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201. Case Studies of Tenure-track Science Professors: Exploring the Relationship between Teaching and Research

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202. ARBORETUM: A CASE STUDY USING PROBLEM BASED LEARNING TO BETTER UNDERSTAND SCHOOL CHANGE.

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203. Saudi teachers’ beliefs about reading instruction in English as a foreign language (EFL)

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204. Understanding Mentoring Practices in a Professional Development School Partnership

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205. TRANSFORMATIONS IN A MENTOR THROUGH COTEACHING IN A PROFESSIONAL DEVELOPMENT SCHOOL: A SELF STUDY

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206. CONTRIBUTORY FACTORS TO LANGUAGE LEARNING AS PERCEIVED BY UNIVERSITY-LEVEL CHINESE HERITAGE LANGUAGE LEARNERS

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207. TRACING PUERTO RICAN GIRLHOODS: AN INTERGENERATIONAL STUDY OF INTERACTIONS WITH BARBIE AND HER INFLUENCE ON FEMALE IDENTITIES

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208. UNDERGRADUATE STUDENTS’ APPROACHES TO CONSTRUCTING MATHEMATICAL GENERALITIES

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209. IN SEARCH OF ALAGAËSIA: EXPLORING THE CONJUNCTION OF READER, AUTHOR AND PLACE IN CHRISTOPHER PAOLINI’S THE INHERITANCE CYCLE

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210. Foreign English Teachers in South Korea: Negotiating Bodies, Dress, Teacher Selves and Professionalism

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211. The Impact of a Professional Development School on Professional Development in the Partner School District: A Case Study

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212. KUWAIT EARLY CHILDHOOD TEACHERS’ REPORTED NEEDS AND PERCEIVED BENEFITS OF SOCIO-EMOTIONAL INTELLIGENCE PROFESSIONAL DEVELOPMENT: A CASE STUDY

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213. IMMIGRANT INDIAN MOTHERS’ PERCEPTIONS OF PLAY AND PLAY’S RELATIONSHIP TO CHILDREARING GOALS: A CASE STUDY

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214. Agency, Ideology, and Information/Communication Technology: English Language Instructor use of Instructional Technology at a South Korean College

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215. MEDIATED DEVELOPMENT: PROMOTING L2 CONCEPTUAL DEVELOPMENT THROUGH INTERPSYCHOLOGICAL ACTIVITY

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216. FROM WHERE AND FROM WHOM? AN EXPLORATION OF THE EXPERIENCES SUPERVISORS DRAW UPON IN THEIR PRACTICE

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217. Orientations toward Mathematical Processes of Prospective Secondary Mathematics Teachers as Related to Work with Tasks

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218. Science Teacher Candidates Developing Professional Pedagogical Vision Around Ambitious Science Teaching Practices

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219. Conversations Around Practice: Mediating Opportunities to Learn About Teaching Science

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220. Identifying and Supporting Productive Collaborative Teacher Talk

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221. COGNITIVE CRITICISM AND AFFECTIVE ENGAGEMENT: A STUDY OF YOUNG CHILDREN’S EMOTIONAL ENGAGEMENT WITH PICTUREBOOKS AND PICTUREBOOK CHARACTERS

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222. SUCCEED OR PERISH: THE STORY OF ONE CHARTER SCHOOL IN POST-KATRINA NEW ORLEANS

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223. Collaborative planning for an elementary mathematics methods course in a third space: The role of expertise in a community of practice

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224. THE CURRICULUM OF THE CARLISLE INDIAN INDUSTRIAL SCHOOL: AN AMERICAN EDUCATION

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225. The Influence of Practitioner Research on Teacher Candidates' Beliefs

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226. MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND

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227. DISRUPTIVE PRACTICE IN SAUDI EFL STUDENT TEACHERS' LEARNING TO TEACH THROUGH FLIPPED CLASSROOM AND REHEARSAL: A GROUNDED THEORY STUDY

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228. Myspedagogy: Applications of Mystherory in Secondary English and Language Arts Education and Teacher Education

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229. Conditions and Conceptualizations of Preschool Teachers' Use of Play in Two Belizean Classrooms

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230. DEVELOPING SECONDARY SCHOOL STUDENTS' EPISTEMIC PRACTICES THROUGH STUDENT-CENTERED CRITIQUE IN SCIENTIFIC INQUIRY

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231. K-8 Teacher Blended Learning Professional Development and NGSS,and Communities of Practice: A Mixed Methods Study

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232. CHARACTERISTICS OF PROFESSIONAL DEVELOPMENT AND TEACHER INTERACTIONS IN A MOOC DESIGNED FOR THE TEACHING OF STATISTICS

