Noor Ali, Northeastern University

Breaking the Silence: Action Research on Anti-Semitism and Education for an Inclusive Future - Ilana Weltman, University of Wisconsin- Madison; Benjamin M. Jacobs, The George Washington University

Discussing Racial Inequalities Through Film: An Inquiry on Developing Cultural Proficiency in a Spanish Classroom - Joshua Wood, Taylor University

(Re)Constructing “Local” as Language Model: Raciolinguistic Ideologies and Learner Investment in an Online Adult ESL Class - Gengqi Xiao, University of Wisconsin-Madison

Carolina Bergonzoni, Cape Breton Univeristy

Call-and-Response Critical Poetic Inquiry: A Method of Our Own - Camea Davis, Research Partnership for Professional Learning; Syreeta McTier, Independent

Letting Dance Teach: (Kin)Aesthetics and Ethics, Agency and Vulnerability, Meaning and Truth Search in Becoming as Subject in Education in a World of Others - Paul Edward Moerman, University of Jyväskylä

“Working on Our Expressions”: Critical Arts-Based Autoethnographic Reflections on Liberating Creativity Through Arts Integration Teaching Residencies - Qiana Cutts Givens, Mississippi State University; Travis R. Gratteau-Zinnel, Iowa State University

Karen L. Terrell, Loyola University Maryland

Culturally Responsive Assessment of Multilingual Learners: Preschool Teachers’ (Re)Construction of Pedagogical Possibilities Toward Justice - Angy Porras Gonzalez, University of Washington; Soojin Oh Park, University of Washington

Dual-Language Bilingual Education Leaders as Learners, Anchors, and Advocates - Astrid Sierra, Metropolitan State University of Denver; Melinda E. Martin-Beltran, University of Maryland; Sandra Natalia Gutiérrez, University of Maryland; Amanda D. Cataneo, University of Maryland

The Error Message: Stakeholders’ Experiences Supporting Neurodiverse Children in Dual Language Bilingual Education - Briseida E. Tijerina M. Cardoza, University of Texas - San Antonio; Kathryn I. Henderson, University of Texas - San Antonio; Zhongfeng Tian, Rutgers University - Newark; Carly Leech, The University of Texas at San Antonio; Monica Ramos

Learning From and About Los Maestros: Hispanic Male Experiences as Bilingual Educators in Texas - Leslie Uchenna Ekpe, East Texas A&M University; Nicole K. Weinberg, Texas Christian University; Steve Daniel Przymus, University of Rhode Island; Gabriel S. Huddleston, Texas Christian University; Frank Hernandez, Texas Christian University; Kathleen Kyzar, Texas Christian University; Garrison Daly, Texas Christian University; Lea Lester, Texas Christian University; Elissa Bryant, Texas Christian University

Constructing a Formative Assessment With Multilingual Student and Family Users: An Innovative Focus Group Protocol - Keira G. Ballantyne, Center for Applied Linguistics; Ivanna Mann Thrower Anderson, Student; Amy Simpson-Burden, The Center for Applied Linguistics; Brittany York, Center for Applied Linguistics

Jonathan Lightfoot, Hofstra University

Behind Closeted Doors Were Eminent Educators: The Story of Dieter Cunz and Oskar Seidlin - Kyle J. Williams, The Ohio State University

İsmail Hakkı Tonguç: A Biography Research of a Knowledge Transporter at the Transnational Level - Seyma Aksoy, Yıldız Technical University Türkiye

Seeing Through Their Eyes: Place Attachment and Teachers’ Understanding of Worldviews - Kathleen E. Murray, Valley Stream UFSD #24

Joseph Waddington, University of Notre Dame

Charter School Expansion, Catholic School Enrollment, and the Equity Implications of School Choice - Shaun Michael Dougherty, Boston College; Andrew F. Miller, Boston College; Yerin Yoon, Boston College

Equity and Equanimity: The Impact of Emotional Well-Being Training on Catholic School Parents and Teachers - Donna Kiel, DePaul University; Barbara Flis, DePaul University

"Fue lo Mejor que Pude Haber Hecho”: A Comparison of Latino Subgroups’ Motivations to Enroll in Urban Catholic Schools - Cristina Joan Hunter, Boston College; Myra Rosen-Reynoso, Boston College; Audrey A. Friedman, Boston College; Maria A. Moreno Vera, Boston College; Charles T Cownie, Boston College

