Liz Murray, Bay Area Writing Project

Dismantling Bias Through Dignity - Kayla Angelosante, George Mason University; Leslie La Croix, George Mason University

Responsive to Whom? Specifying the Intersection of Race and Disability in Culturally Responsive Practice - Hailey Love, University of Wisconsin - Madison

Dilraba Anayatova, Arizona State University

The Emancipation of the Maasai Indigenous Knowledge-Based System Through Decolonizing Education in Kenya - Jackson Mainai Shaa, Texas Tech University

Decolonizing the Banjara Education Space: A Participatory Reflexive Initiative in Rural India - Devayani Tirthali, Independent Researcher and Evaluator

Racialized Epistemic Injustice: African Science Meets Colonial Oppression - Grace L. Tukurah, Michigan State University

Unearthing Voices: Restitution of Congolese Cultural Heritage as an Anticolonial Imperative in Education - Gracia Lwanzo Kasongo, Catholic University of Louvain

Thinking Outside of the Box: Beyond Deficit Thinking in Western Schools - Paola Dusi, Università degli studi di Verona

Zuhra Abawi, Niagara University - Ontario

College Recruitment and Coloniality at an Elite Bilingual Senegalese Secondary School - Teresa Speciale, Trinity College

Tracing and Remembering Connectivities: Coloniality and Elementary Teacher Recruitment in Senegal - Rachel Lockart, Augustana College

Resistance and Hybridization: A Postcolonial Inquiry Into Globalization and Inequality - Jie Qi, Utsunomiya University; Ann Yao Zhang, University of Rochester; Shengping Zhang, Meijo University

Visibilizing Hierarchies: The Coloniality of Refugee and Asylum Seekers and Access to Education as an Epistemic Good in the Global North - Zuhra Abawi, Niagara University - Ontario

Leesa M. Riviere, Independent Researcher

Leaders of Color and Perceptions of Organizational Culture: Measuring Racial Stress - Kait Ogden, University of Texas at Austin; April L. Peters-Hawkins, University of Houston

School Business Official Burnout: A Statewide Study - Nicole V. Schilling, Saint Bonaventure University; Nathan S. Schilling, Lansing School District 158; Kristie M. Fetty, Malone University; Taylor N. Pawliski, University of Findlay

Tapping on the Principal’s Door: How Districts Informally Recruit School Leaders Into the Principal Pipeline - Angel Xiao Bohannon, NORC at the University of Chicago; Ashley Ellison, Vanderbilt University; Molly F. Gordon, NORC at the University of Chicago; Jason A. Grissom, Vanderbilt University

“We Have No Choice”: Contracting Processes for Turnaround Charter Partnerships in Austin Independent School District - Daniel Dawer, University of Texas at Austin; Alejandro Madrigal, University of Texas at Austin

Allocating Recovery Funding: A Survey of School Districts on Federal Resources - Carlas L. McCauley, Howard University

How Our Schools Are Spending Money: An Analysis of COVID Relief Fund - Yaxin Wang, Arizona State University; Xiaoyang Ye, Brown University

How Should We Define Adequacy-Based Funding in Public Higher Education? A Case Study of Illinois - Mike Abrahamson, Partnership for College Completion; Caitlin Donnelley Power, Partnership for College Completion

Ashlee Anderson, University of Tennessee

Rethinking Teacher Professional Learning: Curating Possibility Through Diffractive Methodologies - Cathy A. Coulter, University of Alaska - Anchorage; Lisa K. Richardson, University of Alaska - Southeast

Moving Research on the Outside: Traveling With Desire, Buddhas, and Beats Through Three Art Museums - Jonathan Eakle, The George Washington University; Xiaoyue Zhang, The George Washington University; William Zhou, The George Washington University

The Ship of Theseus: Unsilencing and Methodological Considerations When Working With Trans Populations - Gretchen Cook, University of Tennessee

#Scholar #Famous #Monster - Jennifer R. Wolgemuth, University of South Florida; Mirka E. Koro, Arizona State University; Kelly W. Guyotte, University of Alabama; Jessica Nina Lester, Indiana University; Travis Marn, Southern Connecticut State University

Education Abroad in a Community College: Equity-Minded Practitioner Perspective - Hyun-Sook Kang, University of Illinois at Urbana-Champaign; LaTanya Kurney, University of Illinois at Urbana-Champaign

