Judy H. Tang, Westat

Differences in Class Size and Teacher Effects Between Racial Student Groups: Evidence From ECLS-K:2011 (Early Childhood Longitudinal Study–Kindergarten Class of 2011) - Spyros Konstantopoulos, Michigan State University; Ting Shen, Missouri University of Science & Technology

Examining Persistence in Test-Taking Through Timing Data: Exploratory Evidence From TIMSS - Elena C. Papanastasiou, University of Nicosia; Evi Konstantinidou, University of Nicosia

Investigating the Portability of Predictive Models Across Diverse Courses - Joseph Olson, University of Alabama - Birmingham; Zhen Xu, Teachers College, Columbia University; Nicole Pochinki, Teachers College, Columbia University; Renzhe Yu, Teachers College, Columbia University

Finding Historical Threads: Vocational Training and Mexican Students in South Central Los Angeles, 1930–1949 - Lluliana Alonso, California State University - Long Beach

Reimagining the Seal of Biliteracy: Centering Spanish-Speaking Students and Mamás Through Chicana/Latina Feminist Pláticas - Ana M. Segoviano, Twin Rivers Unified School District

Kelly Gallagher, Loudoun County Public Schools

Collaborative Mentoring: A Qualitative Study on In-Service Teacher Training - Udita Gupta, University of Utah

ESL (English as a Second Language) Mentor Teachers’ Practices: Challenging the Status Quo for Multilingual Learners - Maria Guzman Antelo, Rhode Island College

Yearlong Residency Program’s Impact on Mentor Teachers - Amber Wagnon, Stephen F. Austin State University; Heather Dean, California State University - Stanislaus

Tristta M. Kuykendall, Cleveland State University

Extensive Support Needs and Mixed-Methods Research: A Systematic Literature Review Across Education Subfields - Carly A. Roberts, University of Washington; Melinda R. Snodgrass, Illinois State University; Hailey Love, University of Wisconsin - Madison; Natalie Badgett, University of Utah; Carly B. Gilson, The Ohio State University; Xueyan Yang, National Institute of Education - Nanyang Technological University; Jeremy M. Peterson, Illinois State University

Backtracking Middle Technicians: Exploring College-to-Career Success Among Two-Year Information Technology Degree Holders - Faye R. Jones, Florida State University; Marcia Mardis, Florida State University

Mixing Research and Religion: Findings and Methodological Insights From an Exploratory Sequential Mixed-Methods Study - Robert B. Donmoyer, University of San Diego; Fred Galloway, University of San Diego; Robert Ehnow, Catholic Diocese of San Diego; Craig Goodman; Robert W. McElroy, Roman Catholic Diocese of San Diego

Sampling in Mixed-Methods Special Education Research: Challenges, Considerations, and Recommendations for the Field - Analay Perez, University of Michigan; Timothy Guetterman, University of Michigan

Anglesia Brown, Wayne State University

In Defense of Grounded Theory: Unraveling Resistance Phenomena Through an Exploratory Multiple-Case Study - Tony Lee Talbert, Baylor University; Kelsey Leigh Stokes, Baylor University; Jessica McKamie, Baylor University

Who Is Supporting Us? Constructing Educational Possibilities for Underrepresented Doctoral Students - Cristina Nader, Texas A&M University; Marissa Castillo, Texas A&M University; José I. Valdez, Texas A&M University; Kassidy Giles, Texas A&M University

Supporting the Next Generation of Critical Scholars Seeking to Transform the System: A Self-Study - Christopher P. Brown, University at Buffalo - SUNY

Using Qualitative Research to Support Black School Psychology Trainees - Tiffany K. Jenkins, TKJ H.E.L.P.S

Prospective Teachers’ Interpretation of Multiplicative Situations With Fractions - Merve Nur Kursav, Dartmouth College and CPM Educational Program; Ayhan Kursat Erbas, Middle East Technical University; Andrew G. Izsak, Tufts University

Analysis of Preservice Teachers’ Strategies Related to Area and Volume Measurements - Dae S. Hong, University of Iowa; Li Zhu, University of Iowa

Examining Differences in Argumentation Discussions Around Two Versions of the Same Performance Task in Practice-Based Simulations - Calli Shekell, Thiel College; Jamie N. Mikeska, Educational Testing Service; Heather Howell, Educational Testing Service; Dionne Cross Francis, University of North Carolina - Chapel Hill; Pavneet Kaur Bharaj, California State University - Long Beach