Exploring Latinx and Non-Latinx Families’ Experiences of Dual Language Catholic Schools: A National Survey - Elena Sada, Boston College; Laura Hamman-Ortiz, University of Rhode Island; John Reyes, Boston College

Elizabeth L. Adams, American Institutes for Research

Developing an Observational Measure of Montessori Implementation - Angela Murray, University of Kansas; Carolyn Jean Daoust, University of Kansas; Amelia Murray, University of Kansas; Heather E. Gerker, University of Cincinnati

Direct Observation for the Development of Equitable Teaching Strategies - Marie Bocquillon, University of Mons-Hainaut; Christophe Baco, University of Mons-Hainaut; Laëtitia Delbart, University of Mons-Hainaut; Antoine Derobertmasure, University of Mons-Hainaut; Marc Demeuse, University of Mons-Hainaut

Examining Peer Observation Practices of Online Teaching and Learning Through Analysis of Existing Instruments - Stella Yun Kim, University of North Carolina - Charlotte; Kristen Wright, University of North Carolina - Charlotte; Carl Westine, University of North Carolina - Charlotte; Marah Lambert, University of North Carolina - Charlotte; Ting Sun, University of Utah

Taryrn T.C. Brown, University of Florida

Beyond the Numbers: Using Critical Collaborative Ethnography to Evaluate Homeplace in Freedom School - Jalea Turner, University of Florida; Chonika Coleman-King, University of Florida; Taryrn T.C. Brown, University of Florida; Michael A. Scofield, University of Florida; Natalya Green, University of Florida; Deandra West, University of Florida; Amy Christensen-McLean, University of Florida

I Am My Hair: A Black Woman Educator’s Autoethnography of Oppression and Liberation - Eghosa Obaizamomwan-Hamilton, Stanford University

Rising Up With Black Youth as Researchers: Leveraging Multiliteracies and Community Resilience Through Youth Participatory Action Research - Taryrn T.C. Brown, University of Florida; Dahlia Fabregat, University of Florida; Natalya Green, University of Florida

Toward Humanizing Research in the Context of a Dehumanizing Policy: Culture Circle-Informed Focus Groups - Amy R. Guenther, Saginaw Valley State University

“What's the F*#@ing Point of the Garden?” Whiteness at Work in an Activist Learning Space - Kristen P. Goessling, Pennsylvania State University; Jonathan McCausland, Iona University

Sherry L. Deckman, CUNY, Lehman College and Graduate Center

Critical Teacher Leadership and Wellness During Times of Unrest - Jill Bradley-Levine, Ball State University; Sara D. Bender, Ball State University

Engaging Preservice Teachers’ Critical Consciousness Through Drama - Saesaem Yoon, University of Washington - Tacoma

“I Am Not Black”: “Educators Are Like, Well, Your Problem Isn't Relevant” - Oluyemisi Ajoke Oloniyo, Washington State University; Amir Asim Gilmore, Washington State University; Yuliya Ardasheva, Washington State University - Tri Cities; Sarah L. Newcomer, Washington State University - Tri-Cities; Dustin Sonny James Van Orman, Western Washington University; Yun-Ju Hsiao, Washington State University - Tri-Cities; Shannon M. Calderone, Washington State University; Shenghai Dai, Washington State University

Reimagining Resistance: Transforming Teacher Education for Candidates of Color - Sherry L. Deckman, CUNY, Lehman College and Graduate Center

The Flashpoint of Politics and Praxis: Impacts for Sustainable Education Reform Amid National Teacher Shortage - Kristen L. Pratt, Western Oregon University; Jaclyn Caires-Hurley, Western Oregon University

Wideline Seraphin, University of Texas - Arlington

A Critical Spatial Analysis of Dual Language Access in Urban Settings by Race and Socioeconomics - Emily Holtz, University of Tennessee

Building and Assessing an Empirically Based Racial Literacy Seminar Using Systemic Racism Theory - Thaddeus Atzmon, University of Northern Iowa; Heather Gallivan, University of Northern Iowa; Sarah Meredith Vander Zanden, University of Northern Iowa