Exploring the Impact of Faculty-Led Study Abroad Program on Education Students’ Perspectives - Jale Aldemir, Coppin State University; Hengameh Kermani, University of North Carolina - Wilmington

Imagining Possibilities for Guatemalan Mayans in the U.S. Schools: Creating a Community of Practice Through Study Abroad - James Cahan, University of Rhode Island; Rabia Hos, Southern Connecticut State University; Erin L Papa, Rhode Island College

Unraveling Racial Dynamics of Chinese International Students’ Formal Learning: A Narrative Inquiry - Minghui Hou, Southern Illinois University - Carbondale

Elena Aydarova, University of Wisconsin - Madison

Diversity, Inclusion, and Equity in Teacher Preparation Programs in Portugal and Spain - Maria Alfredo Moreira, University of Minho; Tania Gómez Sánchez, University of Coruña; Ana Sofia Afonso, University of Minho; Begoña Rumbo Arcas, Universidade da Coruña

Inclusive Education: Insights From Educators in a High-Need School - Ashwini Tiwari, University of Houston - Downtown; Ajay K. Das, Empire State University - SUNY

Perceptions of School Administrators, Teachers, and Student Teachers Surrounding International Teaching - Ann Cancilla Gaudino, Millersville University of Pennsylvania

Student-Centered Teaching Across OECD Countries: An Ecological Investigation of Country-, School-, Classroom-, and Teacher-Level Factors - Lei Ping, University of Nevada - Las Vegas; Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Katrina Liu, University of Nevada - Las Vegas

Kateri Carver, University of Wisconsin - River Falls

Literacy in Montessori Schools: Perspectives From Canada, Mexico, and Italy - Pamela Beach, Queen's University - Kingston

Student Teacher Relationship Quality in Montessori and Non-Montessori Preschool - Lee Leboeuf, University of Virginia; Deeza-Mae Smith, American Institutes for Research; Angeline S. Lillard, University of Virginia

Teachers’ Learning Orientation Scale Development and Validation - Christina M. Carroll, Breakthrough Montessori Public Charter School; Angeline S. Lillard, University of Virginia

Montessori Adolescent Competencies: Shared Expectations for Adult Learning - Paige M. Bray, University of Hartford; Tina Booth, Train Montessori; Robin Miller, Project 41,12 Inc.; Joshua A. Russell, University of Hartford

Theresa A. Thorkildsen, University of Illinois at Chicago

Ethics and Character Education of Adolescents in the Context of School Violence - Maria Sucupira Lins, Universidade Federal do Rio de Janeiro; Bruna Rodrigues Cardoso Miranda, Universidade Federal do Rio de Janeiro; Daniela Honorio Brito, Universidade Federal do Rio de Janeiro

Is It Good to Be Good? Judging the Relation Between Morality and Self-Interest - Yi Zhou, University of California - Berkeley

Discussion and Analysis of the Content of Family Moral Education in Chinese Pedagogy Textbooks - Jinshan Yuan, Zhejiang University

Alycia Michelle Garcia, University of Victoria

Affordances to Prevent School Violence in the Classroom: The Case of Dialogic Gatherings - Garazi Álvarez Guerrero, University of Deusto; Andrea Khalfaoui, University of the Basque Country; Icy Fresno Anabo, University of Deusto; Rocio Garcia-Carrion, University of Deusto

Exploring the Interconnectedness of High School and Community: A Naturalistic Inquiry - Dominic Siami Egure, Oklahoma State University; Tami Woods, Oklahoma State University; Tina Bolton-Linn, Northeastern State University - Muskogee; Kolawole Michael Afolabi, Oklahoma State University; Melissa D. Bingham, Oklahoma Dysphagia Consultants, PLLC; Katherine A. Curry, Oklahoma State University; Jentre J. Olsen, Oklahoma State University

How Restorative Justice Programming Impacts Student Outcomes and Student-Teacher Relationships - Janelle Fouche, Harvard University

Restorative Practices Implementation and Evaluation in U.S. K–12 Schools: A Systematic Literature Review - Laura Fittz Parks, Fort Lewis College

Suzanne Poole Patzelt, Touro University

Exploring Culturally Responsive Science Teaching Through an Urban Teacher Residency Program’s Course Experiences - Jamie Wallace, American Museum of Natural History; Elaine Howes, American Museum of Natural History

Foregrounding Emancipatory Pedagogies and Abolitionist Teaching in a Science Methods Course Toward Cultural Competency - Vanessa Nizeyimana Louis, University of Michigan; Natalie S. King, Georgia State University

