A Bourdieusian View of a Linear Curriculum Through the Perceptions of Secondary Science Teachers - Claire Copeland, Staffordshire University

Alyssa Emery, Iowa State University

Collaboration, Skills Integration, and Liberation: How Black Girls' Collective Reading Motivation Redefines a Prevalent Concept - Sara Ann Jones, Illinois State University

Investigating Different Approaches to Supporting Mastery Goals in Seventh-Grade Science: A Mixed-Methods Approach - Pei Pei Liu, Colby College; Alexandra Lee, Michigan State University; David McKinney, University of Nevada, Las Vegas; Harmony Murray, Michigan State University; Jennifer A. Schmidt, Michigan State University; Gwen C. Marchand, University of Nevada - Las Vegas; Lisa Linnenbrink-Garcia, Michigan State University

Participation in Group Work: Equity, Reciprocity, and Its Barriers - Maria Beatriz Cifuentes, Pontificia Universidad Catolica de Chile

Participatory Equity From Participants' Perspectives: Student Noticing of Small-Group Interactions in Mathematics - Heather Fink, University of California - Berkeley

Understanding How High-Performing High School Students Experience Academic Dishonesty: A Phenomenological Study - Laila Y. Sanguras, Baylor University; Paige Foltermann, Conroe Independent School District; Rebecca R. Lavigne, Baylor University; Harry Herbert, Baylor University

Youth Agency in the Participatory Design of a Social Media Platform for Schools - Emily Rose Southerton, Stanford University

Elementary Coding Attitudes Upon Virtual Computational Thinking Instruction - Leiny Garcia, University of California - Irvine; Mark Warschauer, University of California - Irvine

Examining How Math and Science Identities Support Migratory High School Students' Engineering Career Aspirations - Dina Verdin, Arizona State University

Examining How Prior Knowledge Impacts Students' Discussions and Knowledge Construction During Computational Model-Building - Caitlin Snyder, Vanderbilt University; Gayathri Narasimham, Vanderbilt University; Nicole Hutchins, Vanderbilt University; Gautam Biswas, Vanderbilt University; Bernard Yett, Vanderbilt University

Fostering Kindergarten STEM Knowledge and Identity Development With Integrated Science and Engineering Instruction and Simulated iPad Games - Zenaida Aguirre-Munoz, University of California, Merced; Magdalena Pando, New Mexico State University; Michelle Pantoya, Texas Tech University

Student Perceptions of Computational Thinking Practices in a CT-Integrated Environmental Science Unit - Lexie Zhao, Northwestern University; Amanda Peel, Northwestern University; Uri J. Wilensky, Northwestern University; Michael S. Horn, Northwestern University

Unfolding Young Children's Metacognition During Computational Thinking Through an Unplugged Approach - Ceren Ocak, Michigan State University; Aman Yadav, Michigan State University

Core Competencies of K–12 Computer Science Education From the Perspectives of College Faculties and K–12 Teachers - Meina Zhu, Wayne State University; Cheng Wang, Wayne State University

What Makes a Smart Engineer? The Cultural Practice of Smartness in First-Year Engineering Classrooms - Amy Kramer, The Ohio State University - Columbus; Emily Dringenberg, The Ohio State University - Columbus; Rachel Louis Kajfez, The Ohio State University

Implementation Fidelity and Impact of IXL: A Randomized Controlled Trial - Xiaozhu An, IXL Learning; Bozhidar M. Bashkov, IXL Learning; Christina C Schonberg, IXL Learning

Comparing Learning From Observing Dialogue and Monologue Videos - Yingxiao Karen Qian, University of South Carolina; Yi-Chun Hong, Arizona State University; Michelene T.H. Chi, Arizona State University