The Education of Activists: Critical Racial Literacy Among Chicana Undergraduates - Elena Marie Marquez, Chapman University

Fostering Racial Literacy Through Children’s Literature: Chinese American Students Interrogating Anti-Asian Racism in a Community-Based Book Club - Wenyu Guo, University of South Florida; Yuechen Sun, University of South Carolina

Gabriel Rodríguez Lemus, University of Texas at Austin

Examining Undergraduate Research Experiences of Latinx STEM Students in Research-Intensive HSIs and Emerging HSIs - Katherine Arias Garcia, University of California - Irvine

¿Hacia Adonde Vamos Ahora? Gag Order Laws and Their Implications for Tenure-Seeking Latinx Women - Daisy Rodriguez, Pennsylvania State University; LaWanda W. Ward, Pennsylvania State University

Schoolhood Epistemologies: Linking Schoolhood to the Personal and Academic Trajectories of Chicana College Students - Lillian A. Cervantes, University of Texas at Austin

Boris Krichevsky, University of Wisconsin - Eau Claire

Developing Transformative Agency in Culturally Mediated and Socially Constructed Learning as Praxis - Elina Lampert-Shepel, Touro University; Sharon A. Sullivan-Rubin, Touro University

Fostering School-Wide Change: Transformative Agency in Change Laboratories - Nick Hopwood, University of Technology Sydney

Proteus as Process: An Analysis of the Development and Failure of a Data Dashboard Project - Maia Goodman Young, University of Washington

Vincent Cho, Boston College

Examining How School Leaders Can Support Teacher Data Use Given the Realities of Schools - Jordan Grant, Houghton Mifflin Harcourt Publishing; Alex J. Bowers, Teachers College, Columbia University

Mapping 16 Equity Indicators Across Public Data From Multiple States and New York City: Metadata and Interoperability - Yeonsoo Choi, Teachers College, Columbia University; Alex J. Bowers, Teachers College, Columbia University

Polishing Our Eyeglasses: How a Sensemaking Perspective Can Inform Data Use Research and Practice - Evelyn Goffin, University of Antwerp; Rianne Janssen, KU Leuven; Jan Vanhoof, Antwerp University

Dosun Ko, Santa Clara University

Dana Morrison, West Chester University of Pennsylvania

Updating the UDL (Universal Design for Learning) Guidelines Through an Equity Lens: Centering Community Perspectives - Jenna W. Gravel, CAST; Nicole Tucker-Smith, Lessoncast Learning; Beth S Fornauf, CAST; Shauntā Singer, CAST; Leila C. Lester, CAST

Positioning Disability at the Core of District Inclusion: Disability Studies in Education in Action - Chelsea Tracy-Bronson, Stockton University

Exploring Educators’ Attitudes About Discipline Disparities at the Intersection of Student Race and Disability Status - Lindsay Romano, New York University

Disrupting Disproportionality Through DisCrit: Implications for School Psychologists as Systems Leaders for Racial Equity - Melissa Itzel Virrueta-Peters, University of California - Berkeley

Human Diversity as a Basic Understanding for a Positive Diversity Climate in Schools - Svenja Hammer, Norwegian University of Science and Technology; Kara Mitchell Viesca, University of Nebraska - Lincoln; Svenja Lemmrich, Leuphana University - Lueneburg; Jenni Alisaari, Stockholm University; Naomi Flynn, University of Reading; Sara Routarinne, University of Turku; Wen-Chia Claire Chang, National Institute of Education - Nanyang Technological University; Annela Teemant, Indiana University - Indianapolis

Nada Rayyes, American Institutes for Research

Prioritizing Family-School Partnerships in Pursuit of Digital Justice - Nicol R. Howard, Chapman University

Embrace or Reject? Understanding the Online Experiences of Junior High School Parents, Teachers, and Students After the Pandemic Through Six Technological Access Discourses - Ken-Zen Chen, National Yang Ming Chiao Tung University; Ming-Hsueh Tsai, National Academy for Educational Research - Taiwan; Chi-in Wu, Academia Sinica; Hsiaofeng Tsai, National Academy for Educational Research - Taiwan