Rethinking Research on Racial Equity in STEM Education: From Leaky Pipelines to Educational Ecosystems - Tristan G. Gleason, California State Polytechnic University - Humboldt; Jerry L. Rosiek, University of Oregon

Gayle Y. Thieman, Portland State University

Civic and Prosocial Decision-Making in Elementary Youth - Antonio J. Castro, University of Missouri; Afiah Fozi, University of Missouri; ChenYu Hung, American Institutes for Research; Maureen Etoh, University of Missouri; Christi Crosby Bergin, University of Missouri

Learning to Belong? Late-Arrival Chinese Immigrant Youths' Civic Identities and Their Social Studies Learning - Chenyu Li, Indiana University - South Bend

Asking “Why?” Fifth-Graders Inquiring About the Origins of Racism - Kaitlin Wegrzyn, Chicago Public Schools

Experiencing Productive and Unproductive Discomfort in Classroom Discussion: A Study of Deliberation and Debate - Paula McAvoy, North Carolina State University; Gregory E. McAvoy, University of North Carolina - Greensboro; Rachel Waltz, North Carolina State University; Mizuho Tatebayashi, North Carolina State University

Wading Through the Currents of Civics Education: Residing in Tensionality to Examine an Action Civics Curriculum - Nate Scholten, Baylor University; Brooke Blevins, University of Idaho

Rashmi Sharma, Western Illinois University

A Rural Divide? Behaviors of Rural School Leaders in the United States and China - Andrew Pendola, Auburn University; Huacong Liu, Shanghai Jiao Tong University

How to Lead Schools to Success: A Qualitative Meta-Analysis - Rong Zhang, University of Alabama; Jingping Sun, University of Alabama; Christopher W. Day, University of Nottingham; Rose M. Ylimaki, Northern Arizona University; Bob L. Johnson, University of Alabama

The Role of School Leadership and the Impact of Multiple Interventions for School Turnaround - Stephan Gerhard Huber, Johannes Kepler University of Linz; Christoph Helm, Johannes Kepler University of Linz; Rolf Strietholt, IEA Hamburg; Marius Schwander, University of Teacher Education Zug; Jane Pruitt, University of Teacher Education Zug; Gregor Steinbeiß, Johannes Kepler University of Linz

Juan Manuel Nino, University of Texas - San Antonio

Barriers and Bureaucracy: Improving Leadership Pathways for DACAmented Teachers - Chandler Patton Miranda, Molloy University

The Leadership Initiative for Language Learning: Experiences of Emerging World Language Teacher Leaders - William Davis, University of Oklahoma; Brianna Janssen-Sanchez, Southern Illinois University - Carbondale

Examining Preservice Principal Preparation on Instructional Leadership to Advance Teachers’ Instructional Capacities - Hamada Elfarargy, South Dakota State University; Beverly J. Irby, Texas A&M University; Rafael Lara-Alecio, Texas A&M University; Fuhui Tong, Texas A&M University

Exploring Assistant Principals’ Career Aspirations in the Face of Principal Vacancies - Anna Moyer, University of Alabama; Ellen B. Goldring, Vanderbilt University

Aspiring Leaders’ Conceptions of Professional Ethics and Ethical Leadership Identity Made Visible Through Simulated Practice - Daniel Moraguez, Florida State University; Sara L. Dexter, University of Virginia

Erika C. Bullock, University of Wisconsin - Madison

Decolonizing and Transforming Curriculum by Centering Families: Their Language, Culture, and Stories - Teresa R. Fisher-Ari, Rollins Center for Language and Literacy; Douglas Bell, Kennesaw State University; Maggie Deaton, Atlanta Speech School; Diana Bacon, Atlanta Speech School; Andrea Bowers, Atlanta Speech School

Decolonizing Curriculum: Critical Content Analysis of a Classroom Reading Resource - Chris Pavlovich, Montana Tech; Sweeney Windchief, Montana State University

A Framework for Dismantling the Binary Thought Processes of Science Teachers - Alecia M. Redway, Yonkers Public Schools

“I Can Always Make a Difference”: The Impact of Black Joy on Identity Formation in the Freedom School Environment - Deandra West, University of Florida; Michael A. Scofield, University of Florida; Chonika Coleman-King, University of Florida; Natalya Green, University of Florida; Taryrn T.C. Brown, University of Florida; Thacher Tracion Loutin, University of Florida

