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Cognitive Science and its Applications
The section on Cognitive Science and its Applications encourages submissions that describe novel classroom interventions based on foundational cognitive science research or basic cognitive science research with clearly explicated implications for classroom learning.
Building on the conference theme, we encourage papers which explore:
(a) slippage or disconnects between basic cognitive science research and educational practice,
(b) how intervention development challenges or extends basic cognitive science research findings, and
(c) strategies that test the effectiveness of theoretical cognitive science factors within complex educational interventions.

Mathematics and Science Education in Early Childhood & Elementary Grades
The section on Mathematics and Science Education in Early Childhood & Elementary Grades encourages submissions that evaluate interventions, programs, or measures designed to improve teaching and learning in mathematics and science for children from preschool through elementary school, including children with learning disabilities or those at-risk for learning difficulties. Studies that focus on the longitudinal outcomes of early interventions or examine multiple predictors of later academic achievement are of particular interest. We encourage submissions that address the role of cognitive processes in designing educational interventions and assessments, as well as those that use multiple levels of analysis such as neurobiological and behavioral measures to understand the mechanisms involved in effective interventions for young learners.

Mathematics and Science Education in Secondary Grades
The section on Mathematics and Science Education in Secondary Grades encourages submissions related to improving teaching and learning in mathematics and science for middle and high school students. Studies describing the development of interventions and evaluation of programs that aim to improve teacher performance and student outcomes in math and science classrooms are of interest.
Consistent with the conference theme, submissions may use a variety of measures, including: (a) novel, domain-specific assessments of student learning and pedagogical content knowledge, (b) observation protocols, and (c) instruments that address engagement, motivation, and college and career readiness. The section encourages submissions that apply research in cognitive science and related fields to identify mechanisms which facilitate successful interventions.

Development and Evaluation of Educational Technology
The Development and Evaluation of Educational Technology section encourages submissions that examine applications of educational technology to support and enhance teaching and learning. Studies that use rigorous qualitative, quantitative, or mixed research methods to describe and evaluate how technology may be integrated with broader curricula or instructional programs used in applied educational contexts are encouraged. Of particular interest are papers that examine the development of new interventions or the selection of measures for meaningfully assessing the effectiveness of technology, such as motivation, problem solving, technology literacy and student achievement. Consistent with the conference theme, studies that interpret findings relative to the cognitive science and learning principles that particular technology designs or applications address, will be especially relevant.

Research Methods
The Research Methods section encourages submissions that focus on conducting rigorous causal evaluations in school settings. Proposals may comprise purely methodological work, or applied methodological work in which issues are illustrated through case studies. Consistent with the conference theme, submissions that focus on the art and science of designing evaluations and the challenges that arise when conducting evaluations are of particular interest.
Research of interest includes, but is not limited to:
(a) issues related to measuring implementation fidelity, treatment contrast, intermediate outcomes, or non-cognitive outcomes, (b) the interplay of techniques such as covariate adjustment, stratification or re-randomization on power and analysis, (c) strategies to improve program take-up, compliance or survey response, and (d) problems or challenges that have arisen in recent experiments and lessons learned from those experiences.