Wendy Lawrence, Eastern Michigan University

Positionality in Praxis: How K–12 Leaders Can Use Positionality to Build a Socially Just and Culturally Responsive Leadership Practice - Wendy Lawrence, Eastern Michigan University; Donya Odom, Eastern Michigan University; Rema E. Reynolds Vassar, Wayne State University

Antiracist Leadership Practices That Foster Radical School-Community Relationships and Support Justice-Centered Systemic Educational Change - Lindsey J. Kaiser, University of Washington; Christopher Wegemer, University of California - Los Angeles

Culturally Responsive School Leadership and English Learner Students: Research-Based, Practice-Oriented Approaches - Lei Jiang, University of Kansas

In the Face of Authoritarianism: Prioritizing Democratic Community for Public Educational Leadership - Kathleen Knight-Abowitz, Miami University

Stephanie Chitpin, University of Ottawa

K–12 Leader Responses and Organizational Preparedness During COVID-19 - Craig De Voto, University of Illinois at Chicago; Benjamin M. Superfine, University of Illinois at Chicago

Leader Turnover and Hiring During a Global Pandemic: Evidence From Three States - Edward Fuller, Pennsylvania State University; Andrew Pendola, Auburn University; Sarah J Zuckerman, University of Nebraska - Lincoln; Liz Hollingworth, University of Iowa

Leading During the COVID-19 Pandemic: An Ontarian Outlook - Stephanie Chitpin, University of Ottawa; Olfa Karoui, University of Ottawa

Lessons Learned About Disruptive Change and the Importance of Support During the COVID-19 Pandemic - Deanna Dykstra-Lathrop, St. Vrain Valley Schools; Amie Cieminski, University of Northern Colorado

Michael B. Cornell, Teachers College, Columbia University

Value-Creating Leadership: A Thematic Analysis - Michael B. Cornell, Teachers College, Columbia University; Melissa Riley Bradford, DePaul University; Julie Nagashima, North Central College

How I Change Through Change: Principals' Vision of Their Leadership Through Sense-Making in Chile - Luis Felipe de la Vega, Universidad de Chile; Xaviera Gonzalez-Wegener, Keele University

Using Meta-Ethnography to Explore Internal Antecedents of Successful Principalship in the Global Context - Ting Huang, University of Alabama; Christopher W. Day, University of Nottingham; Qing Gu, University College London Institute of Education; Bob L. Johnson, University of Alabama; Claire Major, University of Alabama

From Theory to Leaders' Practice of Making Ethical Decisions in Schools: Uncovering Theoretical Foundations - Yinying Wang, Georgia State University

A Meta-Synthesis of International Successful School Principalship Project Publications: Successful School Leadership in Global Contexts - Rong Zhang, University of Alabama; Jingping Sun, University of Alabama; Rose M. Ylimaki, Northern Arizona University; Bob L. Johnson, University of Alabama

Megan K. Rauch Griffard, University of Nevada - Las Vegas

Who Has the Power? Contrasting the Role of Central and Building Leadership in Teacher Hiring - Justin J. Sulsky, Long Beach Public Schools

Leadership Actions for Equitable Arts Education - Sarah Gentile, West Genesee Central School District

School District Governance and Municipal Governance in Ontario: Tensions, Disconnects, and Continuities - Gus Riveros, Western University; Paul Newton, University of Saskatchewan

Unions, Monitoring, and Deferred Compensation: Evidence From California School Districts - Paul Bruno, University of Illinois at Urbana-Champaign

Naomi Blaushild, American Institutes for Research

Examining the Relationship Between Teacher Collaboration and Teacher Autonomy: Evidence From Multilevel Cross-Lagged Panel Model - Jinjie Zhu, The Ohio State University; Roger D. Goddard, The Ohio State University

A Cross-National Analysis of Shared School Decision Making With Teachers - Kyeongwon Kim, Florida State University; Motoko Akiba, Florida State University

A Person-Environment Fit Model: Capturing Interactions Between Middle Leaders and Teacher Entrepreneurial Behavior - Chun Sing Maxwell Ho, The Education University of Hong Kong; Darren A. Bryant, The Education University of Hong Kong; Allan David Walker, The Education University of Hong Kong

Do Informal Networks Become Formalized Over Time? Analyzing School Networks in England Using Egocentric Analysis - Toby M. Greany, University of Nottingham; Thomas Cowhitt, University of Glasgow; Christopher Downey, University of Southampton

