Disrupting Deficit Discourses by Creating Sanctuary Within the Classroom - Rosemary Hendriks, California State University - Los Angeles

Institutional Support for Undocumented Students at Community Colleges: Undocumented Student Resource Centers at Community Colleges - Rachel Freeman, University of California - Los Angeles; Jesus Cisneros, University of Texas at El Paso; Diana Valdivia

Socializing Latinx Youth Into Liberal Tolerance of Right-Wing Terror: College-Going Competence in Cedarville, California - Theresa Burruel Stone, Sonoma State University

"We Are the Most Impacted": Undocumented Intelligence in the New Latino Diaspora - Carolina Silva Martinez, Washington State University - Pullman

Amber Sansbury, George Mason University

"Doing Research Really Helps!" Latinx Newcomers' Participation in a Research-Focused After-School Program - Angelica Montoya, University of Maryland - College Park

Defending a Space to Learn English: Legal Framework for International/Newcomer Schools - Elizabeth Davis, George Mason University

The Spillover of the Border Spectacle in Schools: Undocumented Youth Navigating Criminalization and Belonging - Eric Macias, SUNY at Albany

Ann M. Ishimaru, University of Washington

The 2019 Dual-Capacity-Building Framework for Family-School Partnership (Version 2): Doubling Down on Culturally Sustaining and Equitable Practice - Karen L. Mapp, Harvard Graduate School of Education

A Culturally Sustaining Model for Family Engagement: New Hope and Promising Practices - Soo Hong, Wellesley College

Rewriting the Rules for Engagement: Recognizing the Relational Barriers to Family Engagement - Fabienne Doucet, New York University

Families at the Center of Social Justice in Schools: Lessons From the Learning Community - Sarah Friedman, The Learning Community

Stephany Cuevas, Chapman University

Kristen Duncan, Clemson University

Black Feminist Futurities in Uncertain Times: Black Women and Femmes' Resistive and Healing Methods - Mary Senyonga, University of California - Los Angeles

"But Some of Us Are Brave": Black Women's Representation in Social Studies Textbooks - Kristen Duncan, Clemson University

Factors That Influence Female African American Students' Science Identities During Childhood and Adolescence - Teresa Leavens, North Carolina State University

Motivation, Meritocracy, and Money: Academic Success From the Perspective of K–8 Black Girls - Alexis Young, University of Maryland - College Park

Anna Schick, University of Minnesota - Twin Cities

Beyond Good Versus Bad: Reconceptualizing Normative Motherhood - Sam Prough, University of Delaware

"Don't Ever Be Ashamed of Who You Are": Muslim Mothers and Daughters' Relational Resistance - Muna Saleh, Concordia University of Edmonton

Naturalized Realities of Deficit Discourses: Black Teenage Mothers' Voices, Hypervisibility, and Schooling - Taryrn T.C. Brown, University of Florida

The "Successful Body" in Academia: Collective Memory Research on M/others - Anna Schick, University of Minnesota - Twin Cities; Elise Toedt, University of Minnesota - Twin Cities; Abby Boehm-Turner, University of Minnesota - Twin Cities

Bailey B. Smolarek, University of Wisconsin - Madison

"El Güerito...¡Mira Que No Tiene Acento!" The Possibilities and Challenges With Becoming Bilingual in Two-Way Immersion - Laura Hamman-Ortiz, University of Northern Colorado

Power and Possibilities for Equity and Change in Dual-Language Immersion: Making the Case for a Collaborative Examination of the (In)Visible Complexity of Language and Identity - Giselle Del Carmen Martinez Negrette, University of Illinois at Urbana-Champaign

"They Still Have Very Thick Accents": A Raciolinguistic Analysis of the "Long-Term English Learner" Classification - Bailey B. Smolarek, University of Wisconsin - Madison

"Teacher, You Have an Accent in English!" Bilingual Teachers' Racialized Linguistic Identities and Positioning in a Dual-Language Second-Grade Classroom - Patricia E. Venegas-Weber, University of Washington - Seattle

Nelson Flores, University of Pennsylvania

Monica Gonzalez Ybarra, University of Illinois at Urbana-Champaign

Exploring Chicana/Latina Feminist Pedagogies in a Literacy Methods Classroom in the Borderlands - Monica Gonzalez Ybarra, University of Illinois at Urbana-Champaign

Art and Imagination for Validating Language and Literacy Journeys of Latinx Bi/multilingual Preservice Teachers - Paty Abril-Gonzalez, University of Texas at Austin

Tu Eres mi Otro Yo: Teaching Critical Literacies as a Practice of Freedom - Lorena Gutierrez, University of California Riverside

Self-Storying as a Route Toward Connection in a Women of Color Critical Autoethnographic Collective - Grace D. Player, University of Connecticut - Storrs; Danielle R. Filipiak, University of Connecticut - Storrs

Christina P. DeNicolo, Wayne State University

Zheng Gu, Michigan State University

Chinese Immersion Teachers' Academic Vocabulary Instruction: Managing the Tension Between Chinese and Mathematics Teaching - Zheng Gu, Michigan State University