How Community and Family Engagement Can Help Dismantle Inequalities in Computer Science Education - Paula Nazario, University of California - Los Angeles; Jean J. Ryoo, University of California - Los Angeles; Julie Flapan, University of California - Los Angeles; Roxana Hadad, Processing Foundation; Rocio Mendoza, University of Redlands; Adriana Ruiz Alvarado, University of Redlands; Nicol R. Howard, Chapman University; Nicole Broadnax, University of Redlands

Crisis Communication for School-Family Partnerships: A Case Study - Jill Freedman, Florida Southern College; Oliver Dreon, Millersville University of Pennsylvania; Wendy Kubasko, Shippensburg University of Pennsylvania

Emily E. Virtue, Western Carolina University

Improving Equity-Mindedness in Community College Services - Rebecca Childs, Western Carolina University

Supporting Teachers for the Successful Inclusion of Students Who Are Deaf or Hard of Hearing - Christina Armfield, Western Carolina University

Creating a Sense of Belonging in the University Admissions Process - Mike Langford, Western Carolina University

Dilraba Anayatova, Arizona State University

Confronting Racial Injustice in a Rural Elementary School: A Call to Action Utilizing Imagined Kitchen Table Conversations - Stephanie Oudghiri Scherer, Purdue University

Grow-Your-Own Program Leaders: Two Narrative Inquiry Case Studies in Rural Arizona Contexts - Gabriela Mocanu, SUNY - College at Potsdam; Nesma Ragab Nasr, Northern Arizona University; Yuanyibo Zhang, Northern Arizona University; Vicki Ross, Northern Arizona University

Understanding One Chinese Rural Student’s Embodied Criticality Through StoryWorlding - Xuanya Zhou, University of Florida; Angela M. Kohnen, University of Florida

Arturo Rodriguez, Boise State University

Beyond Concept and Revolution: The Freirean Legacy and Spirit of Critique - Arturo Rodriguez, Boise State University; Kevin R. Magill, Baylor University

Conceptualizing Humanizing Reflective Pedagogy and Praxis - Amanda J. Cordova, North Dakota State University

In Pursuit of Racially Equitable Transformation: A Content and Cross-Comparative Analysis of an Urban District of Organizational Routines - Patricia M. Virella, Montclair State University

Teacher Collaborative Work in Inclusive Education: Analyzing Through the Lens of Paulo Freire - Bárbara Silveira Baptista de Oliveira, Pennsylvania State University; Ana Luisa Borba Gediel, Federal University of Viçosa

Oona Fontanella-Nothom, California State University - Dominguez Hills

Philosophy With Children as a Speculative Method - Nikki Rotas, Western University

Entangling Young Children’s Identities Through Belonging Cartographies: Critical Questions for Researching With Children - Sonja Arndt, University of Melbourne; Kylie Smith, University of Melbourne; Nicola J. Yelland, University of Melbourne

Transformation and Re-Storying: A Journey Through Conocimiento as an Analytic Lens for Latine Youth Experiences - Jyoti H. Kaneria, Georgia Institute of Technology

Angel Jones, Virginia Tech

A Choreography of Difference: Exploring the Racial Choreographies of Un/Scripting Unapologetic Blackness in Education - Darion A. Wallace, Stanford University; Jessica Lee Stovall, University of Wisconsin - Madison

Appearance and Impact: Disability Services, Racial Cognizance, and Black Students - Anna Acha, University of California - Riverside; Danielle Mireles, University of Nevada - Las Vegas

Kick, Push, Thrive: Black Girls Mitigating Microaggressions in Informal STEM Education Programs - Deneen S. Dixon-Payne, Towson University; Marcia J. Watson-Vandiver, Towson University; Greg Wiggan, University of North Carolina - Charlotte

Ubuntu, African-Centered Leadership and the Future of our Schools: Models for Progressive and Humanizing Practice - Phillip A Smith, Fordham University; Rosemary M. Campbell-Stephens, University College London; Charlyn Henderson, Teachers College, Columbia University

Miyoshi Juergensen, University of Alabama - Birmingham

Embodying Storm: Empowering Resistance Through Black Women Principal Othermothering in Suburban Schools - Racquel L. Armstrong, Arizona State University