Deconstructing the Concept of Colorism in the Maghreb: Tuareg Representation in Algerian Standardized School Textbooks - Fadhila Hadjeris, University of California - Los Angeles

Lorien S. Jordan, University of South Florida

Community-Engaged Anti-Racist (CEAR) Education Project: Critical Narratives From a Diverse Inquiry Community - Nora E. Hyland, Rutgers University; Mary E. Curran, Rutgers University; Anel V. Rivera Guerrero, Rutgers University

A Retrospective Collaborative Autoethnography (RCAE) on Pivoting and Trusted Partnership Amidst the Dueling Pandemics - Sarah D. Lent, University of Wisconsin - Madison; Lydia Gandy-Fastovich, University of Utah

Queer Youth’s Freedom Dreaming and Resistance Through Youth Participatory Action Research - Katherine Clonan-Roy, Cleveland State University; Shereen Naser, Cleveland State University; Elijah McLaughlin; Isabella Mitchell, Environmental Protection Commission of Hillsborough; Carter Porter

Janice B. Fournillier, Georgia State University

Imposter Participants in Queer and Trans Mental Health Research - Thea Leticia Racelis, Virginia Commonwealth University; Kamden Strunk, Virginia Commonwealth University; Nancy Thacker, University of Vermont

The 4C Methodology: Healing Centered Research - Eghosa Obaizamomwan-Hamilton, Stanford University

Challenging Universal Criteria for Qualitative Quality: Specific Considerations for Engaging in Visual Research Methods - Marva Cappello, San Diego State University; Reka C. Barton, University of Maryland

Madeline Good, City Garden School

Educational Equity in Contentious Times: Developing a Grassroots Organization to Advocate for Change - Madeline Good, City Garden School; Sarah Diem, University of Missouri

Cultivating Healing-Centered Pedagogies: Examining Holistic Wellness and Academic Success Program Diversity, Equity, Inclusion, and Belonging Policies - Babalwa Kwanele, City of Berkeley

Continuous Improvement and Laissez-Faire Equity Work - R. L'Heureux Lewis-McCoy, New York University; Nadirah Farah Foley, Washington University in St. Louis; Susan Bush-Mecenas, RAND Corporation

Child Sexual Abuse Prevention: A Review of Findings From Interviews With K–12 School Administrators - Charol Shakeshaft, Virginia Commonwealth University; Kellie E. Carlyle, Virginia Commonwealth University; Emiola Oyefuga, Virginia Commonwealth University; Andrew Ortiz, CHILD USA

Lasana D. Kazembe, Indiana University - Indianapolis

Analogizing and Resisting: Examining Youth Perspectives of Transformational Institutional Claims in a University-Community Equity Intervention - Christopher Hu, University of Alabama; Nina R. Schoonover, University of Virginia; Chris K. Chang-Bacon, University of Virginia

An Asset-Based Approach to Supporting Youth Transitions to Employment, Education, and Training Through a Community-School-University Partnership - Bronwen E. Low, McGill University; Tya Collins, University of Ottawa; Lea Ehret, McGill University; Jennifer Barrow, Avenues; Colin Throness, Avenues; Lynn Worrell, Carrefour Jeunesse Emploi; Robert Leclerc, English Montreal School Board

Black and Brown Education in America: Integration in Schools, Neighborhoods, and Communities - Samina Hadi-Tabassum, Elmhurst University

Mia Shaw, New York University

Healing From Within: Exploring Girlhood, Teaching, and STEM Through the Lens of Black Women Educators - Brittany Nicole Anderson, University of North Carolina - Charlotte; Sydney Carroll, University of North Carolina - Charlotte; Tierra M. Parsons, University of North Carolina - Charlotte

Democratizing Education Through Generative AI: Impacts on Diverse Student Learning Experiences - Sarah Grace, University of Arizona

Otherwise Computing Ethics: An Alterous Discourse Analysis of Black Changemakers in Computing - Natalie Araujo Melo, Northwestern University

Perceived Barriers to Research Among Dominant vs. Nondominant Groups of Computer Science Education Researchers - Joseph C. Tise, Institute for Advancing Computing Education; Monica McGill, Institute for Advancing Computing Education; Sloan Davis, Google Inc; Joey Reyes, Knox College

Melissa A. Awenowicz, Rowan University

Coding as Another Language: Impact on Math and Literacy Achievement in Early Computer Science Education - Dandan Yang, Boston College; Marina U. Bers, Boston College