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233. (RE)WRITING THE SCRIPT OF SECOND LANGUAGE TEACHING/LEARNING: EXPLORING TEACHER CANDIDATES’ CONCEPTUAL UNDERSTANDING OF DRAMA-BASED INSTRUCTION

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234. Kintsugi and Processes of Productive Damage: The Values of Embodiment and Emotion For Antiracism Work in Education

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235. THE PICTUREBOOK PROJECT: A META/ETHNOGRAPHICALLY INFORMED CASE STUDY ON THE AESTHETIC RESPONSES OF CHILD READERS AT AN URBAN COMMUNITY CENTER

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236. Problematizing the Promises of the American Library Association's Awards that Recognize Difference

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237. Mathematics Teacher Educators' Roles, Talks, and Knowledge in Collaborative Planning Practice: Opportunities for Professional Development

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238. Immigrant Girls from the Caribbean: Identities, Literacies, and the Academic and Social Construction of Selves

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239. UNDERSTANDING THE IDENTITY FORMATION PROCESS OF CSL LEARNERS: A SOCIOCULTURAL INTEGRATIVE APPROACH

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242. YOUNG CHILDREN’S DIGITAL PLAY IN THE DAYCARE CENTER: AN ETHNOGRAPHIC CASE STUDY OF YOUNG KOREAN CHILDREN’S MEANING-MAKING

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243. #BLACK LIVES MATTER - INVESTIGATING LITERACY ENGAGEMENTS OF BLACK ADOLESCENT MALES IN AND OUT-OF-SCHOOL: CASE STUDIES OF FOUR YOUTH IN TWO SPACES

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244. Assembling policy dilemmas: Science teacher responses to educational policy

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245. PROFESSIONAL LEARNING EXPERIENCES THAT AFFECT SELF-EFFICACY BELIEFS AND ACHIEVEMENT GOAL ORIENTATIONS OF KINDERGARTEN TEACHERS IN KUWAIT

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246. TEACHERS’ PERCEPTIONS AND EXPERIENCES WITH A REFORMED TEACHER EVALUATION SYSTEM: CONDITIONS NECESSARY FOR CHANGING PRACTICE

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247. IMPACT OF MIDDLE SCHOOL STUDENTS’ SPATIAL SKILLS ON PLATE TECTONICS LEARNING WITH COMPUTER VISUALIZATION

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248. In her Own Words: (De)Marginalizing Black Immigrant Girlhood in an Emancipatory Literacy Classroom

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249. ELEMENTARY SCHOOL TEACHERS’ CONCEPTIONS OF THE COMMON CORE STANDARDS FOR MATHEMATICAL PRACTICE

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250. AN ETHNOGRAPHIC CASE STUDY OF CONTEMPORARY BENGALI STUDENTS’ ‘ADDA’ (HANG-OUT) IN ONE UNIVERSITY IN KOLKATA: ALTERNATIVE PATHWAYS TO LEARNING, OR A COMPLETE WASTE OF TIME?

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251. "Am I North American or South American?" Theorizing and Studying Living Curricula of the Global

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252. A Three-Part Analysis of Elementary Students' Encounters with Texts, Artifacts, and Engineering Design Processes

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253. FACILITATING EFL TEACHER EDUCATORS’ SELF-STUDY TO IDENTIFY PROBLEM SPACE IN TEACHING TEACHERS: A CASE STUDY OF BUILDING A SELF-STUDY COMMUNITY OF PRACTICE IN A TEACHERS COLLEGE IN INDONESIA

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254. CONVIVIAL ENGLISH LANGUAGE TEACHING AMID THE CRISIS OF SUSTAINABILITY: RECLAIMING A “LANGUAGE-AS-COMMONS” ORIENTATION IN ENGLISH LANGUAGE TEACHING

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255. Scientific observation in geoscience: Geoscientists' conceptualizations of learning, teaching, and using geological observation

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256. DEVELOPING ELEMENTARY PRE-SERVICE TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING: ENGAGING IN AN ADAPTED LESSON STUDY CYCLE

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257. Taking Read-Alouds Seriously: An Examination of Picturebook Read-Aloud Discussions with Teacher Candidates and Their Instructor

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258. Jumpin’ with Jubilee: An ethnographic case study of Inclusion and the Emotional Lives of a Bilingual Pre-Kindergarten Classroom in Washington, D.C.