Relationship Between Learners' Experience and Diagnostic Accuracy in Simulations: Insights From Medical and Teacher Education - Olga Chernikova, Ludwig Maximilian University Munich; Matthias Stadler, Ludwig-Maximilians-Universität München; Daniel Sommerhoff, Leibniz Institute for Science and Mathematics Education; Christian Schons, Technical University of Munich; Nicole Heitzmann, University of Munich; Doris Holzberger, Goethe University; Tina Seidel, Technical University of Munich; Constanze Richters, Ludwig-Maximilians-Universität München; Amadeus Jonathan Pickal, University of Hildesheim; Christof Wecker, University of Munich; Michael Nickl, Technical University of Munich; Elias Codreanu, Technical University of Munich; Stefan Ufer, University of Munich; Stephanie Kron, University of Munich; Caroline Charlotte Corves, Ludwig-Maximilians-Universität München; Martin Richard Fischer, Clinics LMU Munich; Frank Fischer, Ludwig-Maximilians-Universität München

Lessons From Parents' Perspectives of K–12 Online Remote Instruction During COVID-19: A Revised Curriculum Framework - Jing Lei, Syracuse University; Yang Liu, Syracuse University; Zeenar Salim, Syracuse University; Qiu Wang, Syracuse University

Clustering Student Strategies in a Simulated Web Search Environment - Caitlin Tenison, Educational Testing Service; Jesse R. Sparks, Educational Testing Service

Achievement of Learners Receiving UDL Interventions Compared to Control Conditions: A Meta-Analysis - Peggy King-Sears, George Mason University; Abraham Stefanidis, St John's University; Anya S. Evmenova, George Mason University; Kavita Rao, University of Hawai'i; Reagan L. Mergen, George Mason University; Lindsay Sanborn Owen, George Mason University; Morgan Strimel, George Mason University

A Systematic Review of Pre-K–12 School-Based Makerspace Research - Robert Rouse, Southern Methodist University; Amy Gillespie Rouse, Southern Methodist University

From Mandatory Requirement to Authentic Learning: Multicase Study of Grade 8 Student-Led Civics in Massachusetts - Chaebong Nam, Harvard University; Ariana Zetlin, Harvard University; Lisa Utzinger Shen, Harvard University

Investigating the Epistemic Practices That Advance High School Students' Learning of Complex Scientific Models - Noora Fatima Noushad, University of Pennsylvania; Huma Hussain-Abidi, Rutgers University; Amanda Cottone, University of Pennsylvania; Susan A. Yoon, University of Pennsylvania; Clark A. Chinn, Rutgers University

Is Redundancy Effective for Learning With Visual Presentations? Re-Examining the Redundancy Effect! A Work in Progress - Adurangba Victor Oje, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

Learning Design and Integration of Technology for Emergency Remote Teaching - Alexis Carr, Simon Fraser University; Engida Hailye Gebre, Simon Fraser University

Performing Versus Observing Toward Equitable Learning Experiences: Group Debriefing in Virtual-Reality-Based Child Pedestrian Safety Education - Heng Luo, Central China Normal University; Tingting Yang, University of Georgia; Sejung Kwon, University of Georgia; Gege Li, Central China Normal University; Mingzhang Zuo, Central China Normal University; Ikseon Choi, University of Georgia

Phenomenon-Based Learning in Finland: A Learning Science Perspective - Wen-Hua Chen, National Taipei University of Education

Postsecondary Experiences of Career Academy Students: A Narrative Inquiry of Lived Experience - Melinda Rangel, Tabor College

The Critical Component of Learning Environments in Middle School: They're Not Just for Younger Children - Megan Hallissey, Muscogee County School District; Terrance Joshua Lewis, Auburn University

Using the Classroom Assessment Scoring System in a Statewide Evaluation of 21st CCLC Afterschool Programs - Joel M. Hektner, North Dakota State University; Shawn L Carlson, North Dakota State University; Vimbayi Chinopfukutwa, College of Saint Benedict

Amy Roberts, University of Wyoming

Beyond Methods and Modules in (Y)PAR: Lessons for Caretaking Pedagogies - Miguel N. Abad, University of California - Los Angeles; Phebe Chew, University of California - Irvine; Xitlali Cabadas, Digital Nest; Fatima Gutierrez, Bresee Foundation; Maddie Deegan Davenport, New Door Ventures; Valentina Velasquez, Digital Nest

Understanding Immigrant Seniors' Experiences During the Pandemic Through Arts-Based Action Research - Sarita Baker, Simon Fraser University; Ching-Chiu Lin, Simon Fraser University