Examination of a Statewide Literacy Initiative: Evaluating General Impacts and Characteristics of Local Education Agencies Who Are Beating the Odds - Gary E. Bingham, Georgia State University; Rihana Shiri Mason, Georgia State University; Kevin Fortner, Georgia State University; Rebecca Rohloff, Georgia State University; Ethan Trinh, Georgia State University; Kate Caton, Georgia State University

Literacy Design Collaborative and Middle School Student Learning - Jia Wang, University of California - Los Angeles; Seth Leon, University of California - Los Angeles

Read All About It: Examining the Effectiveness of a Reading Curriculum Among Black Elementary Students - Alexandra A Lee, Instructure; Amy E. Vanden Boogart, Really Great Reading; Elizabeth Striebel, KIPP DC; Phaedra Boyd, KIPP DC

Rahma Abbasi, Northern Illinois University

Analysis of Elementary Preservice Teachers’ Proposed Interventions to Support Student Engagement in an Equity-Oriented Simulation - Zoubeida R. Dagher, University of Delaware; Christy Metzger, University of Delaware

Imagining “Urban” Students: Practice-Based Opportunities to Influence Preservice Teachers’ Mindsets - Lightning Jay, Binghamton University - SUNY

Preservice Teachers’ Perceptions of Growth and Development in Clinical Practice - Liz Chase, St. John's University

Nadia Behizadeh, Georgia State University

Personal and Professional Commitments: Asian American Preservice Teachers Preparing to Teach Literacy in Urban Schools - Kathryn Struthers Ahmed, Hunter College - CUNY; Sonia Begum, Hunter College; Jia Yan Jiang, Hunter College – CUNY; Oumwatie Sooklall, Hunter College - CUNY; Jessie Song, Hunter College – CUNY; Victoria Song, Hunter College – CUNY; Samantha Wong, Hunter College – CUNY

Retrospective to Reimagining Possibilities: Student Teaching Supervision, Feedback, and the Building of Feedback Literacy - Beth Clark-Gareca, Binghamton University - SUNY; Teresa Bruno Warkentin, University of Colorado - Boulder

“That Feels Like a Rule I Should Know”: Mathematical Knowledge for Teaching—A Process-Oriented Lens - Anna Gustaveson, University of North Carolina - Chapel Hill; Kathryn Habib, University of North Carolina - Chapel Hill

The Gradual Release of the Canonical Grasp: Exercises in Excavation - Kelli Ann Rushek, Miami University (OH); Elli MacDowell, Olentangy Local Schools

BernNadette Thokozile Best-Green, San Joaquin Delta College

“I Did Not Know Enough About the Topic”: Student Teachers’ Experiences Navigating an Increasingly Challenging Sociopolitical Terrain - Jessica Murdter-Atkinson, University of North Texas; Heather Dunham, Clemson University

First Steps Toward Building Collaboration Among Stakeholders Within a Teacher Education Program - Juliet Michelsen Wahleithner, California State University - Fresno

Comparing Teacher Turnover Intentions to Actual Turnover: Cautions and Lessons for the Field - Tuan D Nguyen, University of Missouri; Elizabeth A. Bettini, Boston University; Christopher Redding, University of Florida; Allison F. Gilmour, American Institutes for Research

Do Emergency-Certified Teachers Require Support in Specific Areas? - Cristina Moershel, University of Oklahoma; Daniel Hamlin, University of Oklahoma; Timothy G. Ford, University of Oklahoma

ELA (English Language Arts) Teacher Educators and Activism: Embodying and Fostering Teacher-Activist Identities in English Education - Mike P. Cook, Auburn University; Brandon L. Sams, Iowa State University

The Strangling: New Teachers and the Professional Learning Community - Brian C. Gibbs, Georgia College & State University; Kristin L. Papoi, University of North Carolina - Chapel Hill

Toward Culturally Responsive Social-Emotional Learning: Teachers’ Praxis and Challenges in Supporting Students From Refugee Backgrounds - Hannah Kim, University of Colorado - Boulder

Mona Baniahmadi, University of Texas at Austin

Intentional Coupling in Professional Learning Design: Impact on Urban PK–2 Teachers' Perceptions and Student Achievement - Raven Robinson-Wilson, University of North Florida; Meghan M. Parkinson, University of North Florida; Natalie Wright, CIC Planning Group; Diane Yendol-Hoppey, University of North Florida