William C. Zahner, San Diego State University

Building a Community Through Equitable Noticing - Jonathan Norris Thomas, University of Kentucky; Cindy Jong, University of Kentucky; Molly H. Fisher, Rowan University; Edna O. Schack, Morehead State University

Retroactively Infusing Equity Into Research Frames: Contributing to Dismantling Racial Injustice and Constructing Educational Possibilities - Imani Masters Goffney, University of Maryland; Shekira Larnica Edgar, Western Michigan University; Michelle Wilson-Banks, Kalamazoo Public Schools; Offir Romero Castro, Western Michigan University; Yaronn James Cuarteros Arciaga, Western Michigan University; Laura R. Van Zoest, Western Michigan University

Teaching for Social Justice in Mathematics Education Doctoral Preparation in the United States - Queshonda J. Kudaisi, University of North Texas; Cynthia Castro-Minnehan, University of South Florida - Tampa

Using Racial Identity Development to Understand Preservice Teachers’ Learning of Equitable Mathematics Teaching - Brian Alexander Smith, University of Minnesota - Duluth

Darolyn A. Flaggs, Kennesaw State University

“Math Doesn’t Scare Me. I Scare Math.” Student Voice in Mathematics Classrooms - Lois Ndungu, Southern Methodist University; Alison Hardy, University of Texas at Austin; Anne Garrison Wilhelm, Southern Methodist University; Xinyi Zhong, University of Washington; James King, University of Washington

Parsing Math Discourse With Bloom’s Taxonomy and RoBERTa—a Natural Language Processing Neural Language Mode - Enes Gokce, Pennsylvania State University; Cihan Can, Lyons Magnus; Sandra T. Acosta, Texas A&M University; Tian Chen, Texas A&M University

An Analysis of Undesirable Responses in Mathematical Problem Posing: The Perspective of the Problem-Posing Process - Hua Ran, Jiangnan University; Jinfa Cai, University of Delaware; Faith Muirhead, University of Delaware

Rachelle Kuehl, Virginia Tech

Exploring the Effectiveness of Milestone Tests in Enhancing English Language Arts Learning for Third-Grade Students in Georgia’s Rural School Districts - Zhuoying Wang, University of Texas at Austin; Shifang Tang, East Texas A&M University; David Daniel Jimenez, Texas A&M University - Corpus Christi; Lei Zhang, East Texas A&M University

Building on Rural Ingenuity: Incorporating Appalachian Heritage, Storytelling, and Computational Thinking Into Middle School Project-Based Learning - Merijke Coenraad, Digital Promise Global; Emi Iwatani, Digital Promise

STEMentor: A Mentorship Typology for Supporting Effective Youth-Mentor Interactions in Rural Communities - Srinjita Bhaduri, University of Colorado - Boulder; Quentin Biddy, University of Colorado - Boulder

Hearing Rural BIPoC Voices: Constructing Educational Possibilities Through Reflective Listening in Teacher Preparation Programs - Rebecca M. Nelson, University of Nebraska - Kearney; Chandra C. Diaz, Metropolitan State University of Denver

How Does Paternalistic Leadership Influence Professional Learning Communities? The Mediating Role of Interpersonal Trust - Runjia Tang, Capital Normal University; Yun Qu, Beihang University; Yonghong Cai, Beijing Normal University; Haochen Sun, Beijing Normal University

Meta-Analysis: The Association Between Relational Parental Involvement and Student and Parent Outcome Variables - William H. Jeynes, California State University - Long Beach

Parental Involvement and Student Progress: Role-Based Measurement Invariance Analysis - Nathaniel H. Shannon, University of Alabama

“Yo Tengo Muchos Sueños Pa’ Mi Hija”: Increasing Family Engagement Through Innovative Practices - Rosalinda Larios, California State University - Fullerton; Maritza Lozano, California State University - Fullerton; Rohanna Ylagan-Nicanor, California State University - Fullerton; Ainaria Johnson, California State University - Fullerton; Laura Barreto, California State University - Fullerton

Hafdis Gudjonsdottir, University of Iceland

New Literacies Across Contexts: Teacher Educators’ and Preservice Teachers’ Iterative Learning Across Semesters - Tala M. Karkar Esperat, Eastern New Mexico University; Kathryn M. Pierce, Saint Louis University; Brady L. Nash, University of Florida; Courtney Shimek, West Virginia University; Lyudmyla Ivanyuk, Trinity Christian College

