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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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