Asset-Based Pedagogies in Science and Engineering Classrooms - Selcen Guzey, Purdue University; Khanh Tran, Purdue University; Soo Won Shim, Purdue University; William S. Walker, Purdue University; Sedef Canbazoglu Bilici, Aksaray University

Authentic Problems of the Knowledge Society: Social and Cognitive Dimensions Within STEM Instructional Designs - Defne Yabas, Bahcesehir University; Gaye D. Ceyhan, Bogazici University; Zerrin Doganca Kucuk, Maynooth University; M. Sencer Corlu, OsloMet University

Cultivating a "Science Identity" in Communities of Practice: An Innovative Approach to Urban Science Teacher Preparation - Marisa Olivo, Boston College

Preservice Science Teachers' Articulation and Revisions of Frameworks of Science and Teaching - Sinead C. Brien, University of South Carolina - Upstate

Preservice Teachers' Concerns and Challenges About Teaching Science in the Early Grades - Ithel Jones, Florida State University; Hye Ryung Won, Slippery Rock University

Laurie M. Rabinowitz, Skidmore College

Deeper Learning Through Inclusion: A Case Study of One Exemplary Dual-Licensure Teacher Education Program - Joyce M. Gomez-Najarro, California State University - Fullerton

DisCrit Culture Circles: Interrupting Racism and Ableism in Teacher Education - Molly Elizabeth Siuty, Portland State University; Kathryn M Meyer, Boston University

Framing Anti-Intellectualism Among Teachers: How They Grapple With Anti–Critical Race Theory Bans, Race, and Racism - Norma A. Marrun, University of Nevada - Las Vegas; Christine Clark, University of Nevada - Las Vegas; Claudia Chiang-López, University of Nevada - Las Vegas; Cecelia González, University of Nevada - Las Vegas; Omi McCadney, University of Nevada - Las Vegas; Kendra Beach, University of Nevada - Las Vegas; Maryssa Morgan, University of Nevada - Las Vegas

Aura Yarenis Perez-Gonzalez, California State University - Channel Islands

Teacher Activism in "Terrible Cities": The Cases of Phoenix and Milwaukee - Andrew Hilton Hurie, University of Wisconsin - Whitewater; Juan F. Carrillo, Arizona State University

"That's Where My Anger Comes From": Latinx Teachers Discuss Their Experiences With Racism and Discrimination - Sanjuana Carrillo Rodriguez, Kennesaw State University; Paula Patricia Guerra-Lombardi, Kennesaw State University

Working Toward Equitable Science Education: Testimonios of Teacher-Scholars Engaged in Course-Embedded Equity Work - Joi DeShawn Merritt, James Madison University; Angela W. Webb, James Madison University

Felicia Moore Mensah, Teachers College, Columbia University

Laura Rychly, Augusta University

Challenges to Implementing Culturally Sustaining Pedagogy in an Elementary School - Alison K. Munzer, University of California - Los Angeles

Standards-Based Curriculum and Teachers' Understanding of Knowledge: A Critical Exploration - Ninni Wahlstrom, Linnaeus University

"Wise Beyond Their Years": Teacher Discourses of Youth Scholar-Activists and the Reproduction of Man-as-Human - Karen Zaino, Miami University (OH)

Allison Rae Ward-Seidel, University of Virginia

Adrianna González Ybarra, University of Missouri

Culturally Relevant Reading for Equitable Summer Education of Underserved Students in Elementary and Middle Schools - Cheyeon Ha, Yale University; Alysia D. Roehrig, Florida State University; Jeannine E. Turner, Florida State University; Beth Michelle Phillips, Florida State University; Lindsay Dennis, Florida State University

Exploring Changes in African American Students' Epistemic Participation Across an Equity-Oriented Learning Progression - Lezly Taylor, Virginia Tech; George E. Glasson, Virginia Tech; Brenda R. Brand, Virginia Tech

Systematic Review of Cultural Pedagogy in Integrated Reading and Writing Empirical Studies for Students of Color - Yvette Regalado, Texas State University; Danielle McEwen, Texas State University; Carlton J. Fong, Texas State University

Teachers and the Pressure for Perfection of Appearance - Kirsten Robbins, SUNY - College at Oneonta

Dennis L. Rudnick, Metropolitan State University of Denver

Molade Osibodu, York University

Examining Preservice Teachers' Social Justice Dispositions: The Case of a Teacher Education Program in India - Isha Verma, University of Hong Kong; Margaret M. Lo, University of Hong Kong

Challenging "Dem European Teachings in My African School": Burna Boy's Music as Resistance - Molade Osibodu, York University

Critical Global Citizenship Education for Community College Students - Sanjyot Pia Walawalkar, Skyline College

