Christine Corso, University of Toronto

Collective Justice: What Can Education Policy Learn From the COVID-19 Reopening Debates? - Alexandra J. Freidus, University of Connecticut; Erica O. Turner, University of Wisconsin - Madison

Policy Making During the Pandemic: Research and Evidence as Alternative "Truths" - Clare Brooks, UCL Institute of Education; Jane Perryman, UCL Institute of Education

Politics as Usual: Union Political Influence on School District Decision Making During the COVID-19 Pandemic - Alyssa Nestler, Western Regional Educator Network

The Relationship Between District COVID-19 Reopening Plan Signals and Pre-K–12 Enrollment Decline - Andrew R Diemer, Saint Louis University; J. Cameron Anglum, Lehigh University; Aaron Park, Saint Louis University; Amy Shelton, Saint Louis University; Paula Langley, Saint Louis University

Who Profits From a Pandemic? A Descriptive and Social Network Analysis of School District–Vendor Contracts - Emily M. Hodge, Montclair State University; Amy N. Farley, University of Cincinnati; Tanya Suarez, Montclair State University; Roxana Marachi, San José State University

Laura E. Hernandez, Learning Policy Institute

Jennifer A. Freeman, University of Pennsylvania

Assessing the State of Media Literacy Policy in U.S. K–12 Schools - Daniela Kruel DiGiacomo, University of Kentucky; Erica Hodgin, Facing History and Ourselves; Joseph E. Kahne, University of California - Riverside; Samia Alkam, University of California - Riverside; Caitlin Taylor, University of Kentucky

China's "Double Reduction" Policy in Compulsory Education: Short-Term Implications for Parental Involvement and Child Development - Zeyi SHI, Northwestern University; Qian WANG, The Chinese University of Hong Kong

Coherence of State-Level English Language Art Instructional Policies in Louisiana, Tennessee, and Rhode Island - Ashley Woo, Pardee RAND Graduate School; Allyson Gittens, RAND Corporation; Elaine Lin Wang, RAND Corporation; Julia Heath Kaufman, RAND Corporation

Why Between-Class Ability Grouping Did Not End Up Teaching Students in Accordance With Their Aptitude - Xiaoyu Ji, Beijing Normal University; Qian Zhao, Beijing Normal University

Yiwang Li, University of California - Riverside

Implementing Fidelity: Social Effects of Impact Research - Shenghe Ye, University of Chicago

Utilizing Higher Education Policies to Affirm Transgender and Nonbinary Students in K–12 Education Systems - Sherri Castillo, University of Texas at Austin

Historical Knowledge Politics of Receiving Migrant Pupils: Contested Approaches in the Danish Welfare State - Nanna Ramsing Enemark, Aalborg University; Mette Buchardt, Aalborg University

Marisol Kevelson, Educational Testing Service

The Consequential Timing of Policy Reform: Implementing Statewide Reform During COVID-19 - Hollie Daniels, Community College Research Center; Kiaira McCoy, Florida State University; Holly Henning, Florida State University; Toby Park-Gaghan, Florida State University; Christine Mokher, Florida State University

The Play and Practice of Policy - Shayla G. Kolheim, United Way of the Mid-South; Steven L. Nelson, University of Nevada - Las Vegas; Derrick Robinson, North Carolina A&T State University

Transformation Cycle of the University and Its Purposes: The Reboring Phoenix - Ting Li, University of Toledo; nurdan Kalayci, University of Toledo; Fahriye Hayirsever, Duzce University

World-Class Universities and the Imitation Game: The Reality of the Global South - Koboul Elsayed Mansour, Hamilton College

Elena Izquierdo, University of Texas - El Paso

An Urgent Call to Center an AsianCrit Framework in Chinese Dual-Language Bilingual Education Programs - Zhongfeng Tian, Rutgers University - Newark; Joanna W. Wong, California State University - Monterey Bay; Suzanne García, California State University - Monterey Bay

A Systematic Review on Autistic Students From Multilingual Homes in the United States - Hyejung Kim, Binghamton University - SUNY; Diana Baker, Hobart and William Smith Colleges; Sunyoung Kim, University of Illinois at Chicago; Cong Liu, Binghamton University - SUNY

Distributed Liderazgo: The Making of Spaces and Leadership Structures for a Multilingual School Ecology - Alissa A. Blair, University of Arkansas at Fayetteville

Yan Chen, University of Nevada - Las Vegas

Computational Music Composition: K–12 Teacher Professional Development for Using Music Composition to Introduce Computer Coding - Monty Jones, Virginia Commonwealth University; Michael L. Schad, Virginia Commonwealth University

Literacy-Based Cybersecurity Curriculum Unit for High School Students: A Design-Based Research - Chien Chou, National Yang Ming Chiao Tung University; Guo-Jing Wu, National Yang Ming Chiao Tung University

Teachers' Role in Using Game-Based Learning: Systematic Review and Future Directions - ‪Merav Hayak‬‏, Ben-Gurion University of the Negev; Noy Dali, Ben-Gurion University of the Negev