Self-Study of Teaching Candidates How to Become Critical Consumers of Curricular Materials - Marliese Peltier, Ball State University; Courtney Shimek, West Virginia University; Roya Q. Scales, Western Carolina University; Ann Van Wig, Eastern Washington University; Elizabeth Bemiss, University of West Florida; Stephanie Grayson Davis, University of North Carolina - Greensboro

In Pursuit of Equitable Writing Instruction: Examining “Sites of Tension” in Writing Teacher Education - Wendy L. Gardiner, Pacific Lutheran University; Amy Leigh Tondreau, University of Maryland - Baltimore County; Chelsey Bahlmann Bollinger, James Madison University; Danielle Louise DeFauw, University of Michigan - Dearborn; Vicki McQuitty, Towson University; Pamela J. Hickey, Towson University; Lori Czop Assaf, Texas State University

Navigating the Road of International Dyslexia Association Accreditation as Teacher Educators and Literacy Researchers - Carla K. Meyer, Duquesne University; Valerie Gresser, Duquesne University

Almut K. Zieher, Yale University

SEL (Social-Emotional Learning) for DLLs (Dual Language Learners): SEL Programs and DLLs’ Outcomes in Head Start - Codie Kane, Temple University; Lia E. Sandilos, Lehigh University; W. Joel Schneider, Temple University

Social and Emotional Learning Community for English Language Learners: Storytelling Journals During Disruptive Times - Ellen Yeh, Columbia College Chicago; Rashmi Sharma, Western Illinois University

Examining Teacher-Related Factors in the Relationships Between Teachers and Students With Immigrant and Refugee Backgrounds - Alperen Senol, Istanbul Aydin University; Büşra Gündeş Orman, Istanbul Aydin University

Breaking the Cycle: A Comparative Cross-National Analysis of Legitimacy-Building Strategies of Private Universities - Shangcao Yuan, University of Toronto - OISE; Alison D'Cruz, University of Toronto - OISE; Elizabeth Summer Buckner, University of Toronto

Higher Education, Human Rights, and Settler-Colonialism: Examining Indigenous-Supportive Structures and Policies in 500 Universities Worldwide - Hannah K. D'Apice, Stanford University

Step Ladder or Status Distinction? Examining Motivations Behind Graduate Program Choice - Ellen Bryer, Brown University

Exploring Preservice Teachers' Experiences as They Wrestle With Expansive Conceptions of Science Teaching and Learning - Allison T. Metcalf, Florida State University; Lama Ziad Jaber, Florida State University; Shannon G. Davidson, University of Alabama

Teacher Learning for Socioscientific Thinking: A Critical and Complex Review of Literature - Kathryn J. Strom, California State University - East Bay; Syahrul Amin, Texas A&M University; Angela Fitzgerald, RMIT University; Katherine Blanchard, Smithsonian Science Education Center; Jacqueline Kolb, Smithsonian Science Education Center; Ashley Rae Koch, Five Keys Schools and Programs

Elementary Teachers’ Positional Identities and Dispositions Toward Culturally Responsive Computational Thinking-Integrated Science - Kristina Kramarczuk, University of Maryland; Jeremy Bernier, Clemson University; Francheska K. Figueroa, Arizona State University; Lin Yan, Arizona State University; Ebony Terrell Shockley, University of Maryland; Ashley Coen, Hood College; Man Su, Saarland Informatics Campus; Brian C. Nelson, Arizona State University; Yue Xin, University of Maryland; Diane Jass Ketelhut, University of Maryland

Rehumanizing Mathematics: Exploring the Influence of Teacher Candidates’ Intersectional Identities - Rochelle Gutierrez, University of Illinois at Urbana-Champaign; Richard Carlos L. Velasco, University of Florida

Rhonda Suzanne Bondie, Hunter College - CUNY

Constructing Culturally and Linguistically Responsive Instructional Possibilities in Special Education: Strategies for Special Educator Development - Cametreus Clardy, University of Florida

Exploring Preservice Teacher Decision-Making on Translanguaging: A Comparative Study of Monolingual and Bilingual Groups - Sumin Lim, Hunter College; Hari Jang, National Institute of Education - Nanyang Technological University; Gregory Cheatham, University of Kansas

Fostering Inclusive Attitudes: A Longitudinal Study of Preservice Teachers in a Dual-Certified Program - Alicia M. Drelick, Rowan University; Michelle L. Damiani, Rowan University; Brie Morettini, Rowan University

Fostering Intercultural Competence Through an Internationalization at Home (IaH) Project - Jacqueline Lubin, Quinnipiac University

