Tristta M. Kuykendall, Cleveland State University

Dance With Dragon Culture: Promoting Educational Possibilities in Literacy and Culture Learning for Multicultural Students - Wai Ming Cheung, University of Hong Kong; Serene Chan, University of Hong Kong

Engaging in Culturally Responsive Literacy Practice: Reading and Writing Informational Texts in Rural Place Context - Deborah Toope, Acadia University

Mindfulness as a Tool: Strengthening Inhibitory Control in Preschoolers Through Self-Awareness - Hasmik Movsisyan, National University; Cynthia M. Sistek, National University

Julie M. Galliart, University of Kansas School of Medicine - Wichita

Young Adults From Refugee Backgrounds Using Critical Literacy Practices for Social Change - Jennifer C. Mann, Duke University

Both Conceptual and Emotional Development at the Same Time: A Pedagogy of Storytelling Literacy - Minh Nghia-Nguyen, University of Massachusetts - Boston; Kimberly Urbanski, University of Massachusetts - Boston

No Charters: Inclusion, Ethics, and Epistemic Justice With Adult Immigrant Students in Nonprofit/Community-Based Education - Katherine E. Entigar, University of Toronto - OISE; Kameka Morrisson, University of Toronto - OISE; Abarna Selvarajah, University of Toronto; Vidya Sri, University of Toronto - OISE

Using Mobile Augmented Reality to Increase Educational Opportunities for Adults Learning English in the United States - Cinamon Sunrise Bailey, Clemson University; Tolu Famaye, Clemson University; Deepika Sistla, Clemson University; Katherine Mulholland, Clemson University

“Without Any Fear”: Adult Multilingual Language Learners Negotiating Raciolinguistic Identity in a Multilingual Book Club - Lindsay M. McHolme, Georgia State University

Carolina Bergonzoni, Cape Breton Univeristy

Exploring the Relational and Critical Possibilities of Sensorial Snapshots in Education and Research - Sandeep Kaur Glover, Simon Fraser University

Opening the World of Black Poetry: A Furious Flower Syllabus as a Call to Action - Mary Beth Cancienne, James Madison University

Metamorphosing Pedagogical Practice Through Autophenomenological Attunements and Embodied Encounters - Traci Klein, McGill University; Mindy Roberta Carter, McGill University

Promoting Preservice Teachers' Intercultural Understanding Through the Integration of Augmented Reality and Virtual Reality - Kyungeun Lim, Kennesaw State University; Soon Goo Lee, Kennesaw State University

Carolina Eve Blatt-Gross, Rowan University

Drama During Storytime Supports Preschooler’s Understanding of Story Character Feeling States - Lauren van Huisstede, Arizona State University; Scott C. Marley, Arizona State University; Katie Bernstein, Arizona State University; Melissa Pierce-Rivera, Midwestern University; Annette Schmidt, Arizona State University; Jenny Millinger, Childsplay Theatre Company; Michael F. Kelley, Arizona State University; Kathryn Brantley, Childsplay, Inc; Jennifer Gantwerker, Childsplay Theatre Company

Self-Reflection Through Visual Art: Social Emotional Learning Strategy and Application - Ahran Koo, California State University - Fresno; Sojung Park, Hofstra University; Krishen Kitongan, California State University - Fresno; Vivian De La Cruz, California State University - Fresno; Carrie Flores, California State University - Fresno; Corbin Callaway, California State University - Fresno

Sparking Lifelong Relationships With the Arts: Exploring the Origin Stories of Six Arts Education Stakeholders - Stephanie F. Reid, University of Cincinnati; Jingjing Sun, University of Montana

Art Teacher Education in the Anthropocene: A Collective Case Study of Embodiment and Embeddedness - Joy Gaulden Bertling, University of Tennessee; Tara C. Moore, University of Tennessee; Lauren Farkas, Knox County Public Schools

Dilraba Anayatova, Arizona State University

Supporting Community Engagement in Culturally, Ethnically, Linguistically Diverse Communities Through University Partnerships - Elisabeth M. Krimbill, Texas A&M University - San Antonio; Kimberly Stephenson, Tobin Center for the Performing Arts; Madison O'Brien, Texas A&M University; Melissa M. Jozwiak, Texas A&M University - San Antonio; Socorro Garcia, Texas A&M University - San Antonio; Karen L.B. Burgard, Texas A&M University - San Antonio

Art Methods and Ethnic Studies: Interdisciplinary Lessons in Pedagogy and Radical Creativity - Nora E. Rodriguez, University of Texas - San Antonio