We Been Knowin: Black Women Teachers (Re)member That Our Language Is a Living Legacy - Teaira C. McMurtry, University of Alabama - Birmingham

Mapping the Material and Metaphysical Imaginaries of Black Women Educators Through Their Creative Production - Amber Chevaughn Johnson, University of Maryland

Pursuing Racial and Linguistic Justice: (Re)constructing Teacher Education for Black Students and Black Language - Jasmyn K. Jones, University of Memphis

Kanvarbir Gill, University of Oklahoma

“Asians Are at the Bottom of the Society”: Chinese International Students’ Perspectives on Asian Americans - Jing Yu, University of Wisconsin - Madison

Commitment to Developing Chinese Language in the United States: Immigrant Chinese Families' Experiences and Opinions - Xiaoyi Wei, SUNY Brockport

Culturally Congruent Coping With Discrimination and Long-Term Impacts on Chinese American Youths' Education, Career, and Mental Health - Danni Li, Texas A&M University; Jeffrey Liew, Texas A&M University; Lisa Kiang, Wake Forest University

Bethany A. Bell, University of Virginia

A Review of QuantCrit to Develop Actionable Suggestions for Antiracist Methods - Zachary A. Myers, Pennsylvania State University; Cory Tondreau, Pennsylvania State University

Quantitative Measurement of Structural Racism: A Systematic Literature Review - Amanda J. Davis Simpfenderfer, College of William & Mary; Jingjing Liu, Florida International University; Senttra Snowden-Gregg, College of William & Mary; Ayse Nur Boos, College of William & Mary

Tensions in Critical and Quantitative Research in Education: A Review of the Literature - Laura Vernikoff, Touro University; Emilie Mitescu Reagan, Claremont Graduate University

Caitlin Ione Brecklin, University of North Dakota

Leveraging Qualitative Case Study Methodology to Critically Study Whiteness - Lauren N. Irwin, University of Tennessee; Zak Foste, University of Kansas

Interviewee Agency in Online Qualitative Research: A Reflection on the Innovative Use of Online Platforms - Dongni Guo, University at Albany - SUNY; Roberto Lima de Moraes Ramos, University at Albany - SUNY; Carla Meskill, University at Albany - SUNY

How to Site Youth Ethnographies in High-Opportunity Neighborhoods in the United States - Trevor Auldridge-Reveles, University of California - Santa Barbara

Nuancing Rurality Using Critical Realist Grounded Theory and Journey Mapping - Kamia F Slaughter, Indiana University; Nicholas Smith, Auburn University

Marsha E. Simon, Valdosta State University

Reconstructing Math Engagement by Centering the Lived Experiences of Black and Latina/o Students - Samantha E. Holquist, Child Trends; Marisa K. Crowder, The ElevatEd Initiative; Ta-yang Hsieh, Search Institute; Mark Vincent B. Yu, NA; Claire Kelley, Child Trends; Alyssa Scott, Child Trends; James Fuller, Child Trends

Investigating Local Priorities in STEM Education for Minoritized Learners: A Modified Delphi Approach - Lydia E. Carol-Ann Burke, University of Toronto

Immersive Virtual Reality in Secondary Education: The Need for Methodologically Diverse, Equity-Centered Research - Sahara Pradhan, Collaborative for Educational Services; Rebecca Mazur, Collaborative for Educational Services

Ines Alves, University of Glasgow

Echémonos Flores: A Mentoring Model for Latina Bilingual Doctoral Students - Cynthia C. Teran Lopez, University of Texas - El Paso; Christina Convertino, University of Texas - El Paso

First-Generation Faculty as Institutional Agents - derria byrd, Marquette University

"Nobody Has Ever Spoken to Me About These Things Before": Experiences of African Graduate Students - Kwame Owoahene Acheampong, University of Georgia

Melissa A. Awenowicz, Rowan University

Learning From Elementary Bilingual Latina Preservice Teachers: Reconceptualization of Civic Instruction in the Social Studies - Melissa Rojas Williams, University of North Texas; Cinthia S. Salinas, University of Texas at Austin; Adeli Ynostroza Ochoa, California State University - Bakersfield; Maria E. Franquiz, University of Texas at Austin