20 or Vingt? French Immersion Students' Language Choices When Counting Out Loud - Nathalie Rothschild, Concordia University; Arielle Orsini, Concordia University - Montreal; Helena P. Osana, Concordia University; Sheri-Lynn Skwarchuk, University of Winnipeg; Jo-Anne LeFevre, Carleton University; Anne Lafay, Université Savoie Mont Blanc; Erin of Maloney, University of Ottawa

Metalanguaging of Sixth-Grade Spanish-English Bilingual Students - Grace Jue Yeon Kim, The Ohio State University - Columbus

Supporting English Language Learners in K–12 Public Schools by Bilingual Interpreting Services: Strategies and Challenges - Xinyue Zuo, University of Massachusetts - Amherst

The Development of German and Chinese Language Skills: Analysis of Covariance of Early Childhood Students - Bryndle Bottoms, University of North Carolina - Charlotte; Charlotte Hancock, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte

Hefer Bembenutty, Queens College - CUNY

Teachers' Developing Understandings and Implementation of Classroom Management Through Community-Based Practices - Christal Walker, Georgia State University; Nancy Jo Schafer, Georgia State University

Teacher Well-Being and Classroom Management - Stacy Pulice, University of California - Santa Barbara; Rebeca Mireles-Rios, University of California - Santa Barbara; Tiffany Ibarra, University of California - Santa Barbara

The Association Between Teacher-Student Relationships and School Engagement: Implication for Classroom Management Practices - Donghyun Kang, Winona State University; Laura M. Stough, Texas A&M University - College Station

The Attention for Classroom Management in the Intended and Implemented Teacher Education Workplace Curriculum - Tom Adams, Fontys University of Applied Science; Bob Koster, Fontys University of Applied Science; Perry den Brok, Wageningen University

Rochelle Cortino, Texas A&M University - Corpus Christi

Sonya Sharififard, Pepperdine University

A Comparison of Male and Female Saudi School Principals' Perspectives on Instructional Leadership - Linda R. Vogel, University of Northern Colorado; Ahlam Alhudithi, University of Northern Colorado; Abdulmohsen Alsliman, University of Northern Colorado

Current Challenges in School Leadership in Estonia and Finland - Kirsi A. Tirri, University of Helsinki; Eve Eisenschmidt, Tallinn University; Katrin Poom-Valickis; Elina Kuusisto, University of Helsinki

Size Only Matters If You Have Vision: An Exploration of an Urban e-Learning Cluster - Michael Kristopher Barbour, Touro University - California; Jason Paul Siko, Madonna University

The Relationship Between School Leadership Standards and Imperatives of School Administration - Izhak Berkovich, The Open University of Israel; Ronit Bogler, The Open University of Israel

Affordances and Constraints of Networking to Foster Communities of Practice That Transform Schools to Be Culturally and Linguistically Responsive - Martin Scanlan, Boston College

A Missing Partner: Learning From Youth Activists of Color to Cultivate Justice-Driven Educational Leadership - Camille M. Wilson, University of Michigan; Naomi Mae W., The Spencer Foundation; Jeremy D. Horne, University of Texas at Austin

"It's About Removing Barriers for Kids": How an Elementary School Leader Supports Gender-Diverse Students - Katherine Lewis, Dominican University of California

Leader-Parent Relationships in the Early Childhood Education Context: An Exploration of Testimonial and Epistemic Justice - Eileen Adams, Farmville Public Schools, Virginia; Steve P. Myran, Old Dominion University

Anita McDowell, Southern New Hampshire University

Automating Research Components to Facilitate Mixed-Methods Research - Christoforos Mamas, University of California - San Diego; Dominik E. Froehlich, University of Vienna

Mixed Methods and Geospatial Information Systems: 3-D Data Embodiment for Evidence and Inquiry - Wendy B. Dickinson, University of South Florida - Tampa; Leia K. Cain, University of Tennessee

Q Methodology as Mixed-Methods Research: An Example Case From Patient Empowerment - Laurie-Ann M. Hellsten, University of Saskatchewan; Tracie Risling, University of Saskatchewan; Courtney Carlberg, University of Saskatchewan; Adele Fodje, University of Saskatchewan

Nancy Norman, Vancouver Island University

A Qualitative Investigation of a Mindfulness-Based Yoga Program for Teachers: How Program Attendance Relates to Outcomes - Deborah L. Schussler, The Pennsylvania State University; Alexis R Harris, The University of Virginia

Surprises in Kindness: Impact of a Mindfulness- and Kindness-Focused Social Emotional Learning Curriculum on Teachers - Stephanie A. Burdick-Shepherd, Lawrence University; Beth A. Haines, Lawrence University; Kathy R. Immel, University of Wisconsin; Amanda Karnatz, Lawrence University; Lund Annika, Lawrence University

Teachers' Perceptions of Social Emotional Learning, Mindfulness, and Burnout, Following Participation in a Postgraduate Course on Emotions - Veronica Mary O'Toole, University of Canterbury

The Impact of a Quiet Time Program in a High-Performing, High-Stress Urban High School - Jane Bleasdale, University of San Francisco; Margaret Peterson, University of San Francisco