Performing Diaspora: African-Derived Dance and Embodied Movements Toward Justice - OreOluwa Badaki, Teachers College, Columbia University; Azsanee Truss, University of Pennsylvania

The Embodiment of Self: Using Dance to Explore Black Identity - Francie Johnson

Responding to Anti-Black Racism in New Brunswick, Canada, Through Community Care and Art Production - Funke Aladejebi, University of Toronto; Alicia Francisca Noreiga, Acadia University; Loaneen Palmer-Carroll, University of New Brunswick; Casey Megan Burkholder, Concordia University - Montreal

Jonathan Lightfoot, Hofstra University

A Coordinated Effort: (Re)Imagining a World for Individuals With Dyspraxia - Stacie L. Warner, Oklahoma State University

Floating Signifiers: Troubling Society’s Heroes and Deconstructing Its Dominant Narratives - Robert Lewis Lake, Georgia Southern University; E. Anthony Muhammad, Georgia Southern University

Lived Experiences and Stories of Success: Eminent African American Writers Maya Angelou and Langston Hughes - Kenya R. Marshall-Harper, Claremont Graduate University; Susan J. Paik, Claremont Graduate University

Edward García Fierros, Villanova University

Animating Faith Development: The Experience of Student Affairs Professionals at U.S. Catholic Colleges and Universities - Sarah Wesolowski Williamson, Neumann University; Orkideh Mohajeri, West Chester University of Pennsylvania

Beyond Belonging: The Impact of an Equity-Driven Aspiring Catholic Teacher and Leader Formation Program - Donna Kiel, DePaul University; Tina Curry, Chicago Public Schools; Molly Cinnamon, DePaul University

Communities of Practice in Catholic Schools Fostering Pedagogies of Character Formation - Martin Scanlan, Boston College; Andrew F. Miller, Boston College

Supporting Catholic School Teachers of Color Through Participation in Freireian Culture Circles - John L. Beltramo, Santa Clara University; Lisa Teresa Archuleta, Stanford University

Priests’ Ethnic and Cultural Backgrounds and Servant Leadership Style in Supporting Catholic Schools - Charez Bandao Gringco, Archdiocese of Newark; Gerald M. Cattaro, Fordham University

Colleen M. Conway, University of Michigan

Comparing Classroom Management Training in an Online and Face-to-Face Format - Kent A. Divoll, University of Houston - Clear Lake; KeyShawn Battle, Fueling Brains; Michelle L. Peters, University of Houston - Clear Lake

Implementation of Paraprofessional Behavior Support Coaching: A Study of Behavior Concerns and Interventions Used in Elementary Schools - Joelle Fingerhut, Marist College; Linda Reddy, Rutgers University; Adam Lekwa, Rutgers University; Christopher M. Dudek, Rutgers University

The Perception of Student Teachers of Their Need for Multicultural Education in Classroom Management Training - Tom Adams, KW1C; Kennedy Aquilino Tielman, Fontys University of Applied Sciences

Relationship Between Paraprofessionals' Use of Behavior Management Strategies and Student Disruptive Behaviors - Christopher M. Dudek, Rutgers University; Linda Reddy, Rutgers University; Todd A. Glover, Rutgers University

Anglesia Brown, Wayne State University

“And What About Us?” Constructing Educational Possibilities Through Research Communities for Systematically Marginalized Faculty - Rhia Moreno, Augusta University; Kelly R. Allen, Augusta University

“But You’re Asian! How Can You Not Do Well in Higher Education?” - Lin Wu, Western Oregon University

Promoting Equity Through Computational Thinking: A New Teaching and Learning Professional Development Model for Education Faculty - Marcia J. Watson-Vandiver, Towson University; Mahnaz Moallem, Towson University; Hoda Harati, Towson University; Lea Ann Christenson, Towson University; Qing Li, Towson University; Rachel Hammer Billman, Towson University; Melike Kara, Towson University; Dastyni C. Loksa, Towson University

School and District Leadership for Cross-Racial Solidarity - Vidya Shah, OISE/University of Toronto; Harpreet Ghuman, Toronto District School Board; Sayema Chowdhury, Peel District School Board; Monica Tang, York University

The Degree-Award Gap in UK Higher Education: Exploring the Lived Experiences of Racially Minoritized Students - Ratha Perumal, King's College London

EFL (English as a Foreign Language) Preservice Teachers’ Curriculum Ideologies and Narratives: Pedagogical Challenges to Enact Social Justice Teaching - Cesar Pena-Sandoval, Universidad Metropolitana de Ciencias de la Educación; Catalina Cuenca, Universidad Alberto Hurtado

