LARA ALOUAN, University of PARIS SACLAY and ORANGE INNOVATION SENSE LAB

Complicating Narratives: Black Queer Youth's Complex Experiences Regarding School Safety - LaShanda Harbin, University of Wisconsin - Madison

Dividing Gender: Domesticity and Work in Indian Boarding School Mathematics Curricula, 1879–1932 - Luke Kim, Kenyon College; Mary Smith, University of Utah; Charles Sepulveda, The University of Utah; Cynthia Benally, University of Utah; Kehaulani Natsuko Vaughn, University of Utah; José Francisco Gutiérrez, University of Utah

Does Anyone Really Know Me? Sexual and Gender–Diverse School Leader Perceptions of Authentic Leadership - Shane Jensen, American College of Education

Lama Alharbi, Teachers College, Columbia University

Adolescent Critical Race Digital Literacies in the United States During the 2020 Election - Matthew Hamilton, University of Southern California; Brendesha M. Tynes, University of Southern California; Stephen M. Gibson, Virginia Commonwealth University; Joseph E. Kahne, University of California - Riverside; Karinna Nazario

Envisioning the Invisibility: Sibling Effects on Cognitive Development - Xue Gong, University of Wisconsin - Madison

The Effect of Sociocultural Environment on Language-Minority Students' Math and Reading Development From Kindergarten to the Eighth Grade - Xin Li, University of Houston; Regena F Nelson, Western Michigan University; Jianping Shen, Western Michigan University

L. Trenton S. Marsh, University of Central Florida

Collaborative Knowledge Production: Seeking Epistemological Justice - Joanne C. Larson, University of Rochester

Exploring the Phenomenon of Afro-Futurism in Film in Decolonizing the University Curriculum - Zayd Waghid, Cape Peninsula University of Technology

Relational Resistance: Consequential Freedom Dreaming in Divisive Times - L. Trenton S. Marsh, University of Central Florida; Anna Smith, Illinois State University

The Master's Ontologies Will Never Dismantle the Master's Epistemologies and Methodologies: Educational Transitions From Modernity - Walter F. Heinecke, University of Virginia; Sarah Beach, University of Virginia School of Law

Stephanie Masta, Purdue University

Reflexive Discomfort: Confronting How We Problematically Engage in Educational Research - Stephanie Masta, Purdue University; Janelle Grant, Purdue University; Darryl Dickerson, Purdue University; Alice L. Pawley, Purdue University; Matthew W. Ohland, Purdue University

Becoming With Education-Based Social Movements Through Diffractive Analysis - Lee O'Donnell, Texas State University

Confronting the Tension: An Autoethnographic Account of Classroom-Based Research - Stephanie Oudghiri, Purdue University

Interrogating the Barriers to Transformative Teaching: A Critical Race Nepantlera Methodology Analysis of Autohistorias - Christina Salazar, Texas Woman's University

Leticia Alvarez Gutiérrez, University of Utah

Gender Equality Matters: An Educational Program to Tackle Gender Stereotyping, Gender-Based Bullying, and Gender-Based Violence - Seline Keating, Dublin City University

Nurturing High School Students of Color's Transformative Agency in a Critical Civic Engagement Program - Enrique Lopez, University of Colorado - Boulder; Charla Agnoletti; Cynthia Corral-Robles; Maria Martinez; Trinity Ornelas

Powerful Inquiry: Using Research to Support Students as Leaders in School Change - Anuraag Sensharma, Teachers College, Columbia University; Ashley N. Bakker, Teachers College, Columbia University

Reclaiming Our Urban Schools: A Case Study of Public Narrative in State Takeover Schools - Quinci Bone't Teer, Cleveland State University; Anne M. Galletta, Cleveland State University

Jeffrey P. Carpenter, Elon University

Are There Differences in Quality of Teacher Team Conversations When Analyzing Peer Versus Other Videos? - Miriam Babichenko, Hebrew University of Jerusalem