The Relationship Between Students' Perceived Autonomy and Satisfaction in Blended Learning: A Chain Mediating Model - Xu Liu, Leiden University; Linyuan Wang, Leiden University

A Configuration of Dispositions: Transnational Multilingual Students Seeking Online Information - Huan Gao, University of Memphis

Kendall Hartley, University of Nevada - Las Vegas

Jie Yu, Rollins College

We Did Not Ask Does Not Mean We Do Not Aspire: How Chineseness Influenced Cultural Normalization in Higher Education - Wenjin Guo, Xi'an University of Architecture and Technology

The Taoist Pedagogy of Pathmarks as Releasement: Critical Reflections Upon Heidegger, Lao Tzu, and Dewey - Jie Yu, Rollins College

Increasing International Graduate Student Sense of Belonging - Murray Findlay, Loyola University Chicago; Keith Jones, City Colleges of Chicago; Mark C. Maranto, Glenbrook South High School; Anna Press, Loyola University Chicago; Guofang Wan, Loyola University Chicago

Carla Marie García-Fernández, California State University - Northridge

Communicative Practices Between Teachers of the Deaf and Elementary Deaf Emergent Writers Who Experienced Language Deprivation - Leala Holcomb, University of Tennessee; Hannah M. Dostal, University of Connecticut; Kimberly Wolbers, University of Tennessee

Defining Disability: Student Perspective Shifts After Introductory Coursework in an Interdisciplinary Graduate Program in Deafness - Amanda Howerton-Fox, Iona University; Michelle Veyvoda, Iona College; Sarah Martin

Examining Deaf and Hard-of-Hearing Students' Progress on an American Sign Language e–Curriculum-Based Measurement Measure© - Hongcui Du, Florida State University; Susan Rose, University of Minnesota; Rayne A. Sperling, Pennsylvania State University; Simon Hooper, Pennsylvania State University

Outcomes of a Comprehensive Writing Program Designed for Deaf Elementary Students - Hannah M. Dostal, University of Connecticut; Kimberly Wolbers, University of Tennessee; Leala Holcomb, University of Tennessee; Rachel Saulsburry, University of Tennessee

Decolonial Studies in Asia: A Literature Review - Jonggeun Park, Teachers College, Columbia University

Do Immigrants Count in Educational Diversity? Unveiling Mainstream Discourses of Latin American Diaspora in Chilean Education - Manuel A. Pérez-Troncoso, University of Illinois at Urbana-Champaign

Gazing Back and Looking Inward: Decolonizing STEM Education in Ghanaian Primary Schools - Kenneth Gyamerah, Toronto District School Board ; Thashika Pillay, Queen's University - Kingston

Intellectuals Versus Intelligentsia: Reconciling Imperial Legacy and Western Aspirations in Ukrainian Scholarly Discourse - Ielyzaveta Shchepetylnykova, University of Hong Kong

Interrogating Differences From a Postcolonial Perspective: Asian Doctoral Students' Lived Experiences - Ngan Thi Thu Nguyen, Texas Tech University; Jeong-Hee Kim, Texas Tech University

Greg William Misiaszek, Beijing Normal University

Reimagining Citizenship Through Care-Based Pedagogy as a Pathway to Disrupting Biases and Nurturing Youths' Agency - Ahram Park, Teachers College, Columbia University

The Case for Teachers' Democratic Assignment: The Slow Suffocation of Democracy in a Post-Truth Era - Geraldine Mooney Simmie, University of Limerick; Silvia Edling, University of Gävle

Utopia, Eco-Pedagogy, and Citizenships: Teaching for Socio-Environmental Justice, Development, and Planetary Sustainability - Greg William Misiaszek, Beijing Normal University; Diana Cristina Oróstegui González, Beijing Normal University

The Mathematical Requirements of Engaging Civic Issues Related to the Public Good - Megan E. Staples, University of Connecticut

Maggie Beneke, University of Washington

"My Disability Was Treated Like a Big Secret": Understanding the Nature of Disability-Related Discussions in Pre-K–12 Classrooms - Christa S. Bialka, Villanova University; Irene P. Kan, Villanova University; Nicole Hansen, Seton Hall University; Danielle Mackintosh, Central Bucks School District; Rebecca Jacobson, Villanova University

Neuroqueer Misfits: Interactions Between Teenage Autistic Girls and Their Male Classmates in High School - Marisa Kofke, SUNY - College at Brockport

The Lived Experiences of Transgender Youth With Disabilities - Angela Ingram, Purdue University - Northwest

Looking for Belonging as a Matter of Care in the Documentary Inclusief (Inclusive) - Hanne Vandenbussche, Ghent University; Inge Van de Putte, Ghent University; Elisabeth De Schauwer, Ghent University

Counternarratives of Online Learning - Meaghan Krazinski, Syracuse University; Alan R. Foley, Syracuse University

