Kyle P. Smith, University of Michigan

Representation and Historical Antecedents in Videogames: The Queer-ious Case of Assassin’s Creed - Jess L. Root-Williams, University of Texas - Arlington; Taylor M. Kessner, University of Texas - Arlington; Jeremy Bernier, Clemson University

Videogames and Generative AI: A Model for Critical AI Literacies - Sandra Schamroth Abrams, University of South Africa; Thorkild Hanghøj, Aalborg University

Sheila R. Vaidya, Drexel University

Enacting Care as a Social Praxis in Mentoring - Alexandra Laing, The George Washington University; Shaun D Shepard, The George Washington University; Christine W Nganga, The George Washington University

Doctoral Students and Peer Writing Mentorship: Exploring Institutional Constraints and Affordances for Graduate Writing - Kelly Jay Smith, University of Arizona; Ali Yaylali, Eastern Kentucky University; Sarah K. Albrecht, University of Houston - Downtown; Kate Shea, University of Arizona

A Secret Society of Readers: Constructing Possibilities Through Mentored Reading Experiences - Dulcey Hunter, University of South Florida - Tampa; Lindsay E. Persohn, University of South Florida Sarasota-Manatee; Cheryl R. Ellerbrock, University of South Florida; Karyn Z. Mendez, University of South Florida

Rebecca A. Cruz, Johns Hopkins University

Exploring Criticality, Social Justice, and Epistemic Cognition Shifts in a Mixed-Methods Course - Lisa D. Bendixen, University of Nevada - Las Vegas; Monica Hernandez-Johnson, University of Nevada - Las Vegas

A Mixed-Methods Approach to Online Graduate Student Engagement - Hyun-Sook Kang, University of Illinois at Urbana-Champaign; Yoon K. Pak, University of Illinois at Urbana-Champaign

Mixed Methods in Secondary Special Education and Transition: Pursuing Equity for Youth With Disabilities - Elisabeth Kutscher, The George Washington University; Valerie L. Mazzotti, University of Kansas; Sara McDaniel, California State University - East Bay; Jennifer L. Bumble, American Institutes for Research; Wen Zeng, University of Missouri - St. Louis; Kyle Reardon, University of Oregon; Ashley Voggt, Texas A&M University - Corpus Christi

Entrepreneurial Self-Efficacy and Change Agency in Gifted Coordinators: A Mixed-Methods Study - Celeste DC Sodergren, University of Connecticut

Lauren Ryals, Delaware Valley University

Elementary Music Teacher Perceptions of Trauma-Informed Practices - Amy Sierzega, University of New Hampshire

Mapping the Literature of Music Interventions With Positive Child Outcomes: A Scoping Review - Yingying Pan, The Education University of Hong Kong; Alfredo Bautista, The Education University of Hong kong

Rural Music Education in China: Perceptions of Music Educators in Henan Province - Zhilin Zhang, University of Rochester

Exploring the Intersections of Music Education and Museum Education - Christian Michael Folk, University of Texas at Austin

Telling the Whole Story: A Mixed-Methods Process Evaluation of a Curriculum Reform - Bri'Ann Wright, California State University - Fullerton

Janice B. Fournillier, Georgia State University

Emplacement as Theoretical Lens and Methodological Strategy in Qualitative Research - Jaclyn Lauren Dudek, University of Kansas

Rewilding Bodymemories in Qualitative Inquiry - Anani M. Vasquez, Neurodiversity Education Research Center; Mirka E. Koro, Arizona State University; Christie Byers, George Mason University

Revisiting a Historic Tool of Participatory Action Research: Consciousness Raising as a Methodology for Transformative Change - Nicole Sankofa, University of North Texas

Living Through Research and Fieldwork Durations: Rhythm as Methodological Apparatus - MaryJohn R. Pachuta-Rysak, Grand Valley State University; Lisa A. Mazzei, University of Oregon; Manas Murthy, University of Oregon

