Freyca Calderon-Berumen, Pennsylvania State University - Altoona

Analysis of Southeast Asian Refugee Children's Literature from Critical Refugee Study Lens - Sohyun An, Kennesaw State University

They Are Alive: Native Elementary Educators Approach, Engage/Adapt, and Enact the Since Time Immemorial Curriculum - Shayla R Chatto, University of Washington

Dancing in Moonlight: Resisting Precarity Through Pedagogies of Multimodality, Critical Circulation Literacy, and Queer Futurity - Samuel Burmester, The George Washington University; Arshad Imtiaz Ali, The George Washington University

Hosting and Teaching Refugees in a Long-Term Refugee Camp as an Act of Kindness - Philip Kimani Karangu, The University of British Columbia - Vancouver

Zachary A. Casey, Rhodes College

Curriculum, Stories, and Place: Narrative Inquiry Into Schools and Gentrification - Robert J. Helfenbein, Mercer University; Hannah M. Edber, Mercer University

Discerning Curricular Dissonance: Preservice Teachers' Efforts Toward Localizing and Diversifying Curricula Through Community Field Experience - Elaine Marhefka, University of New Hampshire

Valuing Place Consciousness in the Pass: Supporting Teacher Practice Through Place-Conscious Pedagogy - Sharon P. Pelech, University of Lethbridge; Darron Kelly, Memorial University of Newfoundland

Wrong Rocks: Counterstorying a Curriculum of Erasure in Manahatta/n - Rachel Talbert, Teachers College, Columbia University; Deanne Green, Teachers College, Columbia University; Neal Paul Schick, Teachers College, Columbia University; David Vining, Teachers College, Columbia University

Ruthmae Sears, University of South Florida

Exploring the Social Relations of STEM Education - Daniel Saunders, Florida International University; James P. Burns, Florida International University; Remy Dou, Florida International University

High School Course Selection: Division Between STEM Versus Non-STEM Pathways and Factors Driving These Decisions - Ceara Khoramshahi, University of Toronto

Jessica Rodrigues, University of Missouri

Belonging in Math Group Work - Michelle Renae Johnson, University of Cincinnati; Anna Fricano DeJarnette, University of Cincinnati

Engaging Students in Productive Struggle Through Mathematics Language Routines - Royce Olarte, University of California - Santa Barbara; Sarah Ann Roberts, University of California - Santa Barbara; Julie Bianchini, University of California - Santa Barbara

Learners' Perceptions and Classroom Experiences About Problem-Solving in Mathematics - Mamathe Malepa-Qhobela, University of Lesotho International School; Mogege David Mosimege, University of the Free State

What Exactly Is the Productive Struggle? Lessons Learned From a Content Analysis of the Mathematics Education Literature - Jamaal Young, Texas A&M University; Miriam Marie Sanders, Texas A&M University; Danielle Bevan, Houston Christian University; Jemimah L Young, Texas A&M University

Stephanie Ann Sadownik, University of Victoria

Co-Splitting Fraction and Angle Measures of a Circle to Reason About Lunar Phases - Amanda Provost, Montclair State University; Nicole Panorkou, Montclair State University

Opportunity to Revise: Effects of Corrective or Directive Feedback on Fraction Arithmetic Performance - Sarah Clerjuste, University of Delaware; Christina Areizaga Barbieri, University of Delaware; Amanda Jansen, University of Delaware; Margaret McCoy, West Virginia University

The Relationship Between Procedural Flexibility With Fraction Arithmetic and Word Problems and Algebra Skills - Elena Silla, University of Delaware; Christina Areizaga Barbieri, University of Delaware; Kristie J. Newton, Temple University

Hyewon Lee, University of California - Irvine

Listening to Formerly Incarcerated Elders: Narratives of Hope, Learning, Teaching, and Mentorship - Joshua T. Ellsworth, Duquesne University; Rick R. McCown, Duquesne University

Modern Iterations of Historical Legacies: Black Girls' Reading Motivations Link the Past to the Present - Sara Ann Jones, Illinois State University