Patterns of Scaffolding: How Experienced Teachers (Fail to) Support Student Learning - Manon Heuer-Kinscher, Goethe University; Benjamin Herbert, Goethe University Frankfurt; Rico Hermkes, Goethe University Frankfurt; Gerhard Minnameier, Goethe University Frankfurt

Professional Development to Enhance Educators’ KSDs (Knowledge, Skills, and Disposition) in Supporting Children’s Self- and Cultural Understanding - Dahyung Ryu, The Ohio State University; Erin Tebben, The Ohio State University; Carly Geraghty, The Ohio State University; Erin Fox, The Ohio State University; Sarah N Lang, The Ohio State University

Eman Abo-Zaed Arar, Texas State University

Building Classroom Relationships Through Photovoice - Carolyn Sattin-Bajaj, University of California - Santa Barbara; Lupita Romo-González, University of California - Santa Barbara

“I’m Actually Professionally Developing”: Personalized, Needs-Based Professional Development for Teachers of Emergent Bilinguals - Crystal Diane Recknagel, Richardson ISD; Ji Y. Hong, University of Arizona

Novice Teachers Using Narrative Pedagogy in the English Classroom - Patrick Sitzer, Teachers College, Columbia University

Janeula M. Burt, Bowie State University

A Theory in Practice: Coalescing Wholeness With a Black Woman Doctoral Student’s Socialization - Kamia F Slaughter, Indiana University

Building Strong Connections: Investigating Faculty-Student Relationships Among STEM Doctoral Students in HBCUs - Briayanna Johnson, Howard University; Elizabeth D. Ricks, Howard University; Rhonda Erica Baylor, Morgan State University; Veronica G. Thomas, Howard University

Generative AI for Teacher Education: Faculty Perspectives About Preparing Preservice Teachers in the Age of Artificial Intelligence - Aman Yadav, Michigan State University; Anne Drew Hu, Michigan State University; Nick Schwartz, Michigan State University

Including Sustainable Development as Part of Teacher Professional Digital Competence - Oliver McGarr, University of Limerick

Integrating Computational and Digital Literacies in Teacher Education: Understanding Faculty Values and Beliefs - Olamide Boluwatife Ogungbemi, Michigan State University; Aman Yadav, Michigan State University; Michelle C. Fraboni, Queens College - CUNY; Spence J. Ray, Cornell Tech/Michigan State University; Marta Cabral, College of Staten Island - CUNY; Nadia S. Kennedy, CUNY - New York City College of Technology; Line Saint-Hilaire, Queens College - CUNY

More Equity in Teacher Education Through Digitalization? A Critical Evaluation of New Digital Teaching-Learning Interventions - Katharina Depré, Johannes Gutenberg University of Mainz; Olga Zlatkin Troitschanskaia, Johannes Gutenberg University of Mainz; Sebastian Brueckner, Johannes Gutenberg University of Mainz; Christian Dormann, Johannes Gutenberg University of Mainz; Jasmin Reichert-Schlax, Johannes Gutenberg University of Mainz

Rebecca A. Cruz, Johns Hopkins University

That Which Cannot Be Washed Away: Critical Systematic Review of New Orleans Public Education Post-Katrina - Tia R. Williams, Vanderbilt University

How Is Teacher Critical Thinking Approached, Defined, Measured, and Evaluated? A Systematic Methodological Review - Wei Liao, Beijing Normal University; Wei Liu, Guizhou Normal University; Rui Yuan, University of Macau

Best Practices for Conducting Systematic Reviews: Perspectives of Experienced Systematic Review Researchers - Yvonne M. Fromm, University of Mannheim; Florence Martin, North Carolina State University; Tuba Gezer, The Ohio State University; Dirk Ifenthaler, University of Mannheim

Amogh Basavaraj, Florida State University

Belonging Matters: Empowering Marginalized Voices in Teacher Preparation Programs - Darolyn A. Flaggs, Kennesaw State University; Belinda P. Edwards, Kennesaw State University; Wendy B. Sanchez, Kennesaw State University; Alison Hedrick, Kennesaw State University; Amy Hillen, Kennesaw State University

Experiences of Foreign-Born Teachers in Teacher Education Programs in the United States - Semonti Dey, Pennsylvania State University; Lillie Ko-Wong, University of California - San Diego