Exploring the Professional Consequences of Instructional Isolation: A Mixed-Method Study - Susan Kemper Patrick, Learning Policy Institute; J. Edward Guthrie, Tennessee Education Research Alliance; Laura Fittz Parks, Vanderbilt University

Darrius Stanley, University of Minnesota

Foundation, Faith, and a Fighting Spirit: Exploring the Epistemologies of Black Educational Leadership Faculty - Miyoshi Juergensen, University of Alabama - Birmingham; Darrius Stanley, University of Minnesota; Brandi N. Hinnant-Crawford, Clemson University

Building Equitable Leaders Through Collective Efficacy - Lori Kall, Point Loma Nazarene University; Betty J. Alford, California State Polytechnic University - Pomona; Jennifer Moradian Watson, California State University - Fresno

Preparing Equity-Focused School and District Leaders: Advancing Knowledge and Practice in the Field - Elizabeth Gil, Fordham University; Elizabeth Leisy Stosich, Fordham University

"Seeing Those Changes": How a University-District Leadership Preparation Partnership Transforms and Informs Through Simultaneous Renewal - Shanna D. Anderson, Montclair State University; Kate Marilu Meza Fernandez, Montclair State University; Sharon Lai-LaGrotteria, Montclair State University; Rachel Garver, Montclair State University

Mapping Equity Discourses Within a Principal Pipeline Initiative of Urban School Districts: An Epistemic Network Study - Aziz Awaludin, University of Wisconsin - Madison; Richard R. Halverson, University of Wisconsin - Madison

George Spencer, New York University

Factors Affecting Students' Access to and Success in Dual-Enrollment Courses in North Carolina - Nina Arshavsky, University of North Carolina - Greensboro; Julie A. Edmunds, University of North Carolina - Greensboro; Victoria C. Coyle, University of North Carolina - Greensboro; Bryan C. Hutchins, University of North Carolina - Greensboro; Karla C. Lewis, University of North Carolina - Greensboro

Dual Enrollment and Its Impact on the College Access and Persistence of Students of Color - Stephanie L Savick, Notre Dame of Maryland University; Rachel E. Durham, Notre Dame of Maryland University; Heather R. Wooldridge, Notre Dame of Maryland University; Kimberly Ferguson, Baltimore County Public Schools

Who Gets in Early? How an Early Admissions Policy Affects College Choice - Hee Jung Gong, University of Alabama; Michael Bastedo, University of Michigan

College Access Program Participants' Enrollment in Postsecondary Programs: An Investigation of Potential Predictors - Yusuf Kara, Southern Methodist University; Annie Wright, Southern Methodist University; LaChelle Cunnigham, Southern Methodist University; Rachel Johns, Southern Methodist University; Catherine Ticzon, Southern Methodist University; Anthony J. Petrosino, Southern Methodist University

Nested Contexts of Support: How the Local Context Shapes School Agents' Support of Undocumented Students - Daysi X. Diaz-Strong, University of Illinois at Chicago

Diana G. Mercado-Garcia, California Education Partners

Molly M. Goldwasser, Duke University

Using Subjective and Objective Measures of Social Class in College Student Research - Genia M. Bettencourt, University of Memphis; Nicholas A. Bowman, University of Iowa; Shinji Katsumoto, University of Iowa; Joseph Kitchen, University of Southern California; Lauren N. Irwin, University of Tennessee

Motivational Regulation Styles as Mediators Between Integration and Drop Out Intention in College - Thomas Niewöhner, Bielefeld University; Ziwen Teuber, University of Luxembourg; Elke Wild, University of Bielefeld

Are Students With Learning Disabilities Impacted by Online Learning in Similar Ways to Their Peers? - Lauren D. Goegan, University of Manitoba; Devon Jaclyn Chazan, University of Alberta; Lia Daniels, University of Alberta

Evaluation of the Effectiveness of a University Learning Assistant Program - Carl Westine, University of North Carolina - Charlotte; Tong Wu, Riverside Insights; Nianbo Dong, University of North Carolina - Chapel Hill; Derek Maher, East Carolina University; Stella Yun Kim, University of North Carolina - Charlotte

