie; Hongming Wang, University of California - Berkeley

Fostering Change in Higher Education. Possibilities and Limitations of a Bottom-Up Initiative: The [Acronym] European Project - Juana M. Sancho-Gil, Universitat de Barcelona; Fernando Hernández-Hernández, University of Barcelona; Maria Domingo-Coscollola, Universitat Internacional de Catalunya

The Evolution of the Academic Profession in Chile - Daniela Véliz Calderón, Pontificia Universidad Catolica de Chile; Daniel Theurillat, Pontificia Universidad Catolica de Chile; Victoria Paredes-Walker, Pontificia Universidad Catolica de Chile

Tertiary Teachers' Goal Orientations for Teaching and the Relations to Their Engagement and Teaching Approaches - Jiying Han, Shandong University