Phenomenological Inquiry of (Intercultural) Relationships in Teacher Education: Through a Cultural Concept of Inyeon - Younkyung Hong, Ball State University

“Why Didn’t I Know That Before?” Disrupting Imperial Evasion in Teacher Education - Shireen Al-Adeimi, Michigan State University; Alexandra Allweiss, Michigan State University

College Students of Color’s STEM Identity Development Through Participating in an Intergenerational Mentorship Program - Ting-Han Chang, William Paterson University; Christopher B. Newman, California State University - Fullerton; Darnell G. Cole, University of Southern California

Comunidad: The Role of Collectivism on Latinx STEM Identity - Norma Lopez, Loyola University Chicago; Cynthia Chaidez, Loyola University Chicago; Daniel Francisco Matamoros, Midtown Achievement Center for Boys; Dre Parker, Loyola University Chicago; Demetri L. Morgan, University of Michigan

Developing Scholar Identity and Redefining Masculinity Among Collegiate Men in Two Black Male Initiatives - Jarrod E. Druery, University of Cincinnati

Daniel O. Oyeniran, University of Alabama

Effects of Different Goal Type Orders on Collaborative Simulation-Based Inquiry in Engineering Problem Solving - Yanyan Sun, East China Normal University; Chengjun Feng, East China Normal University; Bian Wu, East China Normal University; Di Peng, Shanghai Jiao Tong University; Zhenping Yan, Baoan School Affiliated to HSAS

Enhancing Decision-Making in Engineering Education: Utilizing Appropriate Technology to Integrate Technical and Social Considerations - Luis E. Montero Moguel, University of Texas - San Antonio; Joel Alejandro Mejia, University of Cincinnati; Guadalupe Carmona, University of Texas - San Antonio

Investigating Association of Students’ Demographics on Personal Characteristics Toward Commitment to STEM - Daniel O. Oyeniran, University of Alabama; Joni M. Lakin, University of Alabama

The Design and Impact of Engineering Career Fairs on Professionalization: The Perspective of Career Services - Dania Wright, Arizona State University; Adam R. Carberry, The Ohio State University; Jameson Wetmore, Arizona State University; Darshan Karwat, Arizona State University

What Can Be Learned From the Implementation of an Innovative Pedagogy With (Seemingly) Null Results? - Justin Sabrowsky, Appalachian State University; Alyssa Emery, Iowa State University

Exploring STEM Professionals’ Dispositions Toward Mentoring Girls of Color: Critical Race Feminist Insights and Implications - Tajma Cameron, Morgan State University; Katie Mathew, Drexel University; Kimberly Sterin, Drexel University; Ayana Allen-Handy, Drexel University; Jacqueline Genovesi, Drexel University; Kimberly Anne Godfrey, Drexel University; Dominique A. Thomas, Drexel University; Janai Keita, Drexel University; Hillary Blecker, Hillary Blecker Consulting; Nancy Peters, Philadelphia Education Fund; Sharon L. Walker, Drexel University; Ian Marcus, Drexel University

Factors Predicting Mathematics and Science Motivation Among Minority Female High School Students - Itauma Itauma, Northwood University; Eugene Komaroff, Keiser University; Ashlee Robertson, Keiser University; Jessica A. Fuda Daddio, Walden University

Predicting Degree Attainment of Underrepresented Students in Engineering: The Impact of Faculty Representation - Claudia V. Garcia, Kent State University; Roberta Rincon, Society of Women Engineers; Daniel Chand, Kent State University

Intersectional (Dis)Advantages of International Female Higher Degree by Research (HDR) Students in Australia - Sabrina Syed, University of Newcastle

Dosun Ko, Santa Clara University

Disparities in ADHD (Attention-Deficit/Hyperactivity Disorder) Identification Among U.S. Elementary Schoolchildren - Paul L. Morgan, University at Albany - SUNY; Eric Hengyu Hu, University at Albany - SUNY

Evaluating an Observation Protocol for General and Special Education Teachers in a Multi-Tiered Instructional Framework - Hyojong Sohn, Mississippi State University; Mary T. Brownell, University of Florida; Amber E. Benedict, Arizona State University; Jessica Williams, University of Florida; Corinne Huggins-Manley, University of Florida; Benjamin Kelcey, University of Cincinnati

Quantifying the Impact of Special Needs Identification in Wales, UK - Cathryn Knight, University of Bristol; Emily Lowthian, Swansea University; Tom Crick, Swansea University; Carys Jones, Swansea University; Sarah Rees, Swansea University; Anna Rawlings, Swansea University

