Whitney G. Blankenship, Rhode Island College

A Mixed-Methods Comparison of Two Civic Education Models: Legislative Semester and Advanced Placement Government Courses - Brett L. M. Levy, University at Albany - SUNY; Laura Dacus, University at Albany - SUNY; Natalia Smirnov, Northwestern University

Antibullying Efforts in the Social Studies: A Systematic Review of Literature - William L. Smith, The University of Arizona; Charlotte Iurino, The University of Arizona; Jina Yoon, University of Arizona

Continuity or Change? Revising Missouri's State Social Studies Standards - Alexander Cuenca, Indiana University - Bloomington; Joseph Randolph Nichols, Saint Louis University; Andrea M Hawkman, Utah State University

Michael Bartone, Central Connecticut State University

A Case Study of Grade 10 Students' Understanding of Textbook Narratives Related to Feminism - Marie-Hélène Brunet, Ottawa University; Marc-Andre Ethier, Université de Montréal

How Minority Anglophone History Teachers Interact With Quebec's Exclusionary National Narrative and Integrate Their Students - Paul Zanazanian, McGill University

Teacher Candidates and Historical Narratives: A Study in Encountering the Discipline - Richard Lowry Hughes, Illinois State University; Sarah Drake Brown, Ball State University

Christopher DeLuca, Queen's University - Kingston

Teacher Assessment Literacy: Finding a New Working Definition - Serafina Pastore, University of Bari, Italy; Heidi L. Andrade, University at Albany - SUNY

A Comparison of Assessment Experts' and Educators' Perspectives on Ethics Issues in Classroom Assessment - Jin Liu, University of South Carolina - Columbia; Robert L. Johnson, University of South Carolina; Xumei Fan, University of Northern Iowa; Ruiqin Gao, University of South Carolina - Columbia

Student Perspectives on Seemingly Maladaptive Examples of Assessment Agency: Types and Causes - Lois Ruth Harris, Central Queensland University; Gavin T. Brown, The University of Auckland; Joanne Dargusch, Central Queensland University

The Reliability of Formative Feedback: A Taxonomy and Investigation of the Consistency of Formative Feedback - Jacqui Murray, University of Otago; Ruth Gasson, University of Otago; Jeffrey K. Smith, University of Otago