Casey Woodfield, Rowan University

Jennifer Goldstein, California State University - Fullerton

An Interrogation in Search of Critical Race Truth: K–12 Superintendents' Assumptions and Awareness of Critical Race Theory in Schools - Charles L. Lowery, Virginia Tech; Chetanath Gautam, Delaware State University

Equity-Focused Learning Experiences at the Intersection of Design and Mindset: Multicase Study of Preparation Faculty - Daniel Moraguez, Florida State University; Sara L. Dexter, University of Virginia

Safety First: Whiteness and Facilitation in Race-Conscious Professional Development - James Noonan, Salem State University; Ashley J. Carey, Sacred Heart University; Hilary Lustick, University of Massachusetts - Lowell; Peter Piazza, Pennsylvania State University

Shifting the Way Leaders Lead Through Critical Praxis Círculos: A Dialogic Approach to Leadership - Raul S. Lomeli, Del Mar High School

Olivia Tucker, University of New Mexico

Choral Music Educators' Perceptions of Being "Ready to Teach" - Cara Bernard, University of Connecticut; Nicholas McBride, The College of New Jersey

Development of a Valid and Reliable Self-Report Instrument for Adolescent Socioeconomic Status - Jacob Holster, Pennsylvania State University

The Role of Beliefs in Music Teacher Agency: A Case Study - Olivia Tucker, University of New Mexico; Sean Powell, University of North Texas

Understanding the Professional Lives and Work of Experienced Music Educators Teaching in Multiple Music Classroom Contexts - Rebekah Weaver, Ball State University

A Narrative Inquiry Into Black Boys and High School Band - Kevin L. Jones, Stephen F. Austin State University

Andrea J. Bingham, University of Colorado - Colorado Springs

Designing Video Diary Interventions to Capture Participant Voice and Experience - Vanessa Paz Dennen, Florida State University; Lauren Bagdy, University of Georgia; Daeun Jung, Florida State University; Stacey A. Rutledge, Florida State University

Triangulation and Disruption: Critical Theory as Analytic Method in Qualitative Inquiry - 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; Dewey Dykes IV, University of Arkansas

Unfinished, Fragmented, Shifting, and Folding Slips Toward the Political Possibilities of Response Data - Susan N. Nordstrom, University of Memphis

We Want to Offer You Options: How Might Language Choices (Re)Shape the Interview? - Pei-Jung Li, Indiana University; Dorcas Xingqing Miao, Indiana University

Cathy A.R. Brant, Rowan University

A Jotería Identity and Belonging: Pláticas of Co-Creation With Queer Latinx Graduate Students in Higher Education - Sergio A Gonzalez, Duquesne University

Visibility and Kinship as Forms of Queering Civic Engagement in Higher Education - Michael McCormack, University of California - Los Angeles

The Value of Engagement: Examining the Relationship Between LGBTQ+ Student Involvement and Alumni Engagement - Jonathan J. Okstad, Northwestern University

The Queer Failure of Required Diversity Courses - Christine Zabala-Eisshofer, University of Oklahoma

A Review About Gender and Sexual Diversity Topics in Teacher Education: A Contested Field - Pablo Barrientos-Saavedra, Pontificia Universidad Catolica de Chile

Gail R. Buffalo, City College of New York - CUNY

Achieving the Right to Education for Homeless Students: What We Can Learn From Street Schools - Matthias Fischer, University of Education - Heidelberg; Manuela Welzel, Heidelberg University

Family Social Capital in Kindergarten: Predicting Third-Grade Learning and Developmental Outcomes for Low-Socioeconomic-Status Urban Children - Dominic F. Gullo, Drexel University

Mentor-Mentee Relationship Development for College Access - Deborah A. Perez, University of Miami; Wendy Morrison-Cavendish, University of Miami; Kayla Larkin, University of Miami

Rethinking Urban Youth and Martial Arts - Mary Beth Schaefer, Saint John's University

"The Fact Is That I'm Tired": Examining Teacher Burnout in Urban Black Female Educators - Maiya A. Turner, Texas A&M University

Chris Willis, Bowling Green State University

Feasibility of Game-Enhanced Fraction Curriculum to Enhance Conceptual Understanding and Engagement of Diverse Students - Jessica H. Hunt, North Carolina State University; Matthew Marino, University of Central Florida; Michelle Taub, University of Central Florida; Alejandra Duarte, North Carolina State University; Brianna Bentley, North Carolina State University; Allison Macey Banzon, University of Central Florida; Kenneth Holman, University of Central Florida

The Effect of Conceptual Model-Based Problem-Solving (COMPS) With Multiple Scaffolds on Mathematics Problem-Solving for Struggling English Learners - Qingli Lei, University of Illinois at Chicago; Yan Ping Xin, Purdue University

Supporting Teaching of Algebra. Individual Readiness: Coaching Teachers Who Have Students With Intensive Mathematics Needs - Erica S. Lembke, University of Missouri; Sarah Rannells Powell, University of Texas at Austin; Leanne R. Ketterlin-Geller, Southern Methodist University; Stephanie Hopkins, University of Missouri - Columbia