Multiply Marginalized Early Career Teachers' Identity Negotiation - Ji Y. Hong, University of Arizona; Taylor A. Roloff, University of Arizona; Dionne Cross Francis, University of North Carolina - Chapel Hill; Faqryza Ab Latif, University of Arizona; Kelly Chong, Round Roc; Paul A. Schutz, University of Arizona

Saying Gay: Student-Reported Benefits of LGBTQ+-Inclusive Sexual Health Education - Yvonne Allsop, Eastern Michigan University; Arianna Henning, The Ohio State University; Shantanu Tilak, Chesapeake Bay Academy; Eric M. Anderman, The Ohio State University

Alicia Cotabish, University of Central Arkansas

Does Multicultural Education Matter? Florida Public School Teachers' Perceptions and Implementation of Multicultural Education - Bianca J Nightengale-Lee, Florida Atlantic University; Charles Dukes, Florida Atlantic University; Kerry Wittel, Florida Atlantic University; Paul Massy, Florida Atlantic University; Kaitlin Salzman, Florida Atlantic University

Elementary Mathematics Teachers Endorse Growth Mindset, but Do They Also Harbor Ties to Fixed Mindset? - Kate Curry, University of Illinois at Urbana-Champaign; Meg Bates, University of Illinois System; Cheryl Moran, University of Chicago; Joseph R. Cimpian, New York University; Hana Kearfott; Shereen Oca Beilstein, University of Illinois System; Michelle Perry, University of Illinois Urbana-Champaign

Teachers' Perceptions of Self-Efficacy and Teachers' Perceptions of Themselves as Self-Directed Learners: An Exploratory Study - Holly Weaver, Appalachian State University; Katherine Chesnutt, Appalachian State University; Tyrel Winebarger, Appalachian State University; Caleb Marsh, Appalachian State University; Janet Johnson, Appalachian State University; Rachel Ellen Nelson, Appalachian State University; Kameron Barlow; Tyler Tobin, Appalachian State University; Jui-Teng Li, Appalachian State University; Corinne Smith, Appalachian State University; James Beeler, Appalachian State University

Angela Knotts, WestEd

Arts-Based Exploratory Pedagogy in a Teacher Education Program: Preservice Teachers' Developing an Exploratory Pedagogical Rationale - Sergio L. Sanchez, University of California - Davis; Julia Houk, University of California - Davis; Ofir L. Cahalan, University of California - Davis; Steven Z. Athanases, University of California - Davis

Communities of Inquiry in Asynchronous, Online Professional Development: Fostering Teaching Presence Through Embedded Facilitation - Angela Knotts, WestEd; Nanette M. Seago, WestEd; Jill Neumayer-DePiper, University of Maryland

Moving Beyond the "Vicious Cycle of Horrible PD": Micro-Learning for K–12 Teacher Professional Development - Irene A. Bal, Loyola University Maryland

Professional Development for the 21st Century: Virtual Mentoring and Coaching and Virtual Professional Development - Erin A. Singer, Texas A&M University; Matthew J. Etchells, Texas A&M University

Raquel Sáenz Ortiz, Southwestern University

Between Two Worlds: Exploring Black Women's Marginalized Experiences in Engineering Doctoral Programs - Debalina Maitra, New Mexico Highlands University; Brooke Coley, Arizona State University; Foy Dosunmu

Facing a Pandemic: The Experiences of Undocumented College Students Preparing to Graduate - Cristal Briseida Almonte, Claremont Graduate University

Where Do I Fit? The Intersectional Experiences of Second-Generation Immigrant Graduate Students in Academia - Ezinne Ofoegbu, Santa Clara University; Leslie Uchenna Ekpe, Texas A&M University - Commerce

Cristina L. Lash, University of Nevada - Reno

John P. Broome, Purdue University

A Critical Policy Analysis of the Equity and Inclusive Education Strategy: A Case Study of Ontario, Canada - Goli Rezai-Rashti, Western University; Shirin Abdmolaei, University of Toronto - OISE

