Leticia Alvarez Gutiérrez, University of Utah

Mind the Gap: Exploring Hiring Practices to Diversify the Teacher Workforce - Zuhra Abawi, Niagara University - Ontario

Student-Parent, Student-Teacher, Student-Parent-Teacher: The Untapped Critical Consciousness of Student-Parents of Color in Teacher Education - Jennifer Stacy, California State University - Dominguez Hills; Jodi Aguilar, University of Illinois at Chicago

Secular Mindfulness and Fear of Asian Foreignness: Racialized Erasure of Buddhism in U.S. Mindfulness Programs - Funie Hsu/Chhî, San Jose State University

Shocked, Disappointed, and Feeling Left Out: Asian American Parents' and Caregivers' Responses to Diversity, Equity, Inclusion, and Antiracism Work at an Independent School - Katherine Clonan-Roy, Cleveland State University; Charlotte E Jacobs, University of Pennsylvania; Kelsey M. Jones, Williams College

Lorien S Jordan, University of South Florida

Discursive Whiteness: A Critical Race/Critical Whiteness Content Analysis of Anti–Critical Race Hyperbole in Amazon.com Reviews - Lorien S Jordan, University of South Florida; Kadesha Treco, University of Arkansas at Fayetteville; Rachel Piontak, University of Arkansas at Fayetteville; Stefanie McKoy, University of Arkansas - Fayetteville

Sustained Interracial Dialogue as an Antiracist Intervention: A Preliminary Qualitative Evaluation of a Nonformal Learning Program - Olivia Marcucci, Johns Hopkins University; Tiffany Robertson, Touchy Topics Tuesday; Elizabeth Lazarus, Johns Hopkins University; Lisa Mitchell, Johns Hopkins University; Don Morgan

The Initiative for Eradicating Racism: One School's Attempt to Highlight Truth and Cultivate Change - Danielle T Ligocki, Oakland University; Robert A. Martin, Oakland University; Chaunda L. Scott, Oakland University

Toward Equity-Centered Teaching in a Centralized Standard-Driven System: A Singapore Case - Wen-Chia Claire Chang, National Institute of Education - Nanyang Technological University

Leanna Lucero, New Mexico State University

Bi and Trans Parents' Experiences Within Elementary Schools: A Phenomenological Study Focused on Consequential Education Practices and Research - Leanna Lucero, New Mexico State University; Angela Victoria Enriqueta Owens, New Mexico State University

Black Parent Engagement: Motherwork in Racially Charged School Environments - Karla R. Thomas, Northwestern University

Displaced Puerto Rican Mothers' Experiences Navigating Transracialization in Receiving U.S. Schools and Communities - Astrid Nicholl Sambolín Morales, Kent State University

Somali Mothers and Daughters Navigating Western Notions of Motherhood and Schooling in the Diaspora - Nimo Abdi, The Ohio State University; Colleen Clements, University of Minnesota

Boni Wozolek, Pennsylvania State University - Abington

Experiences of Psycho-Emotional Health and Well-Being Among Queer Educator Activists - Chrissy Constant, Lewis & Clark College

Floating Emotional Bond in Rural China: Exploring Native Adolescents' Construction of Place Attachment With Villages - Tangsenyi Shi, University of Hong Kong

Leadership to Support Well-Being in Schools: Compassion for Marginalized and Vulnerable Groups - Kristina N. LaVenia, Bowling Green State University

Sensory and Affective Disciplinary Listening - Ezra Gouvea, Rethink Learning Labs; Brian E. Gravel, Tufts University; Timothy Atherton, Tufts University

Two Sides of Stickiness: The Sociality of Emotions in the Work of Addams and Ahmed - Becky M. Atkinson, University of Alabama; Brad Toland, University of Alabama

Dennis L. Rudnick, Metropolitan State University of Denver

Creating Space for Truth: Developing Elementary Teachers' Professional Knowledge of Critical Literacies - Lisa Vasquez, Minnesota State University - Mankato; Rebekah May Degener, Minnesota State University - Mankato

Critical Global Didactica: A Study of Student and Faculty Voices in Teacher Education - Laura Boynton Hauerwas, Providence College; Isabel Maria Gomez-Barreto, Universidad de Castilla-La Mancha; Veronica M. Boix Mansilla, Harvard University

Teacher Language as a Form of Humanizing Pedagogy: Learning Trajectories of Elementary Education Teacher Candidates - Amy B. Palmeri, Vanderbilt University; Jeanne A. Peter, Vanderbilt University

Critical Political Consciousness Within Nepantla: The Experiences and Pedagogy of a Palestinian World History Teacher - Hanadi Shatara, California State University - Sacramento

Dennis L. Rudnick, Metropolitan State University of Denver

Katheryn Elizabeth Shannon, Southeastern Oklahoma State University

The Demographic Divide: The Diverse Literacy and Social Experiences Students of Color and White Teachers Bring to School - Amber Lawson, Michigan State University; Alexis Morgan Young, University of Maryland

The Potential of Virtual Video Clubs for Teacher Noticing - Margaret Walton, University of Maryland