Utilizing Intersectionality for Agency: Reconstructing Inclusive Excellence Through Stories of Asian Women Teacher Educators - Yejun Bae, Appalachian State University; Sungeun Kang, University of Nebraska-Lincoln; GoMee Park, University of Texas - Rio Grande Valley; EunJung Kim, University of Iowa

Unveiling Impression Management Through Counter-Storytelling: Black Women Educators Navigating Gendered Racial Hostility in Schools - Mia H. Kirk, Montclair State University

“There’s More to the Story Than Our Slanted Eyes”: Voices of Asian American Pre-K–6 Teachers - MinSoo Kim-Bossard, The College of New Jersey

Keisha L. Green, University of Massachusetts - Amherst

Repatriating the Archive: A Critical Archivist Collaboration With Canal City Youth - Dana Altshuler, University of Massachusetts - Amherst

Distant Relatives: A Generational Exploration of Black Girls' Experiences in Providence Public Schools - Princess Garrett, University of Massachusetts - Amherst

Autoethnography of a First-Time Racial Justice Student-Teacher: Challenges and Chances for Youth Leaders - Yingyuan Sun, University of Massachusetts - Amherst

Jim Scheurich, Indiana University - Indianapolis

Painful Truths, Radical Humility, and Researcher Vulnerability: Writing on Racism Within Cross-Racial Research Teams - Tyler Derreth, Johns Hopkins University; Dwayne Kwaysee Wright, The George Washington University

Toward a Black Radical Tradition of Critical Quantitative Education Policy Research - Derek A. Houston, Southern Illinois University - Edwardsville

The Liberation, Decolonization, and Abolition (LDA) Collective: Testimonios That Collectively Theorize LDA From the Flesh - Andre S. Anderson-Thompson, University of California - Davis; Anna Penaloza, University of California - Davis; Cristavel Camacho-Gutierrez, University of California - Davis; Teresita Issa, University of California - Davis

Rob Simon, University of Toronto

“I'm Following the Rules, and I'm Breaking the Rules”: Histories of Assessment, Consent-Based Feedback, and Descriptive Review - Ben Gallagher, University of Toronto - OISE

Complicated Attempts at Soft and Slow Data Analysis: The Relational Potential of Descriptive Review With Co-Researchers - Lindsay Cavanaugh, University of Toronto

A Way of Listening: Descriptive Review as Sonic Ethnography in a Collaborative Inquiry - Doug Friesen, Queen's University - Kingston

You Too Are Part of This Research - j wallace skelton, University of Regina

A Review of State-Approved Reading Assessments - Heidi Hines, University of California - Irvine; Nathan Speer, University of Nebraska - Lincoln; Rachel E. Schachter, University of Illinois at Chicago; Michael Hebert, University of California - Irvine

Motivation and Morale Under ESSA (Every Student Succeeds Act) Accountability: Evidence From Three States - Kerstin A. Carlson Le Floch, American Institutes for Research; Drew Atchison, American Institutes for Research; Anna Healy, American Institutes for Research; Kylie Klein, American Institutes for Research

Relating Interim Assessments to Summative Tests: An Evaluation of Interim-Summative Alignment in Missouri - Christopher B. Wolfe, Marzano Research Laboratory; Mike Fulton, Success Ready Student Network; Matt Goodman, Success Ready Student Network

Using Broad Education Indicators in a Standards-Based Reform: How Does It Play Out? - Javiera Marfán, Pontificia Universidad Catolica de Chile; Riikka Hofmann, University of Cambridge

Cecile H. Sam, Rowan University

The Imagined Student: A Critical Discourse Analysis of College Syllabi - Nikkia D. Borowski, Syracuse University; Sara Jo Soldovieri, The IDEAL School; Emilee Baker, Syracuse University; Katie E. Ducett, SUNY - College at Cortland

Transforming Higher Education as Researchers of Color (THE ROC): Developing Solid Co-Constructed Graduate Support Spaces - Michelle M. Leao, The Ohio State University; Lisa Delacruz Combs, University of North Texas; Rebecca Cepeda, Texas A&M University- Co rpus Christi; Ionell Jay R. Terogo, The Ohio State University; Alexander Nichols, The Ohio State University; Hannah L. Reyes, The Ohio State University; Neal McKinney, The Ohio State University