Graduate Students’ Satisfaction and Presence in Online Special Education - Kadir Kozan, Florida State University; Secil Caskurlu, Florida State University; Kharon Grimmet, Purdue University

Kierstin M. Giunco, University of Cincinnati

Mitigating Student Anxiety in the Secondary Classroom: A Culturally Sustaining Approach - Erin Elizabeth Hawley Cronin, Hamline University

School Start Times and Teacher Satisfaction: A National Study by a Practicing Teacher - Patrick Clancy, Wallingford-Swarthmore School District; Judith C. Stull, Temple University

The Relationship Between Teacher Burnout and Physical Activity Among High School Teachers - Kyle Davis, Cherokee County School District; Miyoshi Juergensen, University of Alabama - Birmingham

Samina Hadi-Tabassum, Elmhurst University

But Is It Dangerous? A Systematic Review of Research on Historical Inquiry Over Time - Stephanie D. van Hover, University of Virginia; David Hicks, Virginia Tech; Anna Yonas, University of Kansas; Cinthia S. Salinas, University of Texas at Austin; Colleen Fitzpatrick, University of Toledo

Fifth-Grade Teachers’ Choices About Teaching History - Kristy Brugar, University of Oklahoma

Teachers’ Conceptualizations of Teaching Critical Data Literacy with Primary Sources Following a Targeted Professional Learning Opportunity - Tamara L. Shreiner, Grand Valley State University; Bradford Dykes, Grand Valley State University

Out of These Waters: The Little Mermaid and Casting Backlashes as Racial Projects for History Classrooms - Joanna Batt, University of Cincinnati; Michael Joseph, Texas Tech University

Jeffrey P. Carpenter, Elon University

Exploring Language Teachers' Perception and Practice in the Era of Artificial Intelligence - Wuri P. Kusumastuti, University at Albany - SUNY; Sisilia Novena Kusumaningsih, University of Montana - Missoula; Jingjing Sun, University of Montana

Exploring Teachers’ Pedagogical Practices and Experiences of Integrating Artificial Intelligence Into Teaching: A Case Study - Lehong Shi, University of Georgia; Ai-Chu Elisha Ding, University of Georgia; Ikseon Choi, Emory University

Social Media and Students’ Creativity - Aisel Akhmedova, Michigan State University

Teaching and Learning Through Social Networks: The Role of Informal Teacher Educators - Paula Marcelo-Martinez, University of Sevilla; Ingrid Mosquera-Gende, International University of La Rioja

Social Media and the Apprenticeship of Observation - Jeffrey P. Carpenter, Elon University; Scott Morrison, Elon University; Grant Doherty, Elon University

Naming Our Truths: The Diasporic Tellings of Black African Youth From Refugee Backgrounds - Crystal Chen Lee, North Carolina State University; Jennifer C. Mann, Duke University

Reaching for Mangoes: Mobilizing Stories of Ecojustice and Teaching in Politically and Ecologically Vulnerable Places - Alexandra Panos, University of South Florida; Kristin Valle Geren, University of South Florida; Katharine Hull, University of South Florida; Michael B. Sherry, University of South Florida

“The Rio Grande Was Originally Known as Rio Bravo”: Student Multiliteracies in English Language Arts and Social Studies - Mary Neville, Wayne State University; Rhianna K. Thomas, New Mexico State University; Rachel Kenney; Aylin Rodriguez-Ponce, New Mexico State University; Louie Kenney

Transnational and Indigenous Latinx Children's Art-Based Bilingual Writings: A Placemaking-Justice Pedagogy - Idalia Nunez, University of Illinois at Urbana-Champaign; Qinchun Li, University of Illinois at Urbana-Champaign; Shuai Xu, University of Illinois at Urbana-Champaign

Michelle Ajisebo McElwaine Abimbola, Boston College

Reading Race on the Internet: Examining White Teens’ Interactions With Race-Related Content on Social Media - Emma Bene, Stanford University

Transgressive Humor in the Critical Literacy Classroom - David E. Low, California State University - Fresno

Who Is Censored Here? A Look at Five Black Boys Navigating the Politics of Free Speech in School - Abdul-Qadir D. Islam, Teachers College, Columbia University

Fabienne Doucet, New York University

Critical But Fraught: How a White Teacher Talks About Peers When Reflecting on Antiracist Action - Nerisa Arias, Fordham University; Clarence Ball, Fordham University; Dorcas Boateng Asa-Ntow, Fordham University; Jane Bolgatz, Fordham University; Graham Johnson, Fordham University; Lindsay Rosoff, Fordham University; Shanna Silien, Fordham University

