1. Change in Novice Teachers' Self-Efficacy: Understanding the Relations to Supports - Anne Garrison Wilhelm, Southern Methodist University; Dawn Marie Woods, Southern Methodist University

2. Coping With Constraints: A Longitudinal Study of K–2 Science Instruction After Professional Development - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd; Bryan Matlen, WestEd

3. Development and Validation of the Teacher Intentionality of Practice Scale: A Guide for Professional Development - Julie Brockman Smart, Clemson University; Jeff C. Marshall, Clemson University; Daniel M Alston, Clemson University

4. Does a Full-Choice Professional Development Model Reflect Professional Learning Standards? A Mixed-Methods Investigation - Zora Wolfe, Widener University; Katia Ciampa, Widener University; William Merchant, Widener University

5. Enhancing Teachers' Self-Efficacy in Integrating Digital Storytelling in the Classroom - Ninger Zhou, University of California - Irvine; Viet Vu, University of California - Irvine; Ying Xu, University of California - Irvine; David Vogel, DIGICOM; Terry Green, Palm Springs Unified School District; Mark Warschauer, University of California - Irvine

6. Exploring Relationships Among Teacher Beliefs, Motivation, and Classroom Practices: A Structural Equation Modeling Analysis - Lisa McLachlan, Brigham Young University; Richard R. Sudweeks, Brigham Young University; Stefinee E. Pinnegar, Brigham Young University

7. Exploring the Effectiveness of Number Sense Professional Development for Early Elementary Teachers - Chelsey Fagerlund, University of Minnesota - Twin Cities; Rebecca R. Edmunds, University of Minnesota - Twin Cities; Nathan W Earley, University of Minnesota - Twin Cities; Beverly J. Dretzke, University of Minnesota - Twin Cities; Kristin Peterson, University of Minnesota - Twin Cities

8. Identity and Power: Teacher Research in U-S Partnership - Siying Chen, Hangzhou Normal University

9. Investigating Typologies of Teachers Based on Instructional Strategies: A Latent Class Analysis of PIRLS (Progress in International Reading Literacy Study) 2011 - Yi Zhang, Teachers College, Columbia University; Shu-Yi Hsu, Teachers College, Columbia University

10. Opportunities and Challenges of Engaging Teachers as Co-Designers to Support Reading for Understanding in Science - Mon-Lin Ko, University of Illinois at Chicago; Angela Fortune, The University of Illinois at Chicago; Susan R. Goldman, University of Illinois at Chicago

11. Teacher Learning in the Context of Practice-Driven Design - Maritza Lozano, California State University Fullerton; Louis M. Gomez, University of California - Los Angeles

12. Teacher or Team? The Role of Individual and Team Resources in Collaborative Professional Development - Katrien Vangrieken, KU Leuven; Filip J.R.C. Dochy, University of Leuven; Eva Kyndt, KU Leuven

13. Teachers' Sensemaking About an Innovative Science Curriculum: The Influence of Context and Issues of Alignment - Elizabeth Xeng de los Santos, University of Nevada - Reno; Charles W. Anderson, Michigan State University

14. Teachers' Motivation for Participating in Professional Development and Its Relationship to the Uptake of Professional Development - Dirk Richter, University of Potsdam; Marc Kleinknecht, Technische Universität München; Alexander Groeschner

15. The Relationship Between Teacher Professional Development and Teacher Self-Efficacy in the United States, England, Finland, and Korea - Ho Soo Kang, Gyeonggi Institute of Education; Hannah Kim, Korean Educational Development Institute; Seungwon Song, Korea Educational Development Institute; Ji Yeon Kim

16. What Benefits Do Elementary Science Olympiad Coaches Perceive Gaining From Team Implementation at Their School? - Kylie Jayne Swanson Hoyle, University of Colorado - Colorado Springs; Jason L Painter, North Carolina State University; Kim D Gervase, North Carolina State University

17. Intentional Noticings: How Intentions Shape Perceptions of Learning in MOOCs - Kimberly Austin, Center for Public Research and Leadership, Columbia University; Cristina Lamas, Relay Graduate School of Education

18. Teaching a MOOC: Tales From the Front Lines of Massive Open Online Courses - Patrick R. Lowenthal, Boise State University; Ross A. Perkins, Boise State University; Chareen L. Snelson, Boise State University

19. Design-Based Professional Learning for K–12 Teachers in Interdisciplinary STEM - Barb Brown, University of Calgary; Pratim Sengupta, Vanderbilt University; Kenzie Rushton, University of Calgary

20. Implementing Learning by Teaching Within a Narrative Educational Game - Logan Fiorella, University of Georgia

21. Learning a Second Language by Playing a Game - Richard E. Mayer, University of California - Santa Barbara; Kelsey James, University of California - Santa Cruz

22. Teacher Use of Analogical Reasoning With Digital Games in Science - Wendy B. Martin, Education Development Center, Inc.; Megan Silander, Education Development Center, Inc.