Positioning Students as Experts on Teaching When Teachers Rehearse Discussions - Andrew J. Schiera, University of Wisconsin - Madison; Andrew del Calvo, University of Pennsylvania

Preservice Teachers Analyze Lesson Plans: Results of a Pilot Study - Madlena Kirchhoff, Leibniz Universitat Hannover; Katharina Müller, University of Hannover

Alicia Cotabish, University of Central Arkansas

Analyzing Teacher-Designed Tasks Through the Lens of Procedural and Conceptual Knowledge Framework - Mourat Tchoshanov, The University of Texas - El Paso; Angelica Monarrez, University of Texas - El Paso

Mapping Evidence-Based Practices Within the Universal Design for Learning Framework - Ann Devitt, Trinity College Dublin; Joanne Banks, Trinity College Dublin; Aibhín Bray, Trinity College Dublin; Gavin Murphy, Trinity College Dublin; Sergio Sanchez Fuentes, Universidad Autonoma de Madrid; Marta Sandoval, Universidad Autonoma de Madrid; Silvia Terrenzio, CVO Vitant Antwerp,; Katerina Riviou, Ellinogermaniki Agogi; Eimear MacCarthy, St Josephs School Rush

The Impact of Sociocultural Literacy Theories on Teacher Candidates and Practicing Teachers - Bess Collins Van Asselt, Moravian University; Huijing Wen, Moravian University

Mwenda O. Kudumu, North Carolina State University

Preservice Teachers' Ethnic Backgrounds, Knowledge of Student Understanding, and Use of Whole-Number Representations - Raymond Flores, Texas Tech University; Minju Yi, Texas Tech University; Jian Wang, Texas Tech University; Taylor Darwin, Texas Tech University; Jasmine Torain, Texas Tech University; Hyunjin Shim, Texas Tech University

SPIRAL Project: Initial Findings of Vertical, Cross-Grade Professional Learning Community Discussions of Science Teaching Practice - Matthew J. Kloser, University of Notre Dame; Jose Felipe Martinez, University of California - Los Angeles; Marlene Saint Martin, University of California - Los Angeles; Michael Szopiak, University of Notre Dame; Christine Ong, University of California - Los Angeles; Jon Kovach, University of California - Los Angeles; Leticia Perez, University of California - Los Angeles; Justin Betzelberger, University of California - Los Angeles; Richard Huynh, University of California - Los Angeles

Student Success During Educator-Scaffolded Engineering Design Experiences - Andrew J. Hughes, California State University - San Bernardino; Tyler S. Love, University of Maryland - Eastern Shore

Mwenda O. Kudumu, North Carolina State University

Jui-Teng Li, Appalachian State University

Developing Integrated STEM Teacher Identity Using Guided Curation of K–12 Engineering Activities - Terrie M. Galanti, University of North Florida; Nancy Holincheck, George Mason University

Early Career Teachers' Instructional Visions About the Teaching of Mathematics - Amanda Huffman Hayes, Purdue University

Teacher Identity Development: Examining a Prospective Science Teacher's Positioning - Danielle E. Dani, Ohio University; Lizhen Chen, Ohio University; Courtney Koestler, Ohio University; Kayla Heacock, Ohio University

Socorro Orozco, California State University - Los Angeles

Brittany Nicole Anderson, University of North Carolina - Charlotte

History Teachers' Curricular Decisions About Gender-Related Social Issues: Using Shared Cultural Tools in South Korea - Hana Jun, Indiana University

No Role Models: Two Black Teachers Reflect on How Their Mentoring Relationship Helped Them to Persist Through Racial Battle Fatigue - Franchesca R. Ho Sang, Hunter College; Anthony M. Chin Kee Hee, Buffalo State College - SUNY

The Potential for Connection Within Solitary Pain: Critical Affective Perspectives and Teachers' Experiences Modeling Vulnerability - Ellie Foster, Kevin Love Fund

