Felix Oppong Quayson, The Ohio State University

Emotional Distress and Access to Mental Health Care Among First-Generation College Students During the COVID-19 Pandemic - Elizabeth Raposa, Fordham University; Ida R. Salusky, Northwestern University; Katie Bartolotta; Nicola Forbes, Fordham University; Lidia Monjaras-Gaytan, DePaul University; Yesenia Garcia-Murillo, DePaul University; Grevelin Ulerio, DePaul University; George Perron, Seton Hall University

First-Generation College Students' Experiences at College-Preparatory High School and Beyond - Shafiqa Ahmadi, University of Southern California; Milie Majumder, University of Southern California; Darnell G. Cole, University of Southern California; Mabel Eunice Hernandez, University of Southern California

First-Generation Students' Voices in Chilean Higher Education - Andrea Flanagan-Borquez, Universidad de Valparaiso

The Experiences of First-Generation Latinx Students in the University Symphony Orchestra - Aaron M. Luna, California State University - Fresno; Frederick Nelson, Fresno State

Understanding How First-Generation Doctoral Students Experience Graduate Education - Jose Rosalio Palma, Texas A&M University; Michael C. Rodriguez, University of Minnesota

Andrew Herridge, University of Southern Mississippi

Community Cultural Wealth of African International Students: Navigational Capital and Social Capital - Seyoung Hong, Michigan State University; Grace L. Tukurah, Michigan State University

Scale-Making and Borderland Subjectivities: Identity Construction Among Chinese International Students in the United States - Peng Yin, University of California - Berkeley

Whiteness as Lifestyle: Chinese Students' Representation of Lived Experiences of Studying Abroad on Social Media - Zhenyang Xu, Michigan State University

Jordan Dolfi, North Carolina State University

A Case Study Investigating Ireland's Multistakeholder Effort Toward a National Vision for Micro-Credentials - Jessa Henderson, The George Washington University; Natalie B. Milman, The George Washington University

Reinforcing the STEM Pipeline in Vocational-Technical Schools: Do Female Teachers Matters? - María Paola Sevilla, Pontificia Universidad Catolica de Chile; Paola Bordon; Fernanda Ramirez-Espinoza, Harvard University

"They Got to Start Somewhere": Career and Technical Education Faculty Interpretations of Disabled Students' Professional Prospects - Brett Ranon Nachman, University of Arkansas at Fayetteville

Michelle Elizabeth Bartlett, Old Dominion University

O. Matthew Odebiyi, Arizona State University

"Shades of Truth": Caribbean Migrant Youth Challenging Misrepresentations in Educational Discourses - Tanya R. Manning-Lewis, Thompson Rivers University

Schooling of Refugee Children in Kampala, Uganda: Enacting Vulnerability and Self-Reliance Integration Discourse - Manya Kagan, University of Pennsylvania

Perspectives of West African–Born Immigrant Students' Sociocultural and Academic Experiences in U.S. Public Schools - Alex Kumi-Yeboah, University at Albany - SUNY; Patriann Smith, University of South Florida

Get Ready to Be Confused: Understanding the Effects of Racialization on African International Students' Identity - Ashley Watson, University of Minnesota

Natalie Schelling, Indiana University - Kokomo

Contemporary Assessment Principles and School Division Administrative Policies: An Analysis - Cristyne Hebert, University of Regina; Kent LeNouail, University of Regina

Latent Profiles of Teachers' Assessment Practices and Influences on Student Engagement and Efficacy: An Exploratory Study - Lisa M. Abrams, Virginia Commonwealth University; Jeen Mariam Joy, Virginia Commonwealth University

Preservice Teachers' Conceptions of Fairness in Classroom Assessment: An Exploratory Factor Analysis - Michael Holden, Queen's University - Kingston; Amir Rasooli, University of Alberta

Teachers' Conceptions of Large-Scale Assessment: Implications for Assessment Literacy - Serafina Pastore, University of Bari

Mubeshera Tufail, Allama Iqbal Open University

Classroom Disciplinary Decisions Regarding Students Exhibiting Internalizing and Externalizing Behaviors - Nicole L. Lorenzetti, City College of New York - CUNY

Classroom Management in Pre-K–12 Music Programs: A Changing Conversation - Colleen M. Conway, University of Michigan; Sean Grier, University of Michigan; Daniel Taylor, University of Michigan; Tiffanie Waldron, University of Michigan