23. The Effect of a Strategy Game on Academic and Affective Outcomes for Statistics Instruction - Angela Urick, The University of Oklahoma; Meredith Wronowski, University of Oklahoma; Alison Wilson, The University of Oklahoma; Scott Neal Wilson, University of Oklahoma; Javier Elizondo, University of Oklahoma; William Thompson, University of Oklahoma; Ryan Ralston, University of Oklahoma

24. Exploring the Differences in Learning Processes in Active Discussions of an Informal Online Learning Community - Yanyan Sun, East China Normal University; Wei Guo; Yu Niu; Tian Qiu, East China Normal University; Dongfang Zheng, East China Normal University; Jiaojiao Zhong, East China Normal University

25. Gender Effects on Emotional States and Knowledge Acquisition During Tablet Computer–Based Learning in Economics - Matthias Josef Conrad, University of Konstanz; Stephan Schumann, University of Konstanz

26. Supplementary Online Tutoring as a Response to High-Stakes Testing in Mathematics - Damian P. Murchan, Trinity College Dublin; Peter John Lombard, Trinity College Dublin; Elizabeth Oldham, Trinity College Dublin, the University of Dublin; Keith Johnston, Trinity College

27. Using Mobile Devices to Facilitate Student Questioning in Large Undergraduate Science Classes - Helen Crompton, Old Dominion University; Stephen Burgin, University of Arkansas at Fayetteville; Kristen H. Gregory, Old Dominion University; Declan De Paor, Old Dominion University; Raleta Chanel Summers, Old Dominion University

28. Child Respondents: Types and Level of Error Within Questionnaire-Based Judgments of Instructional Quality - Gerlinde Lenske, University of Koblenz-Landau; Anna-Katharina Praetorius, German Institute for International Education Research (DIPF)

29. Pursuing Sweeter Lemons for Lemonade: Strengthening Social Interventions Through Exploratory Analyses in Field Experiments - Carly Dolan Robinson, Harvard University; Whitney Scott, California State University - Northridge; Joe McIntyre, Harvard University; Hunter Gehlbach, University of California - Santa Barbara

30. Comparing the Effects of Different Types of Stereotype Threat Interventions: A Meta-Analysis - Anthony J Schulzetenberg, University of Minnesota - Twin Cities; Isabel Lopez, University of Minnesota - Twin Cities; Geoffrey M. Maruyama, University of Minnesota

31. Using Video and Eye-Tracking Methods to Investigate Children's Situational Interest in a Science Museum - Yong Ju Jung, The Pennsylvania State University; Heather Toomey Zimmerman, The Pennsylvania State University; Phillip Galinsky, The Pennsylvania State University; Koraly Perez-Edgar, The Pennsylvania State University

32. Focusing Lessons Learned: Measurement Issues in Fidelity of Implementation - Kristen Juskiewicz, University of Connecticut

33. NASA Education Internship STEM Outcomes Measurement: Developing Valid and Reliable Surveys From the Inside Out - Lisa Elizabeth Wills, Association of American Colleges and Universities; Carolyn Knowles, National Aeronautics and Space Administration; Roosevelt Y. Johnson, National Aeronautics and Space Administration

34. Using Stufflebeam's Context, Input, Process, and Product Model to Verify Process: To What Extent Was the Program Implemented? - Pamela A. Sandoval, Binghamton University - SUNY; C. Beth Burch, Binghamton University; Nicole Scarlett Fenty, Binghamton University - SUNY; Andrea Emilia Allio, Binghamton University - SUNY; Andrew M Blaine, Sidney Central Schools

35. Civically Engaging Teachers in a Politically Charged Environment - Cassandra R. Davis, University of North Carolina - Chapel Hill; Aubrey N. Comperatore, University of North Carolina - Chapel Hill; Kristina M. Patterson-Marcinkevich, University of North Carolina - Chapel Hill

36. Students' Perceptions of District Consolidation: A Case Study Analysis of a Rural Southern School District - Dayan Garreth Durrant, Stephen F. Austin State University

37. What Engages MOOC Learners? An Interview Study With ChinaX Learners - Selen Turkay, Harvard University; Tiffany Wong, Harvard University

38. Technology and Data-Driven Online Instruction: Students' Knowledge and Course Satisfaction - Alia Sheety, Cabrini University & Walden University

39. Audio-Based Versus Text-Based Online Discussions: Studying Students' Preferences to Improve the Analysis of Case Studies - Jesus Trespalacios, Boise State University

40. Social Network Analysis of Student-Student Interaction in a Blog Activity of an Online Course - Jiaming Cheng, Texas Tech University; Jing Lei, Syracuse University; Mary Wilhelm-Chapin, Syracuse University

41. A Pilot Study of Harnessing the Flipped Classroom Strategy in Social Inquiry Learning - Morris S.Y. Jong, The Chinese University of Hong Kong; Vincent Tam, The University of Hong Kong; Wilfred W.F. Lau, The Chinese University of Hong Kong; To Chan, The Chinese University of Hong Kong; Junjie Shang, Peking University; Eric Luk, The Chinese University of Hong Kong

42. An Exploration of Exemplar Educators in Diverse and Urban Schools - Omiunota N. Ukpokodu, University of Missouri - Kansas City; Candace M. Schlein, University of Missouri - Kansas City; Jennifer H. Waddell, University of Missouri - Kansas City

43. Centralizing Student Epistemic Privilege to Provide Equitable Opportunities for Learning - Teresa Sosa, Indiana University - IUPUI

44. Exploring Disproportionality in Discipline at the Classroom Level: Teacher and Student Perspectives and Pedagogical Implications - Kristine Massey, The University of Texas - Austin

45. Much Reform, Little Change: How Inefficiencies Stalled an Urban School Reform Initiative - Kristin Kistner Hall, Texas A&M University - College Station; Marlon C. James, Texas A&M University - College Station; Janet Nichols, University of Maine at Orono; William H. Rupley; Vernee Butterfield, Texas A&M University - College Station

46. Effects of Different Types of Teacher Professional Development on Teachers' Efficacy and Attitude: The Case of Multicultural Teacher Education in South Korea - Hara Ku, Hanyang University; Yun-Kyung Cha, Hanyang University