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259. Language Making in Classrooms with Emergent Bi/Multilingual Children: Recognizing Additional Ways of Engaging

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260. Identity and Machismo: Narrative Experiences of Gay Teachers in Puerto Rico

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261. How Mindfulness Is Taught To K-12 Teachers Within A Community Of Practice: A Descriptive Case Study Of The Teaching Of An Experienced Mindfulness Instructor From A Sociocultural Perspective

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262. Examining How Biology Curriculum Developers’ and Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum

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263. Play, Pretend, And Promote: Supporting Early Childhood Preservice Teachers’ Professional Development Through Creative Drama

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264. Attending to Uncertainty in the Design and Implementation of DGE Tasks to Engage Mathematics Students in Productive Struggle

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265. “This paper had nothing to do with writing”: Influences on two teacher candidates’ teaching of writing

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266. The role of sensemaking practices in supporting spatial cognition

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267. Portrait of Professional Development School Hybrid Educators in a Supervisory Position

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268. Looking Back While Stepping Forward: The Impact of Video Recordings on the Depth of Self-Reflections

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269. Why We Are Singing: A Mixed Methods Study of Teacher Practices, Motivations, and Conceptions of Music Use in World Language Pedagogy

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270. Dialogic Social Justice Teaching for English Learners: Using Critical Action Research to Connect Concepts and Classroom Practice through Sustained Professional Learning

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271. How do young children learn science through narrative, embodiment, and play?

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272. They're here and they're queer: Conversations about LGBT-themed books with pre-service teachers

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273. Socialization of graduate students into epistemic cultures: The Nature of Science and the Nature of Scientists

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274. Analysis Beyond Assumptions: One Teacher Candidate's Identity in Relation to Social Justice

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275. Teaching after Hurricane María: Exploring teacher leaders’ experiences in the Puerto Rican school system.

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276. Ratio and Proportional Reasoning of Double-Accelerated Middle School Math Students

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277. Breaking the Model Minority Mold: Storying the Experiences of Asian Americans Labeled Dis/abled

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278. Nursing Students' Conceptions of Dimensional Analysis for Calculating Medication Dosage

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279. The Bridge Between: Exploring the Multimodal Home Literacies of Emergent Multilingual Mothers Enrolled in a Family Literacy Program

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280. Science (Sense)making: Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames

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281. A Case Analysis of Collective Teacher Efficacy in a Practitioner Inquiry Community

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282. Mathematics, Mathematics Education, and Citizenship: Mathematics Teacher Educators’ Conceptions and Views

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283. English Teachers' Motivation-related Outcomes in Kuwaiti Public Schools: A Mixed Methods Study

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284. THE IMPACT OF A UNIVERSITY TEACHING EXPERIENCE ON THE DEVELOPMENT OF VISIONS OF HIGH-QUALITY MATHEMATICS INSTRUCTION

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285. Reconfiguring literacies: Young immigrant and emergent bilingual children's literacy practices in a Korean preschool

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286. Education for sustainability: A hopeful soiling

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287. Dis/entangling the Glocalization of ESL Group Bible Study: An Ethnographic Case Study of Adult ESL Group Bible Study on a U.S. Secular University Campus

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288. White Shame, White Ambivalence, and Learning to be a White Anti-racist Ambitious Science Teacher

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289. Rural Girls' Performances through Literacy: Reconceptualizing Rural Chinese Literate Girlhoods

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290. THE ROLE OF WRITING IN INTERNATIONAL UNDERGRADUATE EDUCATION STUDENTS’ LEARNING EXPERIENCE

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291. A Case Study of Inquiry as Stance Among Teacher Candidates Conducting Practitioner Inquiry in a Professional Development School

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292. Exploring the Digital Literacy Practices of Black Elementary Students in a New Orleans Charter School

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293. Penn, Play, Pandemic, and Pathway Policy A Critical Discourse Study Examining: Compulsory Education Equity and Access

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294. Preservice Elementary Teachers' Engagement with Open Mathematics Tasks

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295. Reconceptualizing Literacy for Science: How Experienced Elementary Teachers Frame Literacy Practices to Shape Classroom Epistemic Classroom Cultures

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296. Understanding the Development of Socially Just Teachers through Supervision in a Professional Development School Partnership: An Activity Theoretical Analysis

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297. Disability in Contemporary Indian Children’s Literature: A Qualitative Study of Adult Pedagogy

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298. The Relationship Between Saudi Pre-Service Teachers’ Perceptions of Preparation and Their Teaching Self-Efficacy

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299. Reimagining Her Quest: Representations of the Material in Girls' Fantasy Literature

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300. Everyday Citizenship for Young Children at a Faith-Based School: An Ethnographic Study

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