(Re)Authoring the Teacher-Self: One Teacher's Resistance to Educational Hegemonies - Angela Kraemer-Holland, Kansas State University

“They're Setting Me Up for Failure”: A CRNM (Critical Race Nepantlera Methodology) Narrative Inquiry - Christina Salazar, Texas Woman's University; Aimee Hendrix-Soto, Texas Woman's University; Kimberly Lawson, Texas Woman's University; Amanda K. Messer, Texas Woman's University

Existing in the Borderlands: A Duoethnography on Bilingualism and Identity - Brittnie Ferguson, Chapman University; Nidzara Pecenkovic, Chapman University

Students' Agentic Roles for Critical Interculturalism - Christina Hajisoteriou, University of Nicosia; Georgios Sorkos, University of Thessaly; Panayiotis A. Angelides, University of Nicosia

Carlyn Mueller, University of Wisconsin - Madison

“I Knew I Had It Good, but I Didn’t Know Just How Good Until This Class”: Learning About Race and Disability Toward Educational Justice - Carlyn Mueller, University of Wisconsin - Madison; Aditi Rajendran, University of Minnesota

A Literature Review of Disability Awareness Interventions in Educational Settings - Jingyuan Zhang, East Tennessee State University; Sarah Lynn Vaught, Purdue University; Yan Ping Xin, Purdue University

SPEDing the Fairy: Special Education and Queer BIPOC Students in New York City - Jocardo E Ralston, University of Pennsylvania

Speaking Through Silence: How Multilingual Children of Color With Disabilities Resist Intersectional Oppression With Silence - Soyoung Park, Bank Street College of Education

Eleanor Xiaoxiao Mehta, St. John's University

Co-Decolonizing Practices in Education: An Approach to Affirm and Sustain Cultures Other Than Our Own - Lorri J. Santamaría, California Lutheran University; Cristina C. Santamaria Graff, Indiana University - Indianapolis

Multimodal Collaborative Storytelling: Theorizing Disability (In)justice in Context and Community - Maddie N. Zdeblick, University of Washington

Transforming Mathematical Teaching and Learning in U.S.-Schools: Centering Multilingual Learners’ Voices - Ting-Yu Ariel Chung, University of Maryland; Beatriz E. Quintos, University of Maryland; Luis Alejandro Royo Romero, University of Maryland; Claudia L. Galindo, University of Maryland

"(Counter)Storytelling" Our Way Through Struggle and Advocacy: A Collaborative Autoethnography - Elizabeth Isidro, Western Michigan University; LaSonja Roberts, Western Michigan University; Mary Ebejer, Western Michigan University; Brianne Rose Pitts, Western Michigan University; Arezoo Rojhani, Western Michigan University; Luchara Wallace, Western Michigan University; Regena F. Nelson, Western Michigan University

Julie Libarkin, Michigan State University

Using Participatory and Community-Engaged Practices for Large-Scale Proposal Development - Emiko Blalock, Michigan State University; Julie Libarkin, Michigan State University

(Re)Conceptualizing STEM Education as Community Building: A Connective Ethnography - Lili Yan, Michigan State University; Kriya Issa Anguluan Velasco, Michigan State University; Carolin Michel, CGC Geoscience Department

(Re)Imagining Indigenous Educational Futures Through Building Community Objectives - Kehli Henry, Michigan State University; Lara Jacobs, Michigan State University; Salvador Huitzilopochtli, San Jose State University

Nadia Qureshi, University of Toronto - OISE

Marching to College: Exploring Military Veterans' College Access Experiences Navigating Precollege Activities - Latosha R. Henderson, Temple University; Jennifer Michelle Johnson, Temple University

Multilingual Learners’ College Access: Students, Counselors, and Institutional Doxa and Hysteresis - Lei Jiang, University of Kansas; Linda Harklau, University of Georgia

Reimagining College Readiness: Perspectives of First-Generation College Students - Frances J. Barkley, University of Illinois at Urbana-Champaign; Hannah M. Kuneyl, University of Illinois at Urbana-Champaign

College Prep Program Alums' Transition to College - Mabel Eunice Hernandez, University of Southern California; Darnell G. Cole, University of Southern California

Contextual Educational Achievement: Mexican Students Transition to College in Pennsylvania - Jorge Ballinas, Pennsylvania State University