How African Immigrant Parents and Their Children Experience Predominantly White High Schools - Friday Akway Gora, Mankato Public Area Schools District; Suki Jones Mozenter, University of Minnesota - Duluth

La Trenza: Summoning the Ancestors to Dismantle Racism Through Liberated Ethnic Studies - Theresa Montano, California State University - Northridge; Anita Fernández, Xicanx Institute for Teaching & Organizing (XITO); Guadalupe Carrasco Cardona, California State University - Northridge; Sean M. Arce, XITO

My Teaching, My Story: Unheard Voice of Chinese-English Bilingual Teachers in a Dual-Language School - Lingyu Li, Lehman College - CUNY

Linda T. Coats, Mississippi State University

Talkin’ Black and Talking Back: Narratives of Black Women at Historically White Institutions - Raya Petty, Pennsylvania State University

An HBCU Story: Building Resilience in the Academy Through Black Women’s Daughtering/Other Mothering Relationships - Krystal Madden, University of Illinois at Chicago; Loria Brown Gordon, Jackson State University

Black Students’ Perceptions and Experiences With Whiteness in Higher Education - Candice D. Davis, University of Kentucky; Karen Margaret Guettler, University of Kentucky

Being a Black STEM Student in Predominantly White Institutions: Intersectionality, Identity, and Representation - Sophie Filibert, University of North Florida; Dilek Kayaalp, University of North Florida

Khrysta A. Evans, University of Wisconsin - Madison

“It’s More Than Just Knowing Your Ancestry”: How Community Educators Employ Critical Racial Ethnic Studies - Crystal Charity, University of Maryland

Learning Freedom: Working Toward Black Liberation Through Transformative Education Praxes - Alannah Sheri Caisey, NORC at the University of Chicago

The Juggling Act: Black Students Navigating Concurrent Conditions of Low-Performing Schools and COVID-19 - Travis E. Dumas, Rutgers University

"White Kids Can Be Mean”: Teachers' Perspectives on Racism and School Belonging Among Black Youth - Kamryn Morris, University of California - Berkeley

Concerted Cultivation Re-Imagined - Kim Skinner, Louisiana State University; Heather Lavender, Syracuse University; Leiflyn Gamborg, University of Connecticut; Huy Duc Nguyen, Louisiana State University; Mitzi Berryhill, Louisiana State University; Estanislado S. Barrera, Louisiana State University

Six Critical Questions for Teaching Justice-Based Environmental Sustainability in Higher Education - Greg William Misiaszek, Tohoku University; Cae Rodrigues, Universidade Federal de Sergipe

Understanding “Socially Just Emotions” Through a Framework of Compassionate, Ambivalent, and Ideological Feelings - Jeasik Cho, Texas Tech University; Aaron S. Zimmerman, University of Colorado - Boulder; Taylor Beadles, University of Texas - Permian Basin; Lara Alvarenga, Tarrant County College; Hien Ngo, Texas Tech University

Janice Kroeger, Kent State University

Analyzing Children’s Picture Books Through JEDI (Justice, Equity, Diversity, and Inclusion) Conversations in an Early Childhood Teacher Preparation Program - Aura Yarenis Perez-Gonzalez, California State University - Long Beach; Mari Riojas-Cortez, California State University - Channel Islands

Performative Translanguaging in a Monolithic Classroom: Decolonizing and Liberating Language Practices of Linguistically Minoritized Children - Yeojoo Yoon, California State University, Chico

Picture Books as Anti-Oppressive Artifacts for Young Learners: A Critical Content Analysis - Xiaoying Zhao, Illinois State University; Misha Khan, Illinois State University; Shengtian Wu, Illinois State University

Unsettling Early Care and Education Origin Storytelling: Introducing a Genealogical Counter-Storytelling Methodology - Brita A. Bookser, Santa Clara University

Nick Hopwood, University of Technology Sydney

Dynamic Assessment in L2 (Second Language) Argumentative Writing: Insights Into the “Buds” - Zhaoyu Wang-Doyle, University of Massachusetts - Amherst

Making Experts: Relational Expertise in a School Makerspace - Jasmiina Leskinen, University of Eastern Finland; Kristiina Kumpulainen, University of British Columbia; Anu Kajamaa, University of Oulu

Troubled Sleep in Early Childhood Education and Care: Exploring Contradictions Underlying Two Finnish Kindergarten Groups’ Sleep Time Practices - Jaakko Hilppö, University of Helsinki

Dian Mawene, University of Wisconsin - Madison

Ableism and Intersectionality: A Participatory Research on Discriminatory Attitudes in Italy - Rosa Bellacicco, University of Turin; Silvia Dell'Anna, Free University of Bozen; Ester Micalizzi, University of Turin; Tania Parisi, University of Turin

