AERA Sessions

George L. Wimberly, American Educational Research Association

Am I a Science Person? - Cecilia Cheung, University of California - Riverside; Niwako Sugimura, University of California - Riverside

A Person-Centered Investigation of Student Intrapersonal Development: Profiles of Academic Engagement, Motivation, and Self-Regulation - Carlton J. Fong, Texas State University

Artificial AI Bias - Xiaoming Zhai, University of Georgia

A Secondary Meta-Analysis on the Relation Between Intelligence Mindset and Achievement: Taking A Closer Look at Mindset Measurement - Connie Barroso Garcia, Texas A&M University

Ask the Horses: Considerations for Indigenous Animal Methodology - Kelsey Dayle John, University of Arizona

Assessment in deeper learning schools: Teacher perceptions and implementation - Karen Moran Jackson, Soka University of America

"A Web of Privatizers": Science of Reading Advocacy Networks in Tennessee - Elena Aydarova, University of Wisconsin - Madison

Beyond teaching with technology: Deeper learning,  distance learning, and ELA assignments - Lanette Jimerson, University of Houston

Case for Systematic Review and Meta-Analysis of State Funding for Historically Black Colleges and Universities - Sosanya M. Jones, Howard University

Changing Fate: The Cultural Revolution's Rural Youth in Transition to Post-Mao China - Pengfei Zhao, McGill University

Deeper Learning and Academic Engagement: The Role of Teacher Supports - Sarah Olsen, University of California - Berkeley

Deeper Learning Effect and Variation: Evidence from Quasi-Experimental Analysis - Ting Shen, Missouri University of Science & Technology

Determinants of Dual Enrollment Access: A National Examination of Institutional Context and State Policies - George Spencer, New York University; Mónica Maldonado, University of Georgia

"Examining the Effects of Kindergarten Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature " - Qianyi Gao, University of Iowa; Anna Hall, Clemson University

Generalizing from Small Samples: Application to the Study of Deeper Learning - Wendy Chan, University of Pennsylvania

Growth Mindsets Impact on Student Academic Achievement: A Meta-Analysis - Janet Solis Rodriguez, University of Texas at Austin

Item Format Gender Bias: New Evidence and Considerations for State Accountability Testing - Benjamin R. Shear, University of Colorado - Boulder

Painting the Landscape of Rural Racial Achievement Gaps: Locale, Race, and Achievement - Se Woong Lee, University of Missouri

Performance-based Compensation Systems and Principal Job Performance - Hajime Mitani, Rowan University

Personalized CTE Course-taking in Individualized Learning Plans: A Review of Statewide Guiding Policies - Xue Xing, University of Nevada - Las Vegas; Chengcheng Li, The Open University of China; Gillian Bowden, University of Nevada - Las Vegas

Quality of Early Childcare and Education Predicts High School STEM Achievement for Students from Low-income Backgrounds - Andres Sebastian Bustamante, University of California - Irvine

Queering/Querying Student Success: Exploring Structural Relationships between Queer and Trans Student College Enrollment and Multiple Contexts - Jason C. Garvey, University of Vermont; C. V. Dolan, University of Vermont

Rethinking Principal Effects - David Liebowitz, University of Oregon

SAT Declines Due to Affirmative Action Bans   - David Mickey-Pabello, University of California - Los Angeles

Social Connectedness, Network Embedded Inequality, and Disparities in Education Outcomes - Ran Liu, University of Wisconsin - Madison

"Special Education Licensure Policies in the US: Examining Convergence Across Sources and Stakeholders " - Esther Lindström, Lehigh University

Supporting Developmentally, Culturally, and Linguistically Informed Practice in Early Care and Education with a Balanced Early Learning Assessment System - Joshua Sussman, University of California - Berkeley

Investigating How Undergraduate Computational Science (CS) Norms influence CS perceptions and experiences of Racial-Ethnic and Gender Marginalized Students - Faye-Marie L. Vassel, Stanford University

Teacher Mindsets for Supporting Deeper Learning in High School Students - Maithreyi Gopalan, Pennsylvania State University; Rohitha Edara, Pennsylvania State University

The Benefits of Deeper Learning for Academically At-Risk Students: Which Learning Opportunities Matter Most? - Jonte Andris Myers, Georgia State University

Understanding Faculty Resistance as Agentic Authorship within Individual and Organizational Learning Processes: A Theoretical Framework - Susannah Davis, University of New Mexico

Who Gets Called "Quiet," and Why? Gender, Race, and the Social Construction of Confidence in Early Adolescence - Michela Musto, Brown University

Videocase-based Learning and Analysis in Teacher Education: A Meta-Analysis - Samuel Aina, Washington State University