Movement in Our Steps: A Call to Action From Members of Black Sororities - Lydia L Ocasio-Stoutenburg, Pennsylvania State University; Azaria I. Cunningham, Boston University; Melanie Lopez, University of Central Florida; Sharde Theodore, Florida International University; Chauntea S. Cummings, Florida International University; Simonie Atala-Shakeria Moore, University of Central Florida

Edward García Fierros, Villanova University

Concentrated Disadvantage or Cosmopolitan Cloak? How White-Asian College Applicants Understand Their Identities and Diversity - Sonia Giebel, Wissenschaftszentrum Berlin (WZB)

Expanding the Boundaries of White Racial Imagination: Supporting Antiracist Praxis Among Postsecondary Education Staff/Administrators - S Shiver, University of Utah; José Francisco Gutiérrez, University of Utah

How Canadian Universities Are Caught in Geopolitical Tensions: Perspectives of Faculty of Chinese and Non-Chinese Origins - Qiang Zha, York University

The Function of Temporality in University Responses to Anti-Asian Violence - Brendon M. Soltis, Michigan State University

Jennifer Phuong, Swarthmore College

Enacting Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Learning From Teacher Researchers - Alison G. Dover, California State University - Fullerton; Fernando Rodriguez-Valls, California State University - Fullerton; Renae L. Bryant, University of La Verne & California State University Fullerton

How Teachers of Color Promote Racial Justice in Activist Organizations: The Power of Germinal Networks - Kira J. Baker-Doyle, University of Illinois at Chicago; Lynnette Mawhinney, Rutgers University - Newark

NYCoRE’s Inquiry to Action Groups: Developing Political Education Toward Liberatory Futures in Education - Jennifer Queenan, Graduate Center - CUNY; Natalia Ortiz, New York University; Pamela Segura

Teacher Candidates’ Attempts to Implement Anti-Ableist Pedagogy and the Constraints Therein - Benjamin Barnett-Perry, University of Washington

Barbara L. Bales, University of Wisconsin System Administration

Implementing Critical Literacy: Transitions From Teacher Education to the Classroom - Kris Bell, Claremont Graduate University; Kim Megyesi-Brem, Claremont Graduate University; Rachael Horn Langford, San Diego State University

Extraordinary Pedagogies: Toward a Model for Dynamic and Disruptive Teacher Education - Jeanine M. Staples-Dixon, Pennsylvania State University

What Educational Possibilities Exist When New Teachers Are Properly Supported? - Danielle T Ligocki, Oakland University

Edward M. Epstein, University of Pennsylvania

Theorizing Justice With Preservice Teachers: "Diversity" and "Acceptance" as Proxies for Whiteness - Alexandria Hollett, California State University - Northridge

When Are Counter-Narratives Permitted? Interest Convergence, Critical Historical Inquiry, and Preservice Teacher Development - Mathew Baker, Georgia Southern University; Michael Joseph, Texas Tech University; Jazmin Claxton, University of Texas at Austin; Pedro A. Berlanga, University of Texas at Austin

Mona Baniahmadi, University of Texas at Austin

Mentoring Factors and Processes as Predictors of Mentor Teachers´ Professional Development: A Large-Scale Survey Study - Ali Yildirim, University of Gothenburg; Irma Brkovic, University of Gothenburg; Sally Windsor, Gothenburg University; Ilona Rinne, University of Gothenburg; Anna Maria Hipkiss, University of Gothenburg

Reciprocal Peer Observation: Collaborative Knowledge Building Between Teachers - Jesús Ribosa, Universitat Autònoma de Barcelona; Marta Flores, Universitat Autònoma de Barcelona; David Duran Gisbert, Universitat Autonoma de Barcelona

Putting Culture at the Center: Mentors' Views of Programmatic Impact in Rural Alaska - Katherine McKnight, RTI International; Cheyane Mitchell, RTI International; Laura D. Carsten Conner, University of Alaska - Fairbanks; Keiko A. Herrick, University of Alaska - Fairbanks; Glenda Findlay, University of Alaska - Fairbanks; Janice Littlebear, Alaska Statewide Mentor Project; Susan McIntosh, University of Alaska