Lindsay Metzker-Epstein, Temple University

Doing Research in Shifting Cultural Sands: Implications for Positionality and Reflexivity in Qualitative Methods - Bryan Thornton, California State University - Los Angeles; Negin Ghavami, Loyola Marymount University; Sandra Graham, University of California - Los Angeles

From the Inside Out: Considerations for Conducting Insider-ish Reflexive Thematic Analysis - Karly Ball Isaacson, Michigan State University; Arshad Imtiaz Ali, The George Washington University; Samuel Burmester, University of California - Santa Cruz

Flesh and Bone: Memoir and Reflexivity - Dallas J. Allen, University of Memphis

Qualitative Researcher’s Emotional Journey of Reflexive Thematic Analysis - Keirah Comstock, University of Rochester; Nancy Ares, University of Rochester; Jayne C. Lammers, Edmentum/University of Pennsylvania

Entering the Middle: Becoming a Post-Intentional Qualitative Researcher? - Laurie Elisabet Hahn Ganser, University of Minnesota; Melissa Surrette, University of Minnesota; Jessica Silk, University of Minnesota; Andrew Fiegen, University of Minnesota; Mark D. Vagle, University of Minnesota

A Literature Review of Social Justice Mathematics Education - Jairo I. Fúnez-Flores, Texas Tech University; Weverton Ataide Pinheiro, Texas Tech University; Rebekah Lea Phelps, Texas Tech University; Elyssa Cherry Shive, Texas Tech University; Aixa Avila Mendoza, Texas Tech University

Dichotomies and Continuums in Mathematics Educator Identity Research - Stephen Lewis Caviness, Syracuse University

Opportunities to Develop Student’s Math-Related Agency in Primary Education: The Role of Teacher Beliefs - Äli Leijen, University of Tartu; Aleksandar Baucal, University of Belgrade; Krista Uibu, University of Tartu; Kristi Pikk, University of Tartu; Maarja Sõrmus, University of Tartu; Liisi Pajula, University of Tartu

Peter M. Appelbaum, Arcadia University

Gestures Between Collaborators Can Signal Cognitive Shifts in Mathematical Reasoning - Leslie Yuqui, Bloomfield College; Doy Kim, University of Wisconsin - Madison; Michael I. Swart, University of Wisconsin - Madison; Mitchell J. Nathan, University of Wisconsin - Madison; Candace A. Walkington, Southern Methodist University

Instructional Practices That Foster Students’ Early Algebra Learning - Boram Lee, Utah State University; Despina A. Stylianou, City College of New York - CUNY; Rena Stroud, Merrimack College; Eric J. Knuth, National Science Foundation

Youth Outcomes of a Program Integrating Math, Sports, and Growth Mindset in Informal Education Settings - Sanlyn Buxner, University of Arizona; Seneca Beth Miller, University of Arizona; Erin Turner, University of Arizona; Christina Baze, Northern Arizona University; Christopher M Rendes, University of Arizona; Ricardo Valerdi, University of Arizona

Erica Litke, University of Delaware

Exploring Incongruities Between Local Maps, Data, and Students’ Sense of Place - Lee Melvin M. Peralta, Michigan State University; Jennifer Beth Kahn, University of Miami; Beth A. Herbel-Eisenmann, Michigan State University; Vivian Y. Lim, Guttman Community College - CUNY; Laurie Rubel, University of Haifa; Travis Weiland, University of North Carolina - Charlotte

Investigating Approaches to Bridging Student Knowledge Gaps in Mixed-Ability Mathematics Classrooms - Douglas E. McDougall, University of Toronto - OISE; Sofia Ferreyro Mazieres, Wilfrid Laurier University; Olivia Lu, University of Toronto; Zian Zhang, University of Toronto - OISE

Mathematical Resilience in Elementary School: Validation of a Tool to Support Student Success - Janice Kooken, Liberty University