Ibrahim Bicak, University of Chicago

A Systematic Review of Interventions That Promote Success in Computer Science for Undergraduate Students - Heather T. Rowan-Kenyon, Boston College; Maira Marques Samary, Boston College; Ryan Creps, Boston College; Shadman Islem, Boston College; Minji Kim, Boston College

Supporting Underrepresented Students in Health Sciences Using a Fuzzy Cognitive Mapping Approach - Danielle Chiang, University of Missouri - Kansas City; Emma Sexton, University of Missouri - Kansas City; Scott Guerrero, University of Missouri - Kansas City

Growth of West Virginia STEM Education Network to Encourage Student Persistence - Christopher Mattthew Wheatley, West Virginia University; Marjorie Darrah, West Virginia University; John C. Stewart, West Virginia University

Delayed Effects? An Examination of Long-Term Effects of the Broncos FIRST First-Year Experience - Dan Fitzpatrick, University of Michigan; Rachel L. Renbarger, FHI 360; Daniel A. Collier, University of Memphis; Andrea L. Beach, Western Michigan University

Natasha N. Johnson, Georgia State University

Is Higher Education Experiencing Institutional Racial Paralysis? - Christina Wright Fields, Marist College; Addrain Conyers, Marist College

Exploring Followers' Perceptions and Experiences With Abusive Leaders in Higher Education: A Qualitative Study - Comfort O. Okpala, North Carolina A&T State University

"I Know It to Be. I've Experienced It": Marginality and the Administration of Food Insecurity - Sarah E. Madsen, Baylor University; Nathan F. Alleman, Baylor University; Cara Cliburn Allen, Gretchen Swanson Center for Nutrition

Understanding Leadership and Experiences Among Disability Service Office Directors: A Phenomenological Study - Sarah Young, Trinity Washington University

Brendan Bartanen, University of Virginia

Minimum Wages and the Early Childhood Education Workforce: Policy Effects on Pay, Composition, and Cost - Walker A. Swain, University of Georgia; Caprial E. Farrington, University of Georgia; Kourtney Clark, University of Georgia; Shuyang Wang, University of Georgia

The Promises and Challenges of Emergency Teacher Licensure in Strengthening and Diversifying the Educator Workforce - Ariel Tichnor-Wagner, Boston University; Andrew Bacher-Hicks, Boston University; Olivia Chi, Boston University

School Districts' Challenges in Recruiting and Hiring School Leaders: A Mixed-Methods Examination - Ashley Ellison, Vanderbilt University; Jason A. Grissom, Vanderbilt University; Francisco Arturo Santelli, Vanderbilt University

The Role of Principal Succession Planning in Identifying, Preparing, and Developing a District's Future School Leaders - David G. Buckman, Augusta State University; Henry Tran, University of South Carolina; Simone A. F. Gause, Coastal Carolina University

The Relationship Between Educator Applicant Essay Quality/Content and Hiring, Retention, and Effectiveness Outcomes - Yujia Liu, Kansas State University; Emily K. Penner, University of California - Irvine; Sabrina Solanki, University of Michigan; Xuehan Zhou, University of California - Irvine

Preschool Dual-Language Education Teachers' Language Ideologies and Practices for Emergent Bilingual Students With Disabilities - Sultan Kilinc, Syracuse University

Prioritizing and Sustaining Children's Minoritized Languages and Languaging in K–3: A Review of Literature - Amy Clark, DePaul University

Support? Oppression? Both! Uncovering the True Impact of Language Policies on Racialized Students With Disabilities - Chelsea Stinson, SUNY - College at Cortland; María Cioè-Peña, University of Pennsylvania; Valentina Migliarini, University of Birmingham

Corey Savage, American Institutes for Research

Access to Civics Content and Effective Instructional Approaches - Corey Savage, American Institutes for Research; Saki Ikoma, American Institutes For Research; Jennifer Mazzella, American Institutes for Research; Susan Moffitt, Brown University

And, Civic Opportunities for All? - Chrystal S. Johnson, Purdue University; Godwin Gyimah, Purdue University

Toward a Comprehensive Framework for Teachers' Professional Civic Competences - Emilie Vandevelde, Catholic Universiteit Leuven

Laurie M. Rabinowitz, Skidmore College

Unpacking the Tenets of Disability Studies in Education: Evidence From Classroom Assessment - Ashley Pollitt, The College of New Jersey; Nicole Barnes, Montclair State University