Information and Transition to Higher Education: The Voice From Chile´s Technical-Vocational Track Students - Maria Veronica Santelices, Catholic University of Chile; Ximena Catalan, Pontificia Universidad Católica de Chile; Magdalena Zarhi, Duoc UC; Laura Muñoz, Universidad de Chile; Alicia Ibañez, Pontificia Universidad Católica de Chile

Insights Into Challenges and Supporting System: A Duoethnography Study of Two Emerging International Scholars - Qianhui Tian Hub, DePaul University; Wenjin Guo, Xi'an University of Architecture and Technology

Peer Effects on College Choice: Evidence From Affirmative Action in China - Mengying Peng, Hitotsubashi University; Xiaoyang Ye, Brown University

Technical and Vocational Postsecondary Educational Transitions: Experiences of Singapore Students - Trivina Kang, National Institute of Education - Nanyang Technological University; Melvin Chan, National Institute of Education - Nanyang Technological University; Simon Lim, National Institute of Education - Nanyang Technological University; Michelle Kwan, National Institute of Education - Nanyang Technological University

Jordan N. Harper, Morgan State University

Examining Culturally Responsive Teaching and Assessment in an Undergraduate Public Speaking Course - Kexin Jiang, Washington State University; Chad M. Gotch, Washington State University; Christina Griselda Nickerson, Washington State University

Undergraduate Students’ Perceptions of the Role of Flipped Learning in Addressing Challenges at English-Medium Programs - Sukru Nural, MEF University; Dogan Yuksel, The Open University

“I'm a Straight White Guy; I Can Sort of Do Whatever I Want”: A Critical Whiteness Examination of the Experiences of White Men Engineering Students - Danielle Vegas Lewis, University at Buffalo - SUNY; Linda DeAngelo, University of Pittsburgh; Gerard Dorve-Lewis, University of Pittsburgh

Complicating Understandings of Low-Income Students’ Financial Stress and Well-Being in Order to Inform Institutional Support - Ralitsa Todorova, University of Southern California; Khalilah Lauderdale, University of Southern California; Genia M. Bettencourt, University of Memphis; Zoë Corwin, University of Southern California

Equitable Institutional Support Matters: Imposter Phenomenon, Young Men of Color, and Postsecondary Success - Maximiliano Rosas, California State University - Dominguez Hills; Lu Liu, University of La Verne

The Impact of Cultural Centers on Civic Engagement Outcomes in Higher Education - Olivia Marie Copeland, Indiana University; Steven Feldman, Indiana University; Allison BrckaLorenz, Indiana University

“We Just Need to Care": Urban Graduate Students’ Experiences With Economic Hardship and Academic Culture - Kathleen M. Rzucidlo, Howard University; Eric Matthew Davidson, University of California - Riverside

“Teach Me to Navigate the System”: How McNair Programs Help Reimagine Belonging for Black First-Generation Women - Roshaunda L. Breeden, North Carolina State University; Ashley B. Clayton, Louisiana State University; Tiffany J Davis, University of Houston

Kyoungjin Jang-Tucci, University of Wisconsin - Madison

It Is More Than a Degree: Exploring Consumer Protection Laws in Higher Education for For-Profit Colleges - Filiz Akyuz, Indiana University

The Influence of Career Preparation on Students’ Views of Their Ability to Find Meaningful Work - Joshua D. Kahn, National Association of Colleges and Employers; Mabel Sabogal, National Association of Colleges and Employers

Upward Social Mobility and College: A Longitudinal Qualitative Study - MaryBeth Walpole, Rowan University; Stephanie Lezotte, Rowan University; Madeline P. Boehning, Rowan University

Examining Physics Professors’ Perceptions of Ideal Students Through the Lens of Power and Identity - Christy Metzger, University of Delaware

Exploring Expatriate Academics’ Perceptions of Job Satisfaction and Organizational Support at International Branch Campuses in China - Liam P. Duffy, Wenzhou-Kean University; William C. Frick, University of Sharjah

Graduate Student Instructors: Exploring Inclusive Pedagogical Techniques and Support Needs for Effective Teaching - Ana Guadalupe Vielma, University of Texas at Austin; Taylor Payne, Rice University

(In)visibility of Diversity at Two Hispanic-Serving Institutions: Implications for K–12 Teacher Preparation - Tara Schwitzman-Gerst, Kean University

Heather N. McCambly, University of Pittsburgh

The Local Effect of College Closures in the United States - Ji Yeon Bae, Handong Global University

