Susana E Franco-Fuenmayor, Pearland Independent School District

Contributions of Attitudes, Literacy Skills, and Tracking to English Learners' Science Achievement - Anna Karin Roo, Washington State University - Pullman; Yuliya Ardasheva, Washington State University - Tri-Cities; Margarita Vidrio, Washington State University - Tri-Cities

Translanguaging in the English-Only Classroom: Potential for Collaborative Language Learning - Shakina Rajendram, University of Toronto

Upper Elementary Teachers' Use of Small-Group Strategies Across Content Areas to Support English Learners - Yuliya Ardasheva, Washington State University - Tri-Cities; Sarah L Newcomer, Washington State University - Tri-Cities; Gisela Ernst-Slavit, Washington State University - Vancouver; Steven James Morrison, Washington State University - Vancouver; Kira Joy Carbonneau, Washington State University - Pullman; Judith A. Morrison, Washington State University; Lindsay K Lightner, Washington State University

Liv T. Davila, University of Illinois at Urbana - Champaign

Counterhegemony With English Language: Knowledge, Ideology, and Identity - Gulbahar H. Beckett, Iowa State University; Annette B. Hemmings, Edgewood College; Juanjuan Zhao, University of Cincinnati

A Series of Bifurcating Lines and Tangentially Related Points: LatCrit, Rhizomatic Mapping, and the National Literacy Panel on Language Minority Children and Youth - Samuel David, University of Minnesota - Twin Cities; Mikel Walker Cole, Clemson University

Hispanic Immigrant Restaurant Workers' Changing Investment in the Learning of English - Brooke Y. Hoffman, Temple University; Yasuko Kanno, Boston University; Mark Emerick, Muhlenberg College

The Possibilities of Critical Global Literacy for English Language Learners - Ozge Yol, Binghamton University - SUNY; Bogum Yoon, Binghamton University - SUNY

"If 1,000 Students Tell Our Stories Together . . .": Immigrant Youth Developing Language Through Narrative and Advocacy - Melinda E. Martin-Beltran, University of Maryland - College Park; Andrés Alberto García, University of Maryland - College Park; Angélica Montoya-Ávila, University of Maryland - College Park

Mary Kay Delaney, Meredith College

An Exploration of Applying Experiential Learning Opportunities to Daily Teaching - Ian Jarrell, Elkford Secondary School; Elaine Radmer, Gonzaga University

Creating a Culture That Increases Student Willingness to Investigate Mistakes as Learning Opportunities - Mark Cote, CPM Educational Program; Ilene Kanoff, The Newton School; Penny Ann Smits, Unified School Dirstrict of De Pere; Thor Tillberg, Bushwick Leader's High School

Developing Engaged and Effective "Doers" of Math: Cuisenaire Rods and Grade 5 Students' Multiplicative Thinking - Katherine Conlin, Isabella Dicken Elementary School; Elaine Radmer, Gonzaga University

Alan D. Amtzis, The College of New Jersey

Claudia A Gentile, NORC at University of Chicago

Cultivating Active Minds: The Impact of Bringing Social Justice Literature to Life in Middle School - Brooke Chuddley Diatta, Long Valley Middle School

I Want Them to Love It: Instilling a "Can-Do" Attitude in High School Guitar Class - Andrew Pfaff, Bergen County Technical High School

How Does Instructional Technology Impact My Teaching of Spanish II? - Jonathan Cataldi, Kinnelon, NJ School District

Is It Me or Is It You? Finding the Fulcrum of Experiential Subjectivity - Mary Beth Duffin-Hickey, Bridgewater-Raritan School District

Allan Feldman, University of South Florida

Engaging in Reform-Oriented Collaborative Inquiry to Advance Proficiency-Based Learning in Teacher Education - Alan Scott Tinkler, The University of Vermont; Jessica DeMink-Carthew, The University of Vermont; Carmen Petrick Smith, The University of Vermont; Barri E. Tinkler, Missouri State University

Learning From and With One Another at the Intersection of Physics and Teacher Education - Valerie A. Allison, Susquehanna University; Samya Zain, Susquehanna University

Learning Through Our Stories: A Co/Authoethnographic Study of Supervision - Jennifer Jacobs, University of South Florida; Shahad Babaeer, University of South Florida - Tampa; Fawaz Alrouqi, USF

Stepping in/Stepping Out: A Self-Study of Two Teacher Educators' Conversations About Campus Teaching and Practicum - Awneet Sivia, University of the Fraser Valley; Judy Larsen, University of the Fraser Valley

Hafdis Gudjonsdottir, University of Iceland

Changing Practice: Self-Study of My Use of Comprehensive Literacy Instruction for Teaching Students With Disabilities - Amanda Wasylik, University of Northern Iowa; Deborah L. Tidwell, University of Northern Iowa

Differentiated Instruction in Teacher Preparation Courses: Two Teacher Educators' Reflection - Nykela Jackson, University of Central Arkansas; Lesley Evans, University of Dayton

Including Inclusion in Teacher Education: A Collaborative Self-Study - Marisa Kofke, University of Delaware; Dana Morrison Simone, University of Delaware