Thao Phuong Nguyen, University of Languages and International Studies, Vietnam National University

A Crip in the Classroom: Becoming a Disabled Teacher - Katie Roquemore, Landmark College

In Pursuit of Truth: Transformative Experiences With Theories of Writing in a Doctoral-Level Classroom - Caroline B. Rabalais, Georgia State University; Romonda Middlebrooks-Jefferson, Georgia State University; Saniha Kabani, Georgia State University; Elyse Johnson, Georgia State University; Jasmyne Ormond, Georgia State University

"Oh, So You Just Want to Teach?" An Autoethnographic Account of One Traditionally Trained Teacher in a Teach For America–Hiring School - Gretchen Cook, University of Tennessee; Ashlee Anderson, University of Tennessee

Sharon H. Ulanoff, California State University - Los Angeles

Becoming a Teacher: Examining the Relationship Between Teacher Education Program Design and Teacher Candidate Professional Identity Formation - Maya Kaul, University of Pennsylvania

Cultural/Educational Maps: Storying Teachers' Pedagogical Identity Journeys - Sharon H. Ulanoff, California State University - Los Angeles; Ambika Gopal Raj, California State University - Los Angeles

Narratives of Becoming: Developing Teacher Identities as Novice Teachers of Color - Sumeyra Gok, University of New Hampshire

Zachary A. Casey, Rhodes College

Abolition Is Not a Metaphor: Conceptualizing Teachers' Decriminalizing Practices Within an Abolitionist Framework - Maeve Wall, University of Utah

Justice-Oriented Teaching and the Specter of Community Backlash: Implications for Teacher Education - Rachel Ranschaert, University of North Texas

"So Much Was Invisible to Me": Illuminating Community Wealth Through Activist Internships in Teacher Education - Tanya Maloney, Montclair State University; Bree Picower, Montclair State University

Teacher Educators' Practices for Enacting Racial and Social Justices in Teacher Preparation - Stephen R. Skoropad, University of California - Irvine; Dana Marie Conlin, University of California - Irvine; Elizabeth A. van Es, University of California - Irvine

Community and Self-Excavation: How Preservice Teachers Developed Critical Pedagogy and Racial Literacy in Affinity Groups - Daniel P. Moore, Stanford University; Rubén A. González, Stanford University; Kristen Jackson, Stanford University; Stephanie Robillard, St. Mary's College of California; Kia Turner, Stanford University

Cultivating Critical Race Theory Awareness With Secondary Preservice Teachers Through Examination of Black Lives Matter–Themed Young Adult Literature   - K. Dara Hill, University of Michigan - Dearborn

Reimagining Literacy Teacher Education for Social Justice - Lindsay Robinson, Minneapolis Public Schools

Mona Baniahmadi, University of Texas at Austin

Examining the Transfer of Visual Literacy Strategies Among Middle and Secondary Preservice Teacher Education Candidates - Mark Newman, National Louis University; Xiaoning Chen, National Louis University

Preservice Elementary Teachers' Beliefs on Integrating Computational Thinking in Different Content Areas - Andrea Ramirez-Salgado, University of Florida; Maya Israel, University of Florida

Preservice Teacher Preparation for Selecting/Integration Digital Texts/Tools in Literacy Instruction: A Formative Design Experiment - Poonam Arya, Wayne State University; Tanya M. Christ, Oakland University; Ming Ming Chiu, The Education University of Hong Kong; Pei Li, Oakland University

Ian Paker Renga, University of Southern Maine

Jaminque L. Adams, University of Georgia

An Ethic of Care: A Multicase Study of Historically Black Colleges and Universities' Teacher Education Program - Keeley Copridge, Frederick D. Patterson Research Institute; Raeshan D. Davis, Louisiana State University; LaTasha Mosley, Georgia State University; Brittny A James

Are Urban Teacher Residencies Effective to Recruit, Prepare, and Retain Diverse Teachers? A Research Synthesis - Yiting Chu, University of South Florida - Tampa; Weijia Wang, University of Virginia

"Pulling In": An Examination the Influence of State-Level Policies on Recruitment and Retention of Black Teacher Candidates in Mississippi - Qiana Cutts Givens, Mississippi State University

Investigating Urban Teachers' Intersectional Identities and Commitment to Teaching in the Context of Dual Pandemics - Naomi Blaushild, American Institutes for Research

Teachers' Improvement Work in High-Performing Public Secondary Schools Serving Disadvantaged Students in Chile - Carmen Montecinos, Universidad Catolica de Valparaiso; Monica Cortez, Pontificia Universidad Catolica de Valparaiso; Xavier Vanni, Universidad de Chile; Oscar Maureira; Juan Pablo Valenzuela, Universidad de Chile

"Why Teach?" Barriers and Motivations to Choosing Teaching Careers Among Asian American Preservice Teachers - Abigail Holst

Allen Thurston, Queen's University - Belfast

Promoting Collaborative Study Strategy Use With Biology Undergraduate Students - Carla M. Firetto, Arizona State University; Emily Starrett, Arizona State University; Lin Yan, Arizona State University; JP Hyatt, Arizona State University; Tonya Penkrot, Arizona State University