Mathematics Diagnosis/Assessment Self-Efficacy Scale: A Psychometric Study - Enrique Ortiz, University of Central Florida; Haiyan Bai, University of Central Florida

Stephanie Oudghiri Scherer, Purdue University

Case Study of Rural Social Studies Teachers’ Pedagogical Decision Making - Al Wood, Michigan State University

Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers - Brooke A. Moore, Fort Hays State University; Earl Legleiter, Fort Hays State University

Around-the-Clock Professionalism: The Relationships and Daily Interactions of Rural Teachers - Kevin Read, University of North Dakota; Caitlin Ione Brecklin, University of North Dakota; Richard Hoberg, University of North Dakota

Examining Teacher Perspectives of Working Conditions Across Various Categorizations of Nonmetropolitan Locales - Alyssa Michelle Raygoza, University of South Carolina; Svetlana Dmitrieva, University of South Carolina; Brian Cartiff, University of South Carolina; Angela D. Starrett, University of South Carolina

Amanda S. Mayeaux, University of Louisiana at Lafayette

Development and Validation of the Teacher Working Condition Scale - Ruiqin Gao, University of South Carolina; Angela D. Starrett, University of South Carolina; Christine DiStefano, University of South Carolina

Equity Gaps in Reading Performance: Examining the Intersections - Ariel Mariah Lindorff, University of Oxford; Jamie Stiff, University of Oxford; Heather Leigh Kayton, University of Oxford

Examining Teacher Time Use and Its Relation to Teacher Workload Stress - Hana Kang, University of Colorado - Colorado Springs; Heejoo Suh, Sungkyunkwan University

Experienced Kindergarten Principals’ Resignation During Leadership Turnover of a Preschool Education Coordinator: From a Micropolitical Perspective - Sally Wai-Yan Wan, The Chinese University of Hong Kong; Suzannie Kit-Ying Leung, The Chinese University of Hong Kong

Kellie Rolstad, University of Maryland

Factors Informing Paraeducators’ Self-Efficacy Beliefs on Teaching Multilingual Learners - Oluyemisi Ajoke Oloniyo, Washington State University; Yuliya Ardasheva, Washington State University - Tri Cities; Judith A. Morrison, Washington State University; Lindsay K. Lightner, Washington State University; Sarah L. Newcomer, Washington State University - Tri-Cities; Gisela Ernst-Slavit, Washington State University - Vancouver; Steven Morrison, Washington State University; Kira J. Carbonneau, Washington State University

Professional Development Engagement and Self-Efficacy of STEM Teachers of English Learners: A Hierarchical Linear Modeling Research Study - Xuan Zhou, Texas State University; Yolanda N. Padron, Texas A&M University; Eunkyeng Baek, Texas A&M University; Hersh C. Waxman, Texas A&M University; Sandra T. Acosta, Texas A&M University

Teachers’ Perceptions of Challenges for English Learners in Post-Pandemic Education - Audrey Figueroa Murphy, St. John's University; Bruce A. Torff, Hofstra University

“They Said They Need . . . a Normal American Teacher”: Exploring the Raciolinguistic Beliefs of Transnational TESOL (Teaching English to Speakers of Other Languages) Practitioners - Zhiwen Song, University of Cincinnati; Mark A. Sulzer, University of Cincinnati

Eliza A. Pinnegar, Anchorage School District

Teacher Agency in Early Childhood Education: A Collaborative Self-Study Across Teacher Preparation Programs - Kaitlin Northey, University of Vermont; Amy Wolfe, Ohio University - Chillicothe; Karen M. La Paro, University of North Carolina - Greensboro; Nora J. Krieger, Montclair State University