Using Poetry and Disability Memoir to Explore Veteran Teachers' Emerging Awareness of Ableism - Kerry Cormier, Rowan University

Foregrounding Disability: Factors Influencing 6–12 English Language Arts Teachers in Leading Disability-Related Classroom Discussion - Rebecca Jacobson, Villanova University

Christine Elaine Ashby, Syracuse University

Rubén Garza, Texas State University

Rethinking Quality Co-Teaching: Between Teacher Mentoring and Visions of Professionalism - Tal Carmi, Hebrew University of Jerusalem

The Impact of Virtual Mentoring on Advancing the Leadership Competencies of Principal Preparation Program Candidates - Nahed Abdelrahman, Texas A&M University; Beverly J. Irby, Texas A&M University; Hamada Elfarargy, South Dakota State University; Susan Holley, Texas A&M University; Gwendolyn C. Webb, Texas A&M University; Carl Fahrenwald, Texas A&M University

The Pedagogical Signature of Novice Principal Mentoring - Nirit Pariente, Ben-Gurion University of the Negev; Meyrav Cohen Zecharia, Ben-Gurion University of the Negev; Dorit Tubin, Ben-Gurion University of the Negev

You're All I Need to Get By: A Reimagined Method to Mentorship - Tiyana Herring, Florida State University; Jhaneil Thompson, Florida A&M University; De'Keria Hunter, Palm Beach County School District; Krystal N. Bush, Florida A&M University; Cheron Hunter Davis, Florida A&M University

Ahram Park, Teachers College, Columbia University

Emergent Strategy: Finding a Theoretical Lens That Aligns With Critical Participatory Action Research's Methodological Assumptions - Gabriel Ely, Northern Vermont University; Ana L. O'Neill, Northern Vermont University; Jae Basiliere, Vermont State Colleges; Hannah K. Miller, Northern Vermont University

Faceless, Voiceless Child: Ethics of Visual Anonymity in Qualitative Research With Children and Young People - Mervi Kaukko, Tampere University

Getting Lost With Multimodal Artifacts in Teacher Inquiry - Maddie Neufeld, Teachers College, Columbia University; Srikala Naraian, Teachers College, Columbia University

Participatory Ethnography: Co-Constructing Modalities With Court-Involved Youth to Disrupt the -Isms While Initiating Humanizing Research - Ahram Park, Teachers College, Columbia University

Testimonialista e Interlocutora: Methodological Choices in a Special Education Teacher's Testimonio - Martha Lorena Hernández Flores, Florida International University

Randy W. Hetherington, University of Portland

Culturally Responsive Instructional Supervision as an Emancipatory Framework - Ian Mette, University at Buffalo - SUNY; Dwayne Ray Cormier, Culturally Responsive Solutions, LLC; Yanira Oliveras-Ortiz, University of Texas - Tyler

Distributed and Instructional Leadership: Principals' Views of Their Leadership Practices - Eva Fernandes; Maria A. Flores, Minho University

Exploring School Administrator Confidence When Evaluating Special Education Teachers via District Support and Training - Corrine Aramburo, University of California - Berkeley

"How to Push Without Getting Pushed Out": Balancing the Complexity in Teacher Candidate Supervision - Megan E. Lynch, University of North Florida; May H. Lee, Pennsylvania State University

The Alignment of Supervision and Supporting Practices for Novice Teachers in Secondary Schools - Pieter Flamand, Ghent University; Melissa Tuytens, Ghent University; Eva Vekeman, Ghent University; Geert Devos, Ghent University

Romina Stephanie Peña-Pincheira, Gustavus Adolphus College

Listening for Meaning: "Incouple" Numbers, Dedómetros, and Bilingual Children's Meaningful Mathematical Inventions - Melissa Adams Corral, University of Texas - Rio Grande Valley; Romina Stephanie Peña-Pincheira, Gustavus Adolphus College; José Martínez Hinestroza, Texas State University

Locating Opportunities to Unsettle False Constructions of "Deviant" Students in Pivotal Moments of Classroom Interaction - Wan-Yue Zhan, University of Wisconsin - Madison; Nicole Louie, University of Wisconsin - Madison

The Cultural Assets of Students of Color in STEM at Historically White High Schools: Using the Cultural Community Wealth Model - Lillie Ko Wong, University of California - San Diego; Yoomee Lee, University of California - San Diego