"I Live for Truth": A Bangladeshi Student Processes White Supremacy Through Hip-Hop Mixtape-Making - Ian Levy, Rutgers University; Casey Philip Wong, Georgia State University

Exemplary Canadian Urban High Schools: High School Teachers' Perspectives on and Engagement With Social Justice - Manu Sharma, Thompson Rivers University

Elizabeth Stringer Keefe, Stonehill College

Development and Validation of the Sense of School Catholic Identity Measure - Monica J. Kowalski, University of Notre Dame; Stephen Ponisciak, University of Notre Dame; Julie W. Dallavis, University of Notre Dame; Gina Navoa Svarovsky, University of Notre Dame

Las escuelas católicas aportan algo importante: Understanding Latino Parents' Decision to Enroll in Urban Catholic Schools - Cristina Joan Hunter, Boston College; Myra Rosen-Reynoso, Boston College; Audrey A. Friedman, Boston College; Charles Tower Cownie, Boston College; Carolina Batlle, Boston College; Natalia Chirivella, Boston College

Pope Francis's Vision for Whole-Child Education: Exploring the Foundational Beliefs of Cura Personalis and Accompaniment - Michael Warner, Boston College; Melodie M. Wyttenbach, Boston College

Rising From Complacency: A Catholic University Response to Racism - Rachel Skrlac Lo, Villanova University; Sheryl Perlmutter Bowen, Villanova University; Teresa A. Nance, Villanova University; Edward Garcia Fierros, Villanova University

Cynthia Arraya Wiltshire, University of Texas - El Paso

"I'll Wear Five Masks if I Need To": Teacher of Color Adaptations in Response to COVID-19 - Izamar del Rosario Ortiz-González, University of California - Davis; Rubén A. González, Stanford University; Danny C. Martinez, University of California - Davis

New Teachers' Empowerment and Silence During the COVID-19 Pandemic - Chunyan Yang, University of California - Berkeley; Ella Rho, University of California - Berkeley; Xueqin Lin, University of California - Berkeley; Meg Stomski, University of California - Berkeley

Teachers Survive Together: Teacher Collegial Support and Well-Being During the COVID Pandemic - Elizabeth E. Blair, University of Wisconsin - Whitewater; Sabina R. Neugebauer, Temple University; Lia E. Sandilos, Lehigh University; Emmaline Ellis, West Chester University of Pennsylvania

Elizabeth Wurzburg, University of Georgia

Josephine Amoakoh, University of Utah

Building Raciolinguistic Justice in Midwestern Dual-Language Programs: Teacher Learning Through the Development of Research-Practice Partnerships - Lisa M. Dorner, University of Missouri; Sophia Piral Lee, University of Missouri; Trish Morita-Mullaney, Purdue University; Amy Young, Minnesota Department of Education; Deborah K. Palmer, University of Colorado - Boulder

Confianza, Comunidad y Complexity: Empowering Emergent Plurilingual Students in Glocal Contexts - Fernando Rodriguez-Valls, California State University - Fullerton; Alison G. Dover, California State University - Fullerton; Renae L. Bryant, Anaheim Union High School District

Feeling Their Way Toward Justice: Outlaw Emotions and Subversive Actions in Bilingual Teaching - Rachel Snyder Bhansari, Portland State University

Teacher Activism for Emergent Bilingual Learners - Cyrene Crooms, Montclair State University

Brandon M. Butler, Old Dominion University

Exploring Our Roles as Transformational and Creative Research Communicators: A Self-Study of Special Issue Editing - Anastasia P. Samaras, George Mason University; Kathleen Pithouse-Morgan, University of Nottingham

Visual Self-Study to Find Professional Truth and Understanding - Karen F. Tardrew, National Louis University

From Community-Mapping to Engaging Community: Naming Community Assets - Laura C. Haniford, University of New Mexico; Valerie A. Allison, Susquehanna University; Laurie A. Ramirez, Appalachian State University; Gabino Noriega, The University of New Mexico

Memory Work Through Writing and Curated Online Albums: Pursuing the Truth With Vulnerable Populations During a Global Pandemic - Meghri Bakarian, McGill University

Kongji Qin, New York University

Engaging Young Bilingual Children in Conversations About Poverty and Wealth: A Case Study - So Jung Kim, University of Texas - El Paso

Examination of Novice Teachers' Perceptions of Racial Literacy - Rhonda Hylton, Indiana University Bloomington; Xiufang Chen, Rowan University; Carin L. Appleget, Creighton University; Amy Leigh Tondreau, University of Maryland - Baltimore County; Shuling Yang, East Tennessee State University; Marla R. Goins, University of Nevada - Las Vegas; Poonam Arya, Wayne State University; Lisa O'Brien, Merrimack College; Pallavi Chhabra, Washington University in St. Louis; Catherine A. Lammert, Texas Tech University