Reimaging Teacher Leadership Through Social Network Mapping: A Collaborative Self-Study - Kristen Trabona, Montclair State University; Megan D. Graziano, Pascack Hills High School; Shanna D. Anderson, Montclair State University; Timothy Aberle, Montclair State University; Ursula Derios, Montclair State University; Emily J. Klein, Montclair State University; Mika Munakata, Montclair State University; John O'Meara, Montclair State University; Monica Taylor, Montclair State University

Challenges Unite Us: Developing Doctoral Students’ Polyvocal Writing Community - Megumi Nishida, University of Iceland; Guðlaug Erlendsdóttir, University of Iceland; Ruth Jörgensdóttir Rauterberg, University of Iceland; Meghan Catherine Orman, University of Pittsburgh; Jónína Sæmundsdóttir, University of Iceland; Ásta Möller Sívertsen, University of Iceland; Cynthia Trililani, University of Iceland; Soffía Valdimarsdóttir, University of Iceland; Anna Katarzyna Wozniczka, University of Iceland

Teacher Educator Learning Through Recursive Boundary Crossing Between University and Government: A Collaborative Self-Study - Wei Liao, Beijing Normal University; Rui Yuan, University of Macau

Stuart Rhoden, Arizona State University

A Whole New World: Reimagining Student Achievement Through Addressing Post-Traumatic Growth in the Classroom - Stuart Rhoden, Arizona State University

Latent Profiles of Chinese Students’ Social-Emotional Learning Competencies and Their Associations With Academic Motivation and Achievement - Yi Jiang, East China Normal University; Linjia Zhang, East China Normal University; Chun Chen, Chinese University of Hong Kong - Shenzhen; Jing Wu; Mengfei Tang

Social and Emotional Skills and Achievement: Predicting ACT Scores Among Students With and Without Disabilities - Jill McVey, ACT, Inc.; Nola Daley, ACT, Inc.; Cristina Anguiano-Carrasco, ACT, Inc.

When Predicting Student Success, Are the Big Five Factors Enough? - Nola Daley, ACT, Inc.; Dana Murano, ACT, Inc.; Kate Walton, ACT, Inc.

Bethany Bradley Edwards, Southern Methodist University

Chinese Caregivers’ Attitudes Toward ABA (Applied Behavior Analysis)–Based Interventions for Their Autistic Children: A Qualitative Exploration - Qichao Pan, University of Minnesota; Moon Young Savana Bak, University of Minnesota; Yi Yang, Lingnan Normal University

Development, Feasibility, and Acceptability of a Telehealth Parent-Mediated Intervention for Children With Autism Spectrum Disorder in China - Qing Liu, Yew Chung College of Early Childhood Education; Wu-Ying Hsieh, University of Northern Iowa

Getting the GIST (Geographic Information Science and Technology): Centering Intersectionality in a Blended Learning Program for Autistic Students - Jamie Pearson, North Carolina State University; Janelle A. Johnson, North Carolina State University; Jetta K. Lewis, North Carolina State University; Mariam Elias, North Carolina State University

Supporting Autistic Children’s Social and Communication Skills With Digital Technologies: A Systematic Literature Review - Xinru Jiang, University of California - San Diego

Understanding Engagement and Academic Achievement for Autistic Students: A Systematic Review - Elise Settanni, Lehigh University; Temiloluwa Oni, University of Illinois at Chicago; Mohammad Bahadori Fallah, Lehigh University; Mariangela Perrella, Lehigh University; Jessica Morrell, Dougan and Walden Wellness; Esther Lindström, University of Illinois at Chicago

Kara Seidel, University of Maryland - Baltimore County

A Phenomenology Examining the Lived Experiences of College Students Who Identify as Neurodiverse - Lucinda S. Spaulding, University of Lynchburg; Genevieve Weaver, Jefferson Forest High School; Ester Warren, Liberty University

Enhancing Career Adaptability and Career Development Self-Efficacy of SEN (Special Education Needs) School Leavers in Hong Kong - Lan Yang, Education University of Hong Kong; Fengzhan Gao, Education University of