Access and Participation of College Disabled Students in American Higher Education - Theodoto Ressa, Wayne State University; Do-Hong Kim, Wayne State University

Culturally, Linguistically, and Ability-Responsive Teaching: Practices Impacting Bilingual Students With Learning (Dis)abilities - Consuelo O'Leary, National Louis University; Tabitha Hornby, National Louis University

Intersectionality of Caste on Perceptions of Student Behavior and Academic Ability in India - Maya Kalyanpur, University of San Diego

Narratives of Three Stakeholders: Setting Up a School for Students With Disabilities in Afghanistan - Shehreen Iqtadar, Rowan University; Brent C. Elder, Rowan University; Nasir Ahmad, North Eastern Hill University

Patricia A. Edwards, Michigan State University

A Content Analysis of Racial and Ethnic Representation in Scholastic’s Weekly Reader and Book Clubs - Lisa Buchanan, Elon University; Kathy Renita Fox, University of North Carolina - Wilmington; Molly Finn, University of North Carolina - Wilmington; Ellie Cotton, Elon University

Educators Learning From Parents: A Children’s Book Program and Low-Income, Low Print-Literate, Diverse Families - Jacqueline Lynch, Florida International University; Jennifer Mirabal, Florida International University

Family Engagement: Parent as Motivational Instrument to Reading Gains - Bright O. Egwim, Western Michigan University; Elizabeth Isidro, Western Michigan University

The Impact of One Semester of Future Forward Literacy on Reading Achievement and School Attendance - Curtis J. Jones, University of Wisconsin - Milwaukee; DongMei Li, Austin Independent School District

Eric Ludwig, Florida State University

Advancing Second-Year Research Methods Instruction - Liza Ann Bolitzer, Kean University; Andrew S. Leland, City Year Philadelphia

Disseminating Doctoral Research in the Ed.D. Program: Challenges, Strategies, and Implications - Laila Y. Sanguras, Baylor University; Kristina Featherstone, University of Pennsylvania; Cece Lively, Baylor University

Is a Critical Race Theory Ed.D. Dissertation the Way to Prepare Leaders to Improve Practice? - Reginald D. Wilkerson, College of William & Mary; Jill Alexa Perry, Carnegie Project on the Education Doctorate

Learning to Write as Scholars: A Collaborative Inquiry Into Ed.D. Students’ Academic Writing Development - Veselina Lambrev, University of South Florida; Micki M. Caskey, Portland State University

Fostering Teaching Skills in an Online Graduate Fellowship - Caitlin Kirby, Michigan State University; Jun Fu, Michigan State University; Imari Cheyne Tetu, Michigan State University; Min Zhuang, Michigan State University

Inny Accioly, Universidade Federal Fluminense

Zapatistas Indigenous Epistemologies: Alternatives to Understand Power in Education? - Raul Olmo Fregoso Bailón, University of Nevada - Reno

Conceptualizing Shadow Education as a Form of Oppression in the Context of High-Stakes Testing - Kevin Yung, The Education University of Hong Kong; Siu-hang Kong, Education University of Hong Kong; Natalie Fong, University of Hong Kong

The Pedagogy of Autonomy as a Category for Confrontation to the Pedagogy of Competencies - Andreia Gomes Da Cruz, Universidade Federal Rural do Rio de Janeiro; Aline Carvalho Moura, Universidade Federal Rural do Rio de Janeiro; Luciane Silva Nascimento, State University of Rio de Janeiro

Beverly Sande, Prairie View A&M University

How Teachers Can Be Competent for PBL (Project-Based Learning): A Mixed-Method Study on a Competence Model for PBL Teachers in China - Xinyu Gao, East China Normal University

Power of Lived Experiences: Teacher Beliefs and Practices of Project-Based Learning - Si Chen, College of William & Mary

Transforming Teaching With Transdisciplinary Project-Based Learning: Implementation and Impact of a Space-Related Professional Development Program - Yihua Hong, RTI International; Frank McKay, RTI International; Jon Boyette, RTI International; Kristana Rogers, RTI International

Carol A. Carman, University of Texas Medical Branch at Galveston

Graduate Students’ Conceptualization of Educational Research: Redefining the Core Through DEI (Diversity, Equity, and Inclusion) Advocacy - Jae Hoon Lim, University of North Carolina - Charlotte; Jada Marie Deiderich, Charlotte Mecklenburg Schools; Xiaoxia A. Newton, University of North Carolina - Charlotte

Integration of DEI-Focused Empirical Readings Into an Online, Graduate-Level Research Methods Course - Cordelia Zinskie, Georgia Southern University