Applying Civic Professionalism Theory to the Fight to Keep Tenure - Elizabeth Jach, State University of New York, System Administration; Gene W. Gloeckner, Colorado State University

Anne Burns Thomas, SUNY - College at Cortland

Preparing Teacher Candidates to Dismantle Social Injustice: One Exemplary Dual-Licensure Teacher Education Program - Joyce M. Gomez-Najarro, California State University - Fullerton

Supporting K–6 Teachers’ Delivery of LGBTQIA+ Inclusive Health and Wellness Education - Allison Mattheis, California State University - Los Angeles; Carly Humphrey, California State University - Los Angeles; Yolanda Segura, DePaul USA

Julianna E. Lopez Kershen, University of Oklahoma

Designing a Cross-Country Collaborative Meta-Space for Teacher Professional Development for Knowledge-Building Practice - Guangji Yuan, National Institute of Education - Nanyang Technological University; Carol K. Chan, University of Hong Kong; Chew Lee Teo, National Institute of Education - Nanyang Technological University; Xueqi Feng, Southern University of Science and Technology; Aloysius Ong, National Institute of Education - Nanyang Technological University; Yuyao Tong, Guangzhou University

Investigating Associations of Teacher Characteristics With Open Educational Resource Usage in Social Media Communities - Fitore Morina, University of Tübingen; Tim Fütterer, University of Tübingen; Joshua M. Rosenberg, University of Tennessee; Jeffrey P. Carpenter, Elon University; Christian Fischer, Eberhard Karls Universität Tübingen

From Self-Reflection to Professional Agency: Personal, Contextual, and Relational Aspects in Developing Teachers’ Digital Competence - Eleni A. Kyza, Cyprus University of Technology; Yiannis Georgiou, Cyprus University of Technology; Sean Gallagher, University College Dublin; Conor Galvin, University College Dublin; Sofia Eleftheria N. Gonida, Aristotle University of Thessaloniki; Davinia Hernandez-Leo, Universitat Pompeu Fabra - Barcelona; Liisa Ilomaki, University of Helsinki; Minna Lakkala, University of Helsinki; Dimitrios Moustakas, Aristotle University of Thessaloniki; Pantelis Papadopoulos, University of Twente; Aurelio Ruiz Garcia, Universitat Pompeu Fabra - Barcelona; Anastasia Economou, Joint Research Centre, European Commission; Georgios Kapsalis, European Commission

Nicol R. Howard, Chapman University

Accessing the Language of Thinking: Teachers’ Perceptions of the Impact of Self-Talk Cards on Student Learning in Elementary Mathematics - Cathy Marks Krpan, University of Toronto - OISE; Gurpreet Sahmbi, University of Toronto - OISE

Extending Teacher Noticing Frameworks to Conceptualize Content-Based Teacher Noticing - Robyn K. Pinilla, University of Texas - El Paso; Sam Prough, University of Delaware; Murphy Young, University of Iowa

Supporting Preservice Teachers’ Skill of Crafting a Pedagogical Response That Builds on Children’s Mathematical Thinking - Burcu Alapala, University of Missouri; Hala N. Ghousseini, University of Wisconsin - Madison

Ashlee Anderson, University of Tennessee

Changes and Challenges: Jewish Inclusion and Anti-Semitism in Elementary Teacher Education - Keitha-Gail Martin-Kerr, University of Minnesota; Jana Lo Bello Miller, University of Minnesota; Emma Eckstein Nicosia, University of Minnesota

Co-Creating an Equity-Oriented, Discursive Space Within a Hybrid Rural and Remote Teacher Education Program - Terry Taylor, University of British Columbia; Leyton Schnellert, University of British Columbia; Nina Pak Lui, University of British Columbia; Jamilee Baroud, University of British Columbia

A Causal Exploration of White Teacher Candidates’ Transformative Race-Related (Un)learning Using Qualitative Attribution Coding - Shana E. DeVlieger, NYU; Alyssa Parr, University of Minnesota

Diversifying Teacher Education - Surita Jhangiani, University of British Columbia; Johanna Sam, University of British Columbia; Adishi Gupta, University of British Columbia

A Space for Us Between Stimulus and Response: Storying Choques at a Dual Language School - Elana Freedman Nashelsky, Vida Charter School

Pathway and Challenges to Become a Bilingual Educator: A Case Study - Yokaira A. López-Tifa, University of Massachusetts - Amherst