Using Collaborative Online International Learning to Enhance Cross-Cultural Experience in Language Learning - Yu-Ping Hsu, Western Illinois University; Chia-Ching Karen Tsai, Chinese Culture University; Kuang-Chen Hsu, University of Notre Dame; Shonn Cheng, National Taipei University of Technology

The Effect of the Emergency Shift to Virtual Instruction on Student Team Dynamics - Siqing Wei, Purdue University; Li Tan; Yiyao Zhang; Matthew W. Ohland, Purdue University

Maria Paz Cockerill, Queen's University - Belfast

Brian L. Wright, University of Memphis

Conceptualizations of Young Children/Early Childhood and Sustainability in Consequential Times - Lacey Elizabeth Peters, Hunter College - CUNY; Janette Habashi, University of Oklahoma; Ingrid M. Anderson, Portland State University; Victoria Damjanovic, Northern Arizona University

To Protect and Nurture: (Re)Imagining Mentoring for Black Boys in the Early Grades - Joseph Derrick Nelson, Swarthmore College; Brian L. Wright, University of Memphis

Combating Antiblackness Through the Development of Spiritual Capital in the Early Years - Amber Neal-Stanley, Purdue University; Danielle Allen, University of North Carolina - Chapel Hill; Jenille Morgan, University of North Carolina - Chapel Hill

Hengameh Kermani, University of North Carolina - Wilmington

Early Learning Fellows Program: A Collaborative Space to Grow Cross-Sector Early Childhood Leaders - Jingjing Sun, University of Montana; Allison B. Wilson, University of Montana; Kate Brayko, University of Montana - Missoula

Shared Values and Differing Language: Building a New Early Childhood Partnership With Sesame - Mary Jean Tecce DeCarlo, Drexel University

Oxford Bibliographies History of Early Childhood Education in the United States: Decades of Learning, Progress, and Expansion - Betty J. Liebovich, Goldsmiths University of London; Blythe F. Hinitz, The College of New Jersey

Working Conditions and Well-Being of Early Childhood and K–12 Leaders: Differences and Similarities - Timothy G. Ford, University of Oklahoma; Kyong-Ah Kwon, University of Oklahoma; Thomas Francis McHugh, University of Oklahoma; Alyson Lavigne, Utah State University

Kevin A. Gee, University of California - Davis

Hate Speech Against Asian American Youth: The Role of School Contexts in Perpetration and Protection - Kevin A. Gee, University of California - Davis; North Cooc, University of Texas at Austin

Peer Victimization Among Swedish Students: Protective Roles of School Staff Supportiveness and Class Climate - Robert Thornberg, Linköping University; Linda Wänström, Linköping University; Ylva Bjereld, Linköping University; Silvia Edling, University of Gävle; Guadalupe Francia, University of Gävle; Peter Gill, University of Gävle

Differences in Suicide Acceptability Among Young People in the United States and South Korea - Hayoung Kim Donnelly, University of Pennsylvania; Efe I. Shavers, Boston University

Instructional Patterns of Identity Exploration in Fourth- and Fifth-Grade Classrooms - Kimiko Ching, The Ohio State University; Adriana I. Martinez Calvit, The Ohio State University; Eric M. Anderman, The Ohio State University; Tzu-Jung Lin, The Ohio State University

Alicia R. Crowe, Kent State University

Vulnerability and Assessment: A Collaborative Interrogation of Ungrading - Tammy Mills, University of Maine; Rebecca Buchanan, University of Maine; Kevin Roberge

Ungrading as Resistance: A Collaborative Self-Study on De-Transactionalizing Teacher Education - Xiaoying Zhao, Illinois State University; Christie Angleton, Illinois State University; Kristina Nicole Falbe, Illinois State University

Technology Integration to Optimize Choice and Autonomy Through a Self-Study - Alireza Moghaddam, Memorial University of Newfoundland; Gabrielle Young; Karen C. Goodnough, Memorial University

Virtual Practice-Based Professional Development to Implement a Writing Study During a Pandemic - Tara E. Mason, University of California - Berkeley; Amber B. Ray, University of Illinois at Urbana-Champaign

Amanda K. Burbage, Eastern Virginia Medical School

Christina M. Cestone, University of Maryland - Baltimore

Peggy Gesing, Eastern Virginia Medical School

Team Leadership and Transdisciplinary Team Implications - Peggy Gesing, Eastern Virginia Medical School; Yuane Jia, Rutgers University; Violet Kulo, University of Maryland - Baltimore

Navigating the Institutional Review Board Process: Insights From Within and Across Institutions - Thuha Hoang, Louisiana State University - Health Sciences Center New Orleans; Hyun-Jin Jun, University of Maryland - Baltimore

Writing Is a Team Sport - Amanda K. Burbage, Eastern Virginia Medical School; Joni Tornwall, The Ohio State University; Christina M. Cestone, University of Maryland - Baltimore

Team Research Outcomes: Scale Validation - Yuane Jia, Rutgers University; Peggy Gesing, Eastern Virginia Medical School