Teresa Kathleen Dunleavy, Antioch University - Seattle

Collaborative Expertise: Literacy in the Disciplines From the Inside Out - Laura Lemanski, University of Minnesota - Twin Cities; YongJun Lee, University of Minnesota - Twin Cities; David G. O Brien, University of Minnesota; Deborah R. Dillon, University of Minnesota - Twin Cities; Robert Poch, University of Minnesota

Preservice Teachers (PSTs) and Passive Activism: Examining the Experiences of English Language Arts PSTs as Teacher-Activists - Mike P Cook, Auburn University

Utilizing Natural Language Processing to Analyze Preservice Science Teachers' Reflections of Their Teaching Enactments - Peter Wulff, University of Education - Heidelberg; Anna Nowak, University of Potsdam; Lisa Becker, University of Potsdam; David Buschhüter, University of Potsdam; Hugo Robalino, University of Potsdam; Andrea Westphal, University of Potsdam, Germany; Manfred Stede, University of Potsdam; Andreas Borowski, University of Potsdam

Jenny Denyer, The University of Toledo

Engagement/Disengagement in English Class Discussions: Preservice Teachers Noticing, Theorizing, and Planning for Meaningful Talk - Sergio L. Sanchez, University of California - Davis; Steven Z. Athanases, University of California - Davis; Leslie C. Banes, University of California - Davis; Julia Houk, University of California - Davis

Exploring Collaborative Professional Learning Experiences for Supporting English Language Arts Teachers in Disciplinary Literacies Instruction - Angela Joy Fortune, The University of Illinois at Chicago

High-Ability Readers' Perceptions of How Middle School Teachers Listen (or Should) During Dialogic Discourse - Cindy Marie Gilson, University of North Carolina - Charlotte; Adrienne Sauder, King’s University College at Western University; Amy Gaesser, The College at Brockport State University of New York

Project-Based Learning in English Language Arts: Shifting Pedagogy, Shifting Practice - Alison Gould Boardman, University of Colorado - Boulder; Antero Garcia, Stanford University; Karoline R TREPPER, Stanford University; Joseph L. Polman, University of Colorado - Boulder

Whose Literacy? Discourses of Student Ability as Proxies for Race in Social Studies Teacher Inquiry - Carmela Gustafson, Teachers College, Columbia University/Connetquot CSD of Islip

Brittney Leigh Beck, California State University, Bakersfield

Relational Work as the Foundation of Professional Development for Teacher Educators - Jennifer L. Snow, Boise State University; Sherry Dismuke, Boise State University; Hannah Carter, Boise State University; Angel Larson, Boise State University; Stefanie Shebley, Boise State University

The Important Role of Generalists: Voices of Teacher Education Scholars From Research-Intensive Universities - Rebecca West Burns, University of North Florida; Jennifer Jacobs, University of South Florida

The Road Less Traveled: Novice Nontraditional Teacher Educators' Identity (Re)Construction in Higher Education - Rui Yuan, The Education University of Hong Kong; Icy Lee, The Chinese University of Hong Kong

Janelle T. Scott, University of California - Berkeley

Black Male Achievement Programs and the Neoliberalization of Education Policy in the United States - Rachel Anspach, University of California - Berkeley

Transforming Neoliberal Education: Can Chile Reverse Market-Oriented Strategies That Drive the System? - Maria Eugenia Rojas Concha, University of California - Berkeley

State Takeover and Charter Expansion: Educational Visions Deferred? - Amanda Lu, Stanford University; Rachel Williams, University of California - Berkeley

Languaging "to Be" Neoliberal: Understanding the Ideological Practices of the Naturalization Process - Karen Villegas, University of California - Berkeley

Complacency Versus Contestation: Comparing Community Support for Public and Private Strategies in Urban District Reforms - René Espinoza Kissell, University of Colorado - Boulder

Gary L. Anderson, New York University

Kevin Lawrence Henry, University of Wisconsin-Madison

Xue Gong, University of Wisconsin - Madison

Long-Term English Learners' Performance in English Language Proficiency Assessments - Nami Shin, University of California - Los Angeles; Mark Hansen, University of California - Los Angeles; Edynn Sato, Sato Education Consulting, LLC; Michelle McCoy, University of California - Los Angeles