Keisha McIntosh Allen, University of Maryland

Transforming Teacher Education Through Embodied Racial Healing Utilizing Arts-Based Multimodalities - Rae L. Oviatt, Eastern Michigan University; Sharon Hopkins, Eastern Michigan University; Kat Naish, Ferndale School District

A STEM Women of Color Affinity Space: Sustaining Social Justice Identity Development and Actionable Visions - Socorro Cambero, University of California - Irvine; Naehee Kwun, University of California - Irvine; Doron Zinger, University of California - Irvine

Demolishing Silos, Building Bridges, and Kindling Black-Brown Freedom Dreams: A Systemic Model for Teacher Diversification - Amanda Morales, University of Nebraska - Lincoln; Bianca J Nightengale-Lee, Florida Atlantic University; Lorena Claeys, University of Texas - San Antonio

Doing the Work to Do the Work: Black Teacher Educators Practicing Healing-Centered Pedagogies - Asif Wilson, University of Illinois at Urbana-Champaign; Iesha Jackson, University of Nevada - Las Vegas

Barbara L. Bales, Universities of Wisconsin Administration

Comparing Culturally Responsive Teaching Self-Efficacy of Teacher Candidates in Residency Programs to Traditional Programs - Latanya Sutphin, Old Dominion University

How Does Equity Work Here? Preservice Teachers Explore Critical Literacy - Fay Mentzer, Purdue University; Helen Bentley, Purdue University; Christy Wessel Powell

Miriam Marguerita Gomez Witmer, Millersville University of Pennsylvania

Boris Krichevsky, University of Washington

Changes in Teacher Professionalism Discourse: Focusing on the Master Teacher Policy of South Korea - Eunjin Jeong, Yonsei University; Won Pyo Hong, Yonsei University; Seyoung Choi, Yonsei University

"Double Reduction" for Whom? Understanding Teachers' Work in China - Jun Teng, Beijing Normal University; Ziting Yang, Huazhong University of Science and Technology; Christopher B. Crowley, Wayne State University; Min Yu, Wayne State University

Special Education Teacher Preparation: Examining Effects of State Dual-Licensure Policies - Esther Lindström, Lehigh University; Jihyun Kim, Sungshin Women's University; Adelle Sturgell, Lehigh University; Kimberly McFadden, Lehigh University

Sarah W. Beck, New York University

Enacting a Pedagogy of Compassion in Teacher Education - Vaughn W.M. Watson, Michigan State University; Saloshna Vandeyar, University of Pretoria; Joanne E. Marciano, Michigan State University; Brittany M. Brewer, Michigan State University

Lauren Shallish, Rutgers University - Newark

Building Critical Literacy Communities That Amplify Youth Critical Consciousness - Aimee Hendrix-Soto, Texas Woman's University

Learning Transformative Justice in an Abolitionist Coalition - Mads B Meyer-Parr, University of Manitoba; Joe Curnow, University of Manitoba; Ella Taylor, University of Winnipeg

Imagining a Humanized Academia for the Graduate Student Worker Class - Alexa W.C. Lee-Hassan, University of Illinois at Chicago; Sara K. Rezvi, University of Illinois at Chicago

A Systematic Review of Educational Research on Social, Economic, and Intergenerational Mobility - Amber C. Bryant, University of Michigan/ICPSR

Dismantling False Conflicts: Merit, Disability, and Diversity, Equity, and Inclusion Work in Higher Education - Lauren Shallish, Rutgers University - Newark

Morgan Faison, University of Georgia

"El relajo con orden": Troubling the Control of Latinx Children's Bodies in Early Childhood Education Classrooms - Molly E. McManus, San Francisco State University; Kiyomi Sánchez-Suzuki Colegrove, Texas State University; Jennifer Keys Adair, University of Texas at Austin

Chicka Chicka Boom Boom, Supporting Trans Children in the Classroom - Benjamin C. Kennedy, University of California - San Diego

"Children Know a Lot About Safety and Unsafety": Responding to Terrorism With Young Children - Tanya Espinosa Cordoba, Anderson University