Making Teaching College Statistics Inclusive Using DEI-Focused Case Studies - Daniel O. Oyeniran, University of Alabama; Wenjing Guo, Pearson; Wenchao Ma, University of Minnesota

Tensions of Creativity in Teaching and Learning Qualitative Research: An Interactional Ethnographic Study - Megan K. Mitchell, Valdosta State University; Audra Skukauskaite, University of Central Florida

African Students’ Experience of Learning and Adopting Mixed Methods - Emmanuel Kotey Neequaye, Ohio University; Yuchun Zhou, Ohio University

Mary Taylor, San Diego State University

Advocacy for Speech- and Language-Impaired Students of Color: Uncovering the Silence - Antonio L. Ellis, American University; Christopher N. Smith, South University; Tonya R. Strozier, Tucson Unified School District; Phelton Cortez Moss, Virginia Commonwealth University

A Return Home Is a Chance to Learn: African Reflection and the Task of Unlearning Anti-Blackness - Azure Parker, University of Massachusetts - Boston; Bodunrin O. Banwo, University of Massachusetts - Boston

Teacher Preparation at Historically Black Colleges and Universities (HBCUs) as Transformative Incubators of Social Activism - Eugene Pringle, American University; Shalander L. Samuels, Kean University; Amanda Wilkerson, University of Central Florida

Understanding the Racism Readiness Socialization of Graduates at Historically Black Colleges and Universities - Tryan L. McMickens, North Carolina Central University

Ebony Terrell Shockley, University of Maryland

Finding the Black STEM Students: Sharing the Recruitment Strategy of Racial Equity Work in Georgia - Nickolaus A. Ortiz, Georgia State University; LaTeisha Andrews, Georgia State University; Angela-Faith Thomas, Georgia State University; Keisha Freeman, Georgia State University; Kiana Foxx, Georgia State University; Shawn Irons, Georgia State University

Making Sense of Emerging Racialized STEM (Science) Identities for Students at Minority-Serving Institutions - Karen Benn Marshall, AdventHealth University; Carmen Bucknor, Oakwood University; Remy Dou, University of Miami; Danielle Dickens, Spelman College; Sylvia Margaret Butterfield, National Science Foundation; Valeisha Ellis, Spelman College; Christyn Byrd, Oakwood University

Undergraduate Teaching Assistants and STEM Gateway Courses in the Historically Black College and University Setting - Monica B. Mitchell, MERAssociates; Uzoma James Chikwem; Toks S. Fashola, American University; Karen A. Baskerville, Lincoln University of Pennsylvania

Hidden in Plain Sight: Reframing African American STEM Interest, Persistence, and Participation - Janeula M. Burt, Bowie State University

Samina Hadi-Tabassum, Elmhurst University

Centering Asian American Voices Across K to Higher Education: Solidarity of Asian American Educators - Shuling Yang, University of Maryland - Baltimore County; Diana Liu, Teachers College, Columbia University; Jeffrey Arellano Cabusao, Bryant University

Racial Stereotypes About Asian Americans and the Challenge to Race-Conscious Admissions in Students for Fair Admissions v. Harvard - Nicole Ngaosi, University of Texas at Austin; Mike Hoa Nguyen, University of California - Los Angeles; Emelyn Martinez Morales, New York University; Steph Dudowitz, New York University; Douglas H. Lee, Colorado State University; Liliana M. Garces, University of Texas at Austin; OiYan A. Poon, University of Illinois at Urbana-Champaign; Janelle Wong, University of Maryland

The Role of Instructors in Fostering a Sense of Belonging for NHPI (Native Hawaiian and Pacific Islander) University Students - Kehaulani Ten Oi Oleole Malzl, Brigham Young University; Grace Taito Tora, Pacific Theological College, Fiji; Erika Feinauer, Brigham Young University

Understanding How Hmong American Undergraduate Students Resist Institutional Invisibility and Create Spaces of Belonging - Chamee Moua, University of California - Davis

Contributing Factors to Transfer Success for Hmong Males in a Community College - Ia Xiong, California State University - Fresno

Laura Fittz Parks, Fort Lewis College

From Victims to Perpetrators: Tracing the Trajectory in Students With and Without Disabilities - Yeji Kim, Ohio University

How Perceptions of Active Shooter Drills Relate to the Safety and Retention of K–12 Educators - Andrew Holmes Perry, The Ohio State University; Linda Reddy, Rutgers University; Christopher M. Dudek, Rutgers University; Andrew Martinez, Center for Court Innovation; Susan D. McMahon, DePaul University; Eric M. Anderman, The Ohio State University; Ron Avi Astor, University of California - Los Angeles; Dorothy L. Espelage, University of North Carolina - Chapel Hill; Frank C. Worrell, University of California - Berkeley