Jordan Corson, Stockton University

Extending Learning Opportunities of Preservice Teachers for English-Language Learners: Translocal Assemblage in Refugee-Background Neighborhoods - Xia Chao, Duquesne University

Modification-Driven Professional Development for Teaching Multilingual Learners - Emily S. Howell, Clemson University; Rebecca A. Kaminski, Clemson University; Mihaela Gazioglu, Clemson University; Nicole Ferguson-Sams, Clemson University; Victoria Pennington, Clemson University; Kavita Mittapalli, MN Associates, Inc.; Amlan Banerjee, National Education Association

A Call for Reorienting Joy in Educative Spaces - Benjamin D. Parker, Coastal Carolina University; Kathryn Parker, The Citadel

Norma Monsivais Diers, University of Illinois at Chicago

A Testimonio Study: Latinx Women Preservice Teachers’ Experiences and Identity Development - Yasmin Rodriguez-Escutia, University of Wisconsin - Madison

Exploring Educational Journey Mapping and Collective Counter-Storytelling in Combination to Learn About Teachers of Color - Sarah Day Dayon, University of Michigan

Preservice Teachers Making Sense of Racialized Experiences - Nicholas D. Hagemann, Oregon State University

(Re)Imagining Radical Racialized Teacher Education: Infusing Self-Study, Autoethnography, and Critical Discourse Analysis to Dismantle Dominant Narratives Among Future Teachers - Lauryn DuPree, University of North Carolina - Chapel Hill; Jocelyn A. Glazier, University of North Carolina - Chapel Hill

Binh Chi Bui, The University of Texas at El Paso

The Experiences of Black Development Officers at Private HBCUs - Brandy Rae Jackson, Howard University

Upholding Whiteness in Diversity Statements: A Critical Analysis of (Un)Knowing Rhetorical Manipulation - Vivian Schmolke, University of Oregon

Texas Women of Color Navigating the Toll of Texas SB17 Legislative Changes on Our Lives - Florence Emily Castillo, Texas Christian University; Klarissa Y Perez, University of Texas - Dallas; Attiya Druselahn Ahlya White, University of Texas - Dallas; Torrie Cropps, University of Texas - Dallas

Nkenji K. Clarke, Pennsylvania State University

Critical Race Love Letters to Black Women Higher Educational Leaders: “When the Rainbow is Enuf” - Lisa R. Merriweather, University of North Carolina - Charlotte; Edith N. Gnanadass, University of Memphis; Cathy Howell, University of North Carolina - Charlotte; Karen D. Ingram, University of North Carolina - Charlotte

Analyzing the Relationship Between Superintendents’ Race and Principal Diversity - Kimberly Clarida, Michigan State University

“Don’t I Belong?!” Asian Americans and Educational Leadership Development - Jia Liang, Kansas State University; James Sottile, Missouri State University

Teaching Professionals or Stepford Wives? The Role of Teacher Education in Producing the "Stepford Teacher" - Ganiva Reyes, Miami University (OH); Brittany A. Aronson, Pennsylvania State University

Shannon B. Wanless, University of Pittsburgh

Teachers’ Scaffolding and Its Potential to Support Social-Emotional Skills in a Collaborative Learning Context - Sisilia Novena Kusumaningsih, University of Montana - Missoula; Jingjing Sun, University of Montana

A Qualitative Examination of How Teachers Adapt Social and Emotional Learning Programs - Joshua Lovett, University of Illinois Chicago; Kimberly A. Schonert-Reichl, University of Illinois at Chicago; Molly Stewart Lawlor, University of British Columbia; Kate Zinsser, University of Illinois at Chicago

How We Teach SEL (Social and Emotional Learning) Matters: Considering the Pedagogies of SEL Framework to Improve SEL - Almut K. Zieher, Yale University; Christina Cipriano, Yale University; Craig S. Bailey, Yale University; Michael Strambler, Yale School of Medicine

Longitudinal Effects of Teacher-Perceived School Organizational Support on Student Social-Emotional Competencies - Maedeh Golshirazi, San Francisco Unified School District

The Influence of Principals' Emotional Intelligence on Teachers' School Climate, Commitment, and SEL (Social and Emotional Learning) Curriculum Beliefs - Stella Jackman-Ryan, North Carolina State University; Tiara A. Griffis, North Carolina State University