In Event: AERA Virtual Poster Session 5

Division C - Learning and Instruction / Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts

10. An Integrative Review of Culturally Relevant Education in K–12 Across Developmental and Academic Domains (Poster 10) - Sheniqua Jeffrey, Fordham University

11. Children's Study Habits Are Predicted by Their Parents' Learning Strategy Preferences (Poster 11) - Emily Corwin-Renner, Eberhard Karls Universität Tübingen; Naoki Nakazato, Oita University; Kazuhiro Ohtani, Hokkaido University; Ryo Ishii, Nara University of Education; Noriaki Fukuzumi, Kochi University of Technology; Michiko Sakaki, University of Reading; Shin-ichi Ishikawa, Doshisha University; Takashi Suzuki, Kochi University of Technology; Kou Murayama, University of Tübingen; Ayumi Tanaka, Doshisha University

12. Development of the College Cultural Fit Scale: Predicting College Adjustment and Achievement (Poster 12) - Soohyun Yi, Korea Research Institute for Vocational Education & Training; Sungwon Shin, Texas Tech University; Jaehoon Lee, Texas Tech University; Kamau Siwatu, Texas Tech University

13. Equitable Education During the Pandemic? Which Students Were at Risk of Falling Behind in Mathematics? (Poster 13) - Sarah Hofer; Frank Reinhold, Pädagogische Hochschule Freiburg

14. Equitable Online Support Systems: Fostering Community Among Underrepresented STEM Students (Poster 14) - Catherine Lussier, University of California - Riverside; Ashley Donham, University of California - Riverside; Bhawandeep Bains, University of California, Riverside

15. Predicting Students' Perceptions of Classroom Fairness: The Role of Agreeableness and Neuroticism Personality Traits (Poster 15) - Amir Rasooli, University of Alberta; Amin Mousavi, University of Saskatchewan; Behboud Yarigholi

16. Student Development in the Years of Early Adolescence: Longitudinal Relations With Teaching Quality (Poster 16) - Johanna Marder, Eberhard Karls Universität Tübingen; Richard Goellner, Tuebingen University; Benjamin Caspar Fauth, University of Tübingen; Karen Aldrup, Leibniz Institute for Science and Mathematics Education; Ulrich Trautwein, University of Tübingen

17. The Implications for Course Design When Rethinking Time and Space During the Pandemic to Decrease Student Cognitive Load in a Graduate-Level Course (Poster 17) - Nidhi Sachdeva, University of Toronto; Alexandra Makos, University of Toronto - OISE

18. The Paradox of Chinese Reading Classes: A Perspective on Classroom Goal Structure Theory (Poster 18) - Quan Qian, Beijing Normal University; Kit Ling Lau, The Chinese University of Hong Kong