Lost in Translation: Preservice Teachers' Perceptions of Classroom Management Beliefs and Actions - Megan Svajda-Hardy, Texas A&M University; Andrew Kwok, Texas A&M University

Student Teachers' Classroom Management Learning Process During the Internship - Tom Adams, Fontys University of Applied Science; Bob Koster, Fontys University of Applied Science; Perry den Brok, Wageningen University

Elizabeth L. Adams, American Institutes for Research

A Comparison Study of Teachers' Pedagogical Practices in Online and In-Person Classes - Shifang Tang, Texas A&M University - Commerce; Rafael Lara-Alecio, Texas A&M University; Fuhui Tong, Texas A&M University; Cindy L. Guerrero, Texas A&M University; Henan Zhang, Texas A&M University; Shuai Ma, Texas A&M University; Ying Xu, Texas A&M University; Beverly J. Irby, Texas A&M University

A Systematic Approach to Measure Reformed Teaching in Science Classrooms - Ying Chen, Illinois Workforce and Education Research Collaborative (IWERC); Yue Yin, University of illinois at Chicago; Stephanie Werner, University of Illinois System; Mike Stieff, University of Illinois at Chicago

Exploring Differences in Effective Instruction Throughout the COVID-19 Pandemic Through Virtual and In-Person Classroom Observations - Danielle Bairrington Brown, Texas A&M University; Kayla Braziel Rollins, Texas A&M University; Kim Boddie Wright, Rice University - Kinder Institute; Jacqueline R. Stillisano, Texas A&M University; Hersh C. Waxman, Texas A&M University

Let's Talk About Math: Coaching Elementary Supervisors to Shift Toward Subject-Specific Observation and Feedback Practices - Brittney Castanheira, Mercer University

Mathematics Instruction for Students With Intellectual and Developmental Disabilities: Adapting Observation Tools to Reflect Students and Settings - Esther Lindström, Lehigh University; Emma Gratton-Fisher, Lehigh Directory; Megan Cook, Lehigh University; Mariangela Perrella, Lehigh University; rui chen, Lehigh University; Kimberly McFadden, Lehigh University; Mohammad Bahadori Fallah, Lehigh University

Assessing a Comprehensive School Reform in Pursuit of Student Success in Math, English, and Science Performance - Xiaozhou Ding; Danqing Yin, University of Kansas; Rong Zhang, University of Alabama

Hyukshin Schools in Korea: Educational Change Toward Whole-Person Education - Stanton E. F. Wortham, Boston College; Clara Dahee Shim, Boston College; Deoksoon Kim, Boston College; Dennis L. Shirley, Boston College; Heiyeon Shin, Boston College

STEM Education Addressing Sustainable Development Goals: Building Global Competencies to Co-Construct an Agenda of Consequence - Elizabeth C. Kurucz, University of Guelph; Catherine Hands, Brock University; Emily Krysten Spencer-Mueller, Wilfrid Laurier University; Asfiya Taji, Wilfrid Laurier University; Karin Archer, Let's Talk Science; Nadine Gudz

Samantha Lindgren, University of Illinois at Urbana-Champaign

Climate Literacy Resolutions and What It Takes to Pass Them: Los Angeles Unified School District - Laurel Kruke, University of Southern California; Gale M. Sinatra, University of Southern California; Julie A. Marsh, University of Southern California

Do Emotions and Beliefs Predict Changes in Climate Change Knowledge Among Preservice Teachers? - Catherine M. Bohn-Gettler, College of Saint Benedict; Diana Fenton, College of Saint Benedict; Carly Mastrian, College of Saint Benedict

From Indigenous Community-Driven Stewardship to Curriculum: The Story of the Arctic Sea Ice Curriculum Project - Jrene Rahm, University of Montréal; Jackie Kidd, Arctic Eider Society; Joel Heath

Indonesian Preservice Teachers and Climate Change - Kathy Cabe Trundle, Utah State University; Rita Anne Hagevik, University of North Carolina - Pembroke; Laura Wheeler, Utah State University; Ryan Thomas Knowles, Utah State University; Sary Silvhiany; Rita Inderawati, Universitas Sriwijaya; Hartono Ma; Sofendi Lazi

Mapping the Landscape of K–12 Climate Change Education Policy in the United States - Kristen Bray Hargis, University of Saskatchewan; Marcia McKenzie, University of Saskatchewan; Judy Braus; Sarah Bodor