Noticing Truths With Early Childhood Lessons in a Native American Arts Curriculum Initiative - Corinna Peterken, Brigham Young University; Brenda Beyal, Brigham Young University; Heather Francis, Brigham Young University; Emily Soderborg, Brigham Young University

Jessica Murdter-Atkinson, University of North Texas

Culturally Relevant Dialogic Reading to Increase Vocabulary in Diné Preschoolers With Disabilities - Candi Running Bear, Western New Mexico University

Eliciting Bilingual Children's Voices About Diversity Through Art-Based Critical Literacy: A Qualitative Case Study - So Jung Kim, University of Texas - El Paso

Using Diverse Children's Literature to Teach for Social Justice: Lessons From a Novice Teacher - Sarah D Reid, Illinois State University; Carol J. Gilles, University of Missouri; Christina U. King, University at Buffalo - SUNY

"What Are We Missing?" Examining Culturally Relevant Teaching Practices in STEM Educator Preparation Programs - Miriam Marie Sanders, Texas A&M University; Maiya A. Turner, Texas A&M University; John A. Williams, Texas A&M University

Chican@ and Latin@ Head Start Teachers as Language Policy Makers - Allison Sterling Henward, Pennsylvania State University; Kiyomi Umezawa, University of Hawai‘i at Manoa

David Menendez, University of California - Santa Cruz

Children's Understanding of Viruses and Viral Transmission - David Menendez, University of California - Santa Cruz; Tania Dhaliwal, University of Michigan; Danielle Labotka, University of Michigan; Maria Kathleen Scavnicky, University of Michigan; Susan Gelman

Family Childcare Educators' Experiences Caring for Children During the COVID-19 Pandemic - Alison Hooper, University of Alabama; Claire Schweiker

Suspected Depression in the Early Care Workforce: Pre-Pandemic Evidence From the 2012 and 2019 National Survey on Early Care and Education - Tingting Reid, Harvard University; Mark Murphy, University of Hawai‘i at Manoa

From Stuck in a Dark Tunnel to Shine New Light: Narrative Inquiry of Korean Early Childhood Practitioners During Pandemic - Kyoung Jin Kim, University of North Texas; Min Kyung Han, Song-Mind Psychiatric Clinic; Ji-Hyang Sohn; Jeonghye Nah, University of North Texas

Leesa M. Riviere, Independent Researcher

Effect of a Pandemic on Well-Being at Work of Early Childhood Education and Care Managers From Quebec: Longitudinal Study - Geneviève Fortin, University of Quebec at Montreal; Nathalie Bigras, University of Quebec at Montreal; Lise Lemay, University of Quebec at Montreal; Christelle Robert-Mazaye; Annie Charron, Université du Québec à Montréal; Stéphanie Duval, Université Laval

Burnout, Compassion Fatigue, and Compassion Satisfaction Among School Principals - Kristen Speakman, Vineland Public Schools; Aubrey H. Wang, Saint Joseph's University

Implementation and a Qualitative Evaluation of Catching Your Breath: A Collective Reflective Coaching Device - Nathalie Bigras, University of Quebec at Montreal; Geneviève Fortin, University of Quebec at Montreal; Lise Lemay, University of Quebec at Montreal; Christelle Robert-Mazaye; Annie Charron, Université du Québec à Montréal; Stéphanie Duval, Université Laval

Measuring Teacher Stress: Validity and Reliability Evidence for Classroom Appraisal of Resources and Demands–Revised - Kristen C. Mosley, Austin Independent School District; Christopher J. McCarthy, University of Texas at Austin; Richard G. Lambert, University of North Carolina - Charlotte; Madison Blaydes, University of Texas at Austin; Yijie Tian, University of Texas at Austin

Mindfulness for Resilience and Coping in Postsecondary Mathematics - Leslie P. Shayer, University of British Columbia - Okanagan; Karen Ragoonaden, University of British Columbia