Unveiling Complexities of Lockdown and Lockout Procedures in High-Violence Schools - Omar Emmanuel Currie, San Francisco State University

Noor Ali, Northeastern University

Shaping Teachers’ Role in Supporting Immigrant Children in Japan Based on Ikeda’s Human Education - Toko Itaya, DePaul University

Narratives of Student Revenge and Teacher Murder in Comics: Detailing a Fundamental Adolescent Need - David Lewkowich, University of Alberta

Savoring the Unsung Joy of Motherhood: A Family Language Policy and Practice Paradigm - Yetunde S. Alabede, Michigan State University

Subjective Decolonization and the Emergence of the Critical Perspective-Rereading of Okonogi Keigo’s Theory of Maternity - Naoki Takemura, University of British Columbia

Dismantling Stereotypes and Constructing Authentic Narratives: Representation of Native Americans in Children's Nonfiction - Philip Michael Seyfried, Teachers College, Columbia University; Rachel Talbert, Teachers College, Columbia University

Sigrid Roman, University of Ottawa

“Activism Through Assessment”: English Language Arts Teachers Advance Justice Through Culturally Sustaining and Liberatory Assessment - Daniel P. Moore, Seton Hall University; Paula Dallacqua, New York City Department of Education; Kevin Ho, Chicago Public Schools

The Missing Voices of Censorship: A Large National Study of Teacher Perspectives - Ricki Ginsberg, Colorado State University; Rosa Nam, Colorado State University

The Impact of Political Silencing on Instruction and Curriculum - Kelli Nicholson, Southeast Missouri State University; Lisa Nieuwenhuizen, William Woods University

The Implementation of Digital Literacy in Indonesia: Unaddressed Problems of Misinformation and Social Injustice - Yasmine Pandjaitan, University of California - Santa Cruz

Ozge Yalciner, University of Kentucky

Deaf Children and Sign Language: Between Acquisition and Learning - Gilmar de Carvalho Cruz, UNICENTRO; Suellen Fernanda de Quadros, CAS/Guarapuava - Paraná-Brazil; Denielli Kendrick, CAS/Guarapuava - Paraná-Brazil

Exposure to Dialogic Instruction During COVID-19 Benefits Students' Argumentative Writing: Evidence From Propensity Score Analysis - Ralph P. Ferretti, College of Eucation and Human Development; Yi Song, Educational Testing Service; Haobai Zhang, University of Delaware; Hilary Mead, University of Delaware; Zachary K. Collier, University of Connecticut; John P. Sabatini, University of Memphis

Multilingual Voices: Examining Student Perceptions of Literacy Learning - Nicole Ferguson-Sams, Clemson University; Emily S. Howell, Clemson University; Rebecca A. Kaminski, Clemson University; Victoria Pennington, Clemson University; Mihaela Gazioglu, Clemson University

Rethinking Learning Opportunities for Young Bilingual Children From Low-Income Immigrant Families after COVID-19 - Maria Belen Buttiler, University of California - Davis; Emily Mak, Texas A&M University; Qing Zhou, University of California - Berkeley; Yuuko Uchikoshi, University of California - Davis

Shannon G. Davidson, University of Alabama

A Case of Two Classrooms: A Comparison of Framing and Impacts Upon Epistemic Agency - Christine Hirst Bernhardt, University of Maryland; Doug Lombardi, University of Maryland

Enhancing Epistemic Practices: Unveiling How Epistemically Complex Inquiry Can Shape Students' Understanding of Science Reliability - Noora Fatima Noushad, University of Pennsylvania; Susan A. Yoon, University of Pennsylvania; Clark A. Chinn, Rutgers University; Zhitong Yang, University of Pennsylvania; Huma Hussain-Abidi, Rutgers University; Kyle Hunkar

Incorporating Visualization in Science Practice to Promote Student Epistemic Agency - Qingna Jin, Cape Breton University

Understanding Multiple Dimensions of How Students Manage Uncertainty for Productive Struggles - Jongchan Park, Arizona State University; Emily Starrett, Arizona State University; Carlos Meza-Torres, Arizona State University; Ying-Chih Chen, Arizona State University; Michelle Jordan, Arizona State University

Sydney Baker, University of Houston

Navigating Cultural Diversity in Education: A Cross-Cultural Exploration of Children’s Sharing Behavior - Yijie Wang, University of Washington

Learning Math in the Context of Latine Families - Jimena Cosso, University of Maryland