Equity Is Not Equality: A Critical Comparative Case Study of Two Ohio Education Equity Policies - Mario Clopton-Zymler, The Intergenerational School

Gender Mainstreaming in Teacher Education: A Careful Look at the Views of Teacher Educators in Spain - Cristina Miralles-Cardona, University of Alicante; Maria Cristina Cardona, University of Alicante; Esther Chiner, Universidad de Alicante; Marcos Gómez-Puerta, University of Alicante

The School-to-Prison Pipeline: Breaking Down Barriers to Education and Achievement Zero Tolerance for Zero Tolerance - Shanice Nicole Robinson, San Francisco State University; Shamawn L Wright, San Francisco State University

Exploration of Urban School Board Members Perspectives on Equity - Jasmine D. Williams, San Francisco State University; Richard Price, Prairie View A&M University

Aireale J. Rodgers, University of Wisconsin - Madison

From "Repertoires of Practice" to "Reservoirs of Power": Developing a Critical Social Practice Theory - Jacob Barton, University of California - Berkeley

From Individual to Collective Voice and Progressive Action: Barriers and Possible Solutions to Activism Research - Sophina Choudry, University of Manchester; Emilia Howker, University of Manchester; Julian S. Williams, University of Manchester; Erica Burman, University of Manchester

Leveraging Contradictions Toward Possible Futures: An Exploration of Multisystem Responses to Gender-Based Violence at Universities - Paige A. Sechrest, University of Washington; Boris Krichevsky, University of Washington

Aireale J. Rodgers, University of Wisconsin - Madison

Yin Lam Lee-Johnson, Webster University

Radical Truths About Reggio-Inspired Approach: Transforming the Status Quo for Emergent Multilinguals - Yin Lam Lee-Johnson, Webster University

Creating Space for Dialogic Conversations With Young Children: Looking Into Vivian Paley's Classroom - Joowon Lee, The Ohio State University; Ian A. G. Wilkinson, The Ohio State University

"It's a Boy Thing Because It's Sharp": Interrogating Gender Stereotypes in a Preschool Classroom - Victoria Damjanovic, Northern Arizona University; Stephanie Branson, Northern Arizona University

Mobile Documentation in a Reggio Emilia–Inspired School - Moon-Heum Cho, Syracuse University; Seongmi Lim, Ball State University; Qi Wu, Syracuse University; Il-Hee Kim, Wheaton College; Jackie HeeYoung Kim, Georgia Southern University

Leveraging Social Media to Enhance Instructional Practice: TikTok/Instagram as Spaces for Early Childhood Education Micro–Professional Development - Margaret F. Quinn, Texas A&M University; Rebecca Rohloff, Georgia State University

Kaitlin Northey, University of Vermont

Using a Design-Based Research Approach to Foster State-Family Partnerships in Early Care and Education: A Case Study - Dawn M Cameron Williams, University of Washington; Jessica Moses; Ikran Ismail; Sandra J. Diaz, University of Washington; Jessica Cellana; Juliet Taylor; Janet S. Soderberg, University of Washington; Gail E. Joseph, University of Washington

Early Intervention and Early Childhood Special Education Access in an Urban Setting: Challenges and Recommendations - Kaitlin Kelly Moran, Saint Joseph's University; Mary E. Sheppard, Saint Joseph's University

Aligning States' Center-Based Childcare Licensing Regulations and Quality Rating and Improvement System Standards Regarding Expulsion: A National Census - Rachel Fidel, University of Delaware; Martha J. Buell, University of Delaware; Stephanie Kuntz, University of Delaware

Perusing Preschool Options: What Caregivers Seek and What They Find - Paul Kienlen, Texas A&M University - San Antonio

Funding, Advising, and Friends: Supports Students in Postsecondary Early Childhood Preparation Programs Need to Be Successful - Kaitlin Northey, University of Vermont; Jordan Couzo, The University of Vermont