We Must Do Better: An Interdisciplinary Revision of Specific Learning Disabilities Evaluation Standards - Sarah A. van Ingen Lauer, University of South Florida; David H. Allsopp, University of South Florida; Monica McHale-Small, Learning Disabilities Association of America

The Role of Race in Special Education Referral, Identification, and Placement - Hardy Murphy, Indiana University - Indianapolis; Cassandra M. Cole, Indiana University; Hannah Bolte, Indiana University

Scott A. Beck, Georgia Southern University

The Undocumented Complex: A Literature Review - Pablo Saldana, Victor Valley College

School Segregation and Immigration: A Comparative Case Study of the United States and Spain - Carlos Lubián, Universidad de Santiago de Compostela; Christopher A. Lubienski, Indiana University

Support or Defense? An Analysis of South Korean Educational Policies for North Korean Adolescent Refugees - Daeyoung Goh, University of British Columbia

The Language Barrier of Immigrants: An Analysis of Social Welfare Policy Rhetoric in the United States - Kathy Yi-Hang LI, UCLA

What Schools Will Families Choose: Evidence From China's School Lottery in the Housing Perspective - Jiusheng Zhu, Beijing Normal University

Jennifer A. Fredricks, Union College

Bridging DBIR (Design-Based Implementation Research) and RCT (Randomized Controlled Trial) Approaches to Prepare to Scale-Up Playful Fraction Learning in Kosova - Kreshnik Nasi Begolli, University of California - Irvine; Vanessa Noemy Bermudez, University of California - Irvine; Blerina Tafolli, University of Prishtina; Njomza Selimi, University of Ljubljana; Siling Guo, University of California - Irvine; Andres Sebastian Bustamante, University of California - Irvine; Eda Vula, University of Prishtina

Factors That Influence Math Self-Efficacy and Grade Point Average: Based on Social Influences, Intrinsic Motivation, and Race - Sherilyn Coleman, University of Memphis; Yonghong Jade Xu, University of Memphis

Planning for Mathematics Learning Renewal Among Ontario Students: Comparison of Item-Level Performance Pre- and Post-Pandemic - Margaret Dunlop, Education Quality and Accountability Office; Hyunah Kim, Education Quality and Accountability Office; Jennifer Hove, Education Quality and Accountability Office

The Role of Higher-Order Thinking Skills Instructions in Enhancing Student Achievement and Attitudes Toward Mathematics - Sangmin Park, University of Missouri; Soobin Choi, The Education University of Hong Kong; Se Woong Lee, University of Missouri

Jordan Corson, Stockton University

Opaque Reciprocity: Glissant’s “Right to Opacity” as a Communication and Language Praxis in Education - David Ben Shannon, University of Sheffield; Abigail Hackett, Sheffield Hallam University

(Re)Considering East Asian Education Intellectuals’ Role: Rediscovering or Critiquing Confucianism - Jonggeun Park, Teachers College, Columbia University

The Impact of "Passing" on Queer Educators: A Textual Body Perspective - Whitney Neumeyer Roach, University of South Carolina

Megumi Nishida, University of Iceland

“It’s Complicated”: A Critical Duoethnography of Foreign-Born Teacher Educators of Color - Tipsuda Chaomuangkhong, Arizona State University; Saesaem Yoon, University of Washington - Tacoma; Seda Ozbek-Damar, Arizona State University

Expansive Learning as a Catalyst for Cultural Competency Action Discovered Through Self-Study - Allison Freed, University of Central Arkansas; Aerin W. Benavides, University of North Carolina - Greensboro; Lacey D. Huffling, Georgia Southern University

Jose Eos Trinidad, University of California - Berkeley

Explaining Contemporary Labor Market Information Usage Across Postsecondary Sectors - Monica Reid Kerrigan, Rowan University; Michelle Van Noy, Rutgers University

Tracking Superintendent Efforts to Maintain Decentralized Systems of Schools in U.S. Catholic (Arch)Dioceses - Andrew F. Miller, Boston College; Gilbert Ezeugwu, Boston College; John Reyes, Boston College; Melodie M. Wyttenbach, Boston College

“Who Owns Trauma?” Examining Meaning Making, Institutionalization, and Field Development for Trauma-Informed Approaches - Lara Altman, Northwestern University; Jeannette A. Colyvas, Northwestern University