Decoding Antiracism: A Journey Into the Learning Process of White Principals for Racially Just Schools - Lindsey J. Kaiser, University of Maine

Zuchao Shen, University of Georgia

Mining Free-Text Course Evaluation Responses: Lower Perceived Importance of the Instructor in Online Classes - Abby Kaplan, Salt Lake Community College

Gifted and Talented Deserts: Measuring the Effects of Gifted and Talented Availability Using Synthetic Controls - Katherine Wilson, University of Pennsylvania

Design and Analysis in the Interventional Mediation Framework - Fangxing Bai, Montana State University; Benjamin Kelcey, University of Cincinnati

Average Is Overrated: Variability Within and Between Countries on PISA - Megan E. Welsh, University of California - Davis

A Tag-Based Automated Framework for Collecting, Tagging, Preprocessing, and Interactively Visualizing Student Learning Outcomes - Tonghui Xu, University of Houston; Hsien-Yuan Hsu, University of Massachusetts - Lowell; Melissa Nemon, University of Massachusetts - Lowell; Christopher Hansen, University of Massachusetts - Lowell; Hunter Mack, University of Massachusetts - Lowell; David Willis, University of Massachusetts - Lowell

Alexis Chavez, VERBI Software GmbH - MAXQDA

Designing Mixed-Methods Research Around Mixed-Reality Simulation: An Exemplar Exploring Conversations About Team Conflict - Marcia Gail Headley, University of Delaware; Pamela S. Lottero-Perdue, Towson University; Haritha Malladi, University of Delaware

Investigating Participant Recruitment and Retention in Mixed-Methods Special Education Research: A Mixed-Methods Study - Analay Perez, University of Michigan; Jay B. Jeffries, University of Nebraska - Lincoln; Timothy Guetterman, University of Michigan

Exploring Themes in Diversity, Equity, and Inclusion Training Feedback Using the Meaning Extraction Method - Paloma Benavides, ACUE; Merrisa Lin, University of Connecticut; Elizabeth K. Lawner, Association of College and University Educators

Benjamin Brumley, West Chester University of Pennsylvania

An Investigation of Early Childhood Support on Development of Problem-Solving Skills - Jianjun Wang, California State University - Bakersfield; Theresa Martinez, Kern County Children and Families Commission; Amy Travis, First Na5 Kern

Evaluating an Early Literacy Intervention for Beginning Readers - Jerome V. D'Agostino, The Ohio State University; Emily M. Rodgers, The Ohio State University; Daniel Litwok, Abt Associates Inc.; Linda Caswell, Abt Associates Inc.; Katherine M. Shilling, The Ohio State University

Great Start Readiness Program and Children’s Academic Achievement: A Longitudinal Study - Huang Wu, University of Missouri - Kansas City; Jianping Shen, Western Michigan University; Xin Li, University of Houston; Megan Russell Johnson, W.K. Kellogg Foundation; Huilan Y. Krenn, W.K. Kellogg Foundation

Jeanne Carey Ingle, Bridgewater State University

Preservice Teacher Candidates' Negotiations of Deficit Language in a Simulated Teacher Meeting - Jessica Fundalinski, Syracuse University

From Reflexive Journaling to Intentionally Critical Preservice Practitioners: Exploring the Impact of Culturally Responsive Reflexive Journaling and Immersion - Brittany Powell, University of Delaware

Dismantling Racial Injustice While Incorporating Culturally and Linguistically Responsive Practice in Teacher Candidates’ Field Experiences - Gayle Y. Thieman, Portland State University; Amanda T. Sugimoto, Portland State University; Bernd R. Ferner, Portland State University

Advocacy and Identity: Exploring Teacher Endorsement Candidates’ Ways of Knowing Through Advocacy Reflections - Maria Guzman Antelo, Rhode Island College; Chris K. Chang-Bacon, University of Virginia; April S. Salerno, University of Virginia

“Each Day, I Find Ways to Fight for My Students”: Black Science Teachers as Advocates and Abolitionists - Vanessa Nizeyimana Louis, University of Michigan; Natalie S. King, Georgia State University

Teacher Narratives on Social Justice Teaching for Refugee and Displaced Students - Terri L. Rodriguez, College of Saint Benedict; Laura J. Mahalingappa, University of Maryland; Ayan Omar, St. Cloud Public Schools - ISD 742

“Sisterhood Utopia”? Teachers’ Reflections on Achieving Equity for Black Girls in an All-Girls Charter School - Anna Cait Wade, Montefiore Medical Center; Alea R. Holman, WestCoast Children's Clinic