Carol B. Brandt, Temple University

Rebecca Cooper Geller, University of Georgia

Implicit and Explicit Teacher Disclosure: Negotiating Social Justice and Political Classroom Aims - Jenni Conrad, Oregon State University - Cascades; Abigail Dym, University of Pennsylvania; Andrew J. Schiera, University of Wisconsin - Madison

"I Don't Want to Give Them More": Teacher Identity, Disclosure Dilemmas, and Framing Controversial Issues - Casey Holmes, Drake University

Scrolling Through Politics: Examining Teachers' Reactions to Black Lives Matter Posts Online - Joe McAnulty, Abilene Christian University

Teaching the 2020 U.S. Elections (and Aftermath) - Jeremy D. Stoddard, University of Wisconsin - Madison; Nora Schaffer, New York City Department of Education; Brett L. M. Levy, University at Albany - SUNY

Charles Tocci, Loyola University Chicago

Dukjae Lee, University of Virginia

American Council on the Teaching of Foreign Languages Chinese Reading Proficiency Guidelines: Verifying the Difficulty Hierarchy - Jia Lin, Howard University; Xiangdong Gu, Chongqing University; Ting Huang, College of William & Mary

English Pronunciation Self-Efficacy Scale: Development and Validation - Yanchao Yang; Chuang Wang, University of North Carolina - Charlotte; Tianxue Cui, University of Macau; Jianxia Du, University of Macau; Sijia Xue, University of Hong Kong

Enhancing Student Engagement: Examining Instructional Strategies in a University-Level Chinese Language Program - Shin Chi Fame Kao, University of Utah

Examining Learner Culture, Country, and Gender With English Public Speaking and Peer Feedback Self-Efficacy - Lucia Urena-Rodriguez, Purdue University; Jorge Loria, Purdue University; Victoria Lynn Lowell, Purdue University; Mohan Yang, Old Dominion University

Understanding the English Pronunciation Learning Strategy Use and Its Impact on English Pronunciation Proficiency - Cindy Deyu Xing, University of Cambridge

Richard D. Benson, University of Pittsburgh

Bedrock of the Political: Blackness and Critical Policy Analysis in Education Research - Jeremy D. Horne, University of Texas at Austin

Complicating the Utility School Connectedness: A Critical Examination of the Construct for Black Youth - Adrian Neely, Morehouse College

Deepening Our Conceptions of BlackCrit in Education: A Black Educational Justice Imperative - Justin A. Coles, University of Massachusetts - Amherst

Exploring the Possibilities of Utilizing an Afrocentric Epistemological Lens - Lisa M. Grillo, Elizabeth Seton High School; Sosanya M. Jones, Howard University; Lyndsie Whitehead, Howard University; Melody Y. Andrews, District of Columbia Public Schools

Nicole Fletcher, Fairfield University

Multiple Truths? Teacher and Student Perspectives on a District's Efforts to Pursue Equity in Mathematics - Ji Yeong I, Iowa State University; Anne Foegen, University of Minnesota; Mollie H. Appelgate, Iowa State University

Students' Expressions of Criticality and Emotion in Historically Responsive Math Task Contexts - Nicole L. Fonger, Syracuse University; Stephen Lewis Caviness, Syracuse University; Waleed Ashraf Raja, Syracuse University; Abigail Erskine, Purdue University; Emmy Wanditi Njue, Syracuse University

Storytelling for Mathematics: Teachers' Perceptions of Mathematicians' Digital Stories and Their Potential for Instructional Use - Erica Walker, University of Toronto - OISE; Nicole Fletcher, Fairfield University; Robin Wilson, Loyola Marymount University; Nasriah Morrison, Teachers College, Columbia University; Anisha Clarke, Queens College - CUNY; Nathan Dilworth, Teachers College, Columbia University; Terika Harris, Teachers College, Columbia University

When White Boys Dominate: Analyzing Two Teacher Candidates' Reflections on Enacted Math Discussions - Rosalie DeFino, University of Wisconsin - LaCrosse

Teachers and the Gender Equality Paradox in Mathematics - Laurie Rubel, University of Haifa; Juhaina Shahbari, Al-Qasemi College of Education

Ryan D. Shaw, Michigan State University

Bi/multilingualism and Music: Relationships Among Music Aptitude, Phonological Awareness, and Morphological Awareness in Spanish-English Children - Victor Antonio Lozada, University of North Texas - Dallas

Feeling for Difference: Toward an Empathetic Antiracist Music Education - Brandon Magid, Indiana University

"Girlboss Research": Undergraduate Students' Experiences Exploring Gender Bias in Music - Stephanie Prichard, University of Maryland