School Turnaround in North Carolina: Are There Unintended Effects on Student Outcomes in Untested Grades? - Gary Henry, University of Delaware; Shelby M McNeill, Vanderbilt University; Erica Harbatkin, Michigan State University

The Effect of Time to Reclassification on Ever-English Learners' Academic Achievement Growth - Daniel A. Long, University of Connecticut - Storrs; Vonna Hemmler, iDesign; Rashea Hamilton, University of Connecticut/ Washington Student Achievement Council; D. Betsy Mccoach, University of Connecticut

The Impact Study of the Chinese Gaokao Reform for the Subject of English - Xiao Cheng, East China Normal University; Shilei Zhang, University of Oxford

Third Grade Reading Laws: A Systematic Review of Its Components and Policy Implications - Gloria Yeomans-Maldonado, University of Michigan; Nichole Yang, University of Michigan - Ann Arbor

Joshua Childs, The University of Texas at Austin

Have Children With Disabilities Experienced Changes in Access to Teachers' Aides? - Michael A. Gottfried, University of Pennsylvania; Christopher Salem Ozuna, Arizona State University

The Determinants of Family Spending on Academic Tutoring and Other Extracurricular Activities for Children - Thomas Downes, Tufts University; Kieran M. Killeen, The University of Vermont

Who Gets Access to Social and Emotional Learning? - Jerome Graham, Michigan State University; Richard O Welsh, New York University

S. Marshall Perry, Saint Mary's College of California

Policy of Distrust: Mobilizing Educational Reforms - Ninni Wahlstrom, Linnaeus University; Andreas Nordin, Linnaeus University

School Principals as Qualified Informants of Educational Policies: The Chilean Case (2014–2017) - Gonzalo Muñoz, Universidad Diego Portales; Jose Weinstein, Universidad Diego Portales; Maria del Rosario Rivero, Universidad Diego Portales

Tortoise and the Hare: Adoption and Implementation of Common Core and Next Generation Science Standards - Daniel Silver, University of Southern California; Imogen Herrick, University of Southern California

Defining Quality in Higher Education in the Age of Internationalization: A Case Study of India - Neelakshi Rajeev Tewari, Mary Lou Fulton Teachers College Arizona State University

Tze-Chang Liu, National Chung Hsing University

edTPA Is Coming - Bing Xiao, Austin Peay State University

Government Implementation Deviation of Education Policy: A Case of Performance-Based Pay Policy in China - Lingyan YAN, East China Normal University

A Comparative Analysis of College Advising at 10 School Districts in a Large Metropolitan Area - Irina Chukhray, Univ. of California, Davis; Esmeralda Sanchez Salazar, Rice University

Measuring Disparities in Access to Comprehensive Early Childhood Education in Pennsylvania - Karen Babbs Hollett, The Pennsylvania State University; Erica Frankenberg, The Pennsylvania State University; Annie Maselli, The Pennsylvania State University

Dominique Banville, George Mason University

Cognitive Load Theory and Learning the Aerobic and Anaerobic Concepts - Anqi Deng, University of South Carolina - Columbia; Tan Zhang, Winston Salem State University; Ang Chen, University of North Carolina - Greensboro

CREATE: A Reflexive Tool for Designing Impactful Research in Physical Education With Children and Youth - Fiona Catherine Chambers, University College Cork; Rachel Sandford, Loughborough University; Oliver Hooper, Loughborough University; Lee Mason Schaefer, University of Saskatchewan; Joanne Moles, University of Limerick

Feasibility of a High-Intensity Interval Training–Based Fitness Education Unit in Middle School Physical Education - Senlin Chen, Louisiana State University; Yang Liu, Louisiana State University; Jared Androzzi, Winthrop University; Baofu Wang, Louisiana State University; Xiangli Gu, University of Texas at Arlington

Naive Mental Models: A Barrier to Learning in Physical Education - Tan Zhang, Winston Salem State University; Yanhua Shen, University of Virginia's College at Wise; Anqi Deng, University of South Carolina - Columbia; Ang Chen, University of North Carolina - Greensboro

Teaching Resilience Online to Both Aspiring Teachers and Future Citizens - David L. Stoloff, Eastern Connecticut State University