Translanguaging Pedagogy: Impact on Teacher Identity Construction and Equitable Education for Multilingual Learners - ChiuYin Cathy Wong, Monmouth University

Utilizing a Narrative Inquiry Merged With a Multiple Intrinsic Case Study Design for Deeper Understanding - Katrina Struloeff, University of Pennsylvania

Critical Conversations Collective Saved Me: An Autoethnography About a Chicana MotherScholar - Jessica I. Ramirez, Portland State University

Testimonios as Resistance? Coyolxauhqui Imperative: Diffracting Identities to Center Our Voices From the Margins - Alejandra Amaris Fernández Morgado, Florida International University; Iggy V. Monsalve, Florida International University; Maria A. Silva, Florida International University; Martha Lorena Hernández Flores, Florida International University; Ana Paula Fabian Freire, Florida International University; Arianna C. Barroso, Florida International University; Norma P. Urquiza, Florida International University

Caught in the Matrix: Enduring Microaggressions as a Woman of Color Researching That Phenomenon - Romaisha Rahman, University of New Mexico; Mary F. Rice, University of New Mexico

Examining the Value and Implementation Path of After-School Programs From an Equity Perspective - Ping Wang, East China Normal University; Feiye Wang, East China Normal University; Yongbin Peng, East China Normal University; Zhiyuan Li, East China Normal University

Exploring the Relationship Between School Racial Composition and the Democratic Outcomes of Schooling - Barbara Anne Saurer; Michael A. Lawson, University of Alabama

Exploring the Relationships Between Portable Classroom Use, Achievement, and Socioeconomic Status - Gus Riveros, Western University; Chenyang Zhou, Western University

Warm Demanders in the Classroom: Asset-Based Equity Pedagogy as a Tool to Interrupt Injustices - Emily E. Virtue, Western Carolina University; Liz Bergeron, New Tech Network; Brandi N. Hinnant-Crawford, Clemson University

Abby C. Emerson, Touro University

Niceness as a Feature of In-Service Teachers’ Small Stories of Sociopolitical Issues and Education - Rebecca L. Brusseau, Longwood University

Pushing Past Nice: White Women and Antiracism - Brandelyn L. Tosolt, Northern Kentucky University

Teachers' Decision-Making Concerning Equity-Centered Education: Appeals for Clarity and Support Amidst Shifts in District Policy - Sarah D. Lent, University of Wisconsin - Madison

Teachers’ Resistance to the Bigotry of Political “Neutrality” Policies - Patricia D. Lopez, California State University - Fresno; Earl Aguilera, California State University - East Bay

Kala Burrell-Craft, Grambling State University

Black to the Future: Fugitive Educational Possibilities in the Midst of the COVID-19 Pandemic - Rachel McMillian, Indiana University - Indianapolis; Asif Wilson, University of Illinois at Urbana-Champaign; Nathaniel Bryan, University of Texas at Austin

Family and School Partnership to Build Homeplace and Protect Black Autistic Joy - LaChan V Hannon, Rutgers University - Newark; Michael D. Hannon, Montclair State University

For the Love of Black Youth: Fugitivity Toward Black Liberated Educational Subversion - Tamra Gertrude Jenkins, University of the Pacific

Tupac, Imhotep, and Social Studies Standards, Curriculum Reform, Pedagogy: Pathways for Diversity, Equity, and Inclusion - Annette Teasdell, Clark Atlanta University; Greg Wiggan, University of North Carolina - Charlotte; Marcia J. Watson-Vandiver, Towson University; Sheikia Talley-Matthews, University of North Carolina - Charlotte

Nancy B. Hertzog, University of Washington

Asian and Asian American Early Educators’ Racial Discrimination Experiences and Children's Well-Being During COVID-19 - Xinwei Zhang, Teachers College, Columbia University; Feiran Zhang, Yale University; Suge Zhang, University of Connecticut; Ayse Cobanoglu, Yale University

Authoritarian Practices in Early Childhood Policy: A Case Study - Sara Michael-Luna, University of Central Florida; Daniel J. Castner, Indiana University

Spaces of Resistance: Heterotopias in Arts-Based Elementary Education - Leslie Rech Penn, University of Georgia; Shin Ae Han, University of Hawai‘i at Manoa

"Vagabonds Efficaces" Once Again: Why Critical Early Childhood Scholars Must Wander From Their Intellectual Home to Confront Persistent Systemic Injustices and Bring About Change - Mathias Urban, Dublin City University