Stephen Kotok, St. John's University

Chartering (Off-Course) "for Equity": Evaluating the Equity-by-Segregation Argument for Charter Schools - Alejandro Madrigal, University of Texas at Austin

Constrained Agency and the Architecture of Educational Choice: Evidence From New York City - Rebecca Shmoys, Teachers College, Columbia University; Sierra McCormick, Teachers College, Columbia University; Douglas Ready, Teachers College, Columbia University

Getting to School: Transportation Equity in School Choice - Casey D. Cobb, University of Connecticut; Charles Wentzell, University of Connecticut; Kelly Farrell, UConn

“I Don’t Think There’s Enough Families”: Reputation, Recruitment, and Enrollment Across Schools in Indiana - Bridget M. Curry, University of Notre Dame; Sofia Duenas, University of Notre Dame

(Un)tangling the Web of Public Schools: (Un)veiling the Insidious and Covert Expansion of School Choice in Indianapolis - Bryan J. Duarte, Purdue University; Érica Fernández, Miami University (OH)

David S. Knight, University of Washington

Crises, Current and Looming: Personnel Spending During the COVID-19 Pandemic - Nell Williams, EdFund

How Feedback and Fit Are Associated With Second-Year Teachers’ Enactment of Equitable, Ambitious Mathematics Instruction - Peter A. Youngs, University of Virginia; Spyros Konstantopoulos, Michigan State University; Dorothea M. Anagnostopoulos, University of Connecticut; Jillian M. Cavanna, University of Hartford; Tutita M. Casa, University of Connecticut; Holly Henderson Pinter, Western Carolina University; Corey Drake, The Math Learning Center

Leading With Equity: A Principal's Approach to Weighted Student Funding - Chun Sing Maxwell Ho, The Education University of Hong Kong

Measuring the Affective Language of Principals’ Evaluation Feedback and Investigating Differences by Principal Gender and Race - Ellen B. Goldring, Vanderbilt University; Karin Gegenheimer, Research for Action

Di Liang, Pennsylvania State University

Exploring Language Settlement Programs in Canada: Racialized Social System Approach - Wanda L Chell, University of Alberta/ NorQuest College

Revitalizing Indigenous Languages: Analyzing the Impact and Prospects of AI Language Models - Hector Palala, University of Nebraska - Lincoln

Decolonizing the Curriculum: Enacting Land-Based Pedagogies in an Adult English Language Program - Jason Litzenberg, Pennsylvania State University; Chelsea Benton-Monahan, Pennsylvania State University; Di Liang, Pennsylvania State University

Co-Constructing Antiracist Educational Futures: Community Knowledges, Black Family Literacies, and Decolonial Possibilities - Pamela M. Jones, Bank Street College of Education; Hui-Ling S. Malone, University of California - Santa Barbara

Jennifer Jacobs, University of South Florida

Toward Culturally Sustaining TESOL (Teaching English to Speakers of Other Languages) Supervision: Collaborative Self-Study and Critical Friendship - Jessica B Crawford, University of Maryland; Astrid Sierra, Metropolitan State University of Denver

A Self-Study of an International Faculty Exchange Between Norway and the United States: Deepening Understanding of Critical Multicultural and Multilingual Teacher Education Pedagogy - Tony Burner, University of South-Eastern Norway; Christopher C. Martell, University of Massachusetts - Boston

A Practical Framework for Culturally Relevant Leadership Developed Through Self-Study Research - Samantha Musa, Teachers College, Columbia University; Kevin Cataldo, Newark Board of Education/Montclair State University

Continued Exploration and Envisioning of Culturally Responsive Pedagogy in Higher Education: A Collaborative Self-Study - Sophia Han, University of South Florida; Jennifer Jacobs, University of South Florida; Eugenia Vomvoridi-Ivanovic, University of South Florida; Zorka Karanxha, University of South Florida

The Effects of Peer Mentoring on Learning Developmental Mathematics - Eunmi Joung, Utah Valley University; Benjamin Moulton, Utah Valley University

The Insidiousness of Invisibility: Exploring the Mitigating Impact of a Mentoring Program on Marginalized Students - Amy Murdock, University of Houston; Yali Zou, University of Houston

Graduate Student Mentoring Systematic Review: 1969 to May 2023 - Jaime D. Basher, Baylor University

Lesley Nora Siegel, West Chester University of Pennsylvania

A Duoethnography of Two Chinese, Queer Language Teacher-Educators’ Intersected Identities in a U.S. Higher Institution - Jiameng Gao, University of Washington; Jie Li, University of New Mexico

Before I Was A Teacher: A Black Queer Qualitative Study - Danelle Adeniji, Dallas Independent School District