Xiaopeng Gong, Western Oregon University

A Binational Comparative Study on Parental Burnout and Parental Involvement - Ziwen Teuber, University of Luxembourg; Sandra Grüter, Bielefeld University; Qichen Wang, Peking University; Katarzyna Anna Bobrowicz, University of Luxembourg; Yanjie Su, Peking University; Samuel Greiff, University of Luxembourg

Dialogic Encounters: Appropriation of a School-Based Violence Prevention Program in Family Coexistence During COVID-19 - Hernando Bayona-Rodríguez, Universidad de los Andes; Leonardo Arevalo-Rojas, Universidad de los Andes

Intergenerational Transmission of Parenting Across 24 Years: The Mediating Role of Depressive Symptoms - Weiman Xu, University of Nebraska - Lincoln; Gilbert Parra, University of Nebraska - Lincoln

The Persistence of Whiteness in an Equity-Centered Community School Initiative - Arianna Di Puorto, University of North Carolina - Greensboro; Tiffanie Celeste Lewis-Durham, University of North Carolina - Greensboro; Monique Saastamoinen, University of North Carolina - Greensboro

Antonina Lukenchuk, National-Louis University

Differential Impact of COVID-19 School Closures on Immigrant Students: A Transnational Comparison - W. Holmes Finch, Ball State University; Maria E. Hernandez Finch, Ball State University; Sheridan Brooke Avery, Ball State University

Framing International Students as a Potentially Vulnerable Population to Increase Survey Response Rates - Keanen McKinley, College of William & Mary

School Inclusion of Refugee Students: Recent Trends From International Data - North Cooc, University of Texas at Austin; Grace MyHyun Kim, University of Texas at Austin

The Role of Coordinators in Developing Diverse Learning Experiences: An International Partnership - Maysaa Y. Barakat, Florida Atlantic University; Daniel Reyes-Guerra, Florida Atlantic University; Ira E. Bogotch, Florida Atlantic University; Robert E. Shockley, Florida Atlantic University

U.S. News Rankings and the Undergraduate Enrollment of International and Domestic Students - Shinji Katsumoto, University of Iowa; Nicholas A. Bowman, University of Iowa; Nicole Tennessen, University of Iowa

Perry P. Gao, Education Bridge Institute

Jose Ortiz, SUNY - Cortland

Toward a "Hard Reset" for Social and Emotional Learning - Melvin Chan, York University; Tonje Mari Molyneux, University of British Columbia

"How Friends Are Supposed to Treat Friends": Learning From Indigenous Youths' Perceptions of Supportive Relationships - Zoe Higheagle Strong, Washington State University; Emma Minke McMain, University of Arkansas; Sequoia Lynn Dance, Washington State University

"Room for All of It": Disrupting the Practice of "Happy-Happy-Happy" in Social and Emotional Learning - Emma Minke McMain, University of Arkansas

Culturally Responsive Social and Emotional Learning: Evidence in Texas School Districts - Tabitha Reynolds, University of Texas at Austin

Social and Emotional Learning Discourse in Public Education Engagement - Jasmine Y. Ma, New York University; Molly L. Kelton, Washington State University; Ali R. Blake, Boston College; Chris Ostrowdun, University of Leeds; Sarah C. Radke, Concord Consortium; Arundhati Velamur, New York University; Anna Skorupa, New York University

Adam Bell, TrainingConnections LLC

Computer Science Learning and Inquiring With Students Through Equity Networks (CS-LISTEN). Learning From Youth Participatory Action Research: Reigniting Learning Within High School Students - Minhtuyen Mai, University of California - San Diego; Susan S. Yonezawa, University of California - San Diego; Jordan J. Harrison, University of California - San Diego; Beth Simon, University of California - San Diego; Kirk D. Rogers, California State University - Dominguez Hills

The Motivation of Gen Z Activists: What Influences Their Engagement in Activism? - Jerusha O. Conner, Villanova University; Emily Greytak, ACLU; Carly Evich, Purdue University

What Is My Truth and Who Decides? Engaging Arts-Based Youth Participatory Action Research to Explore Identity Scripts and Performance With Latina Artivists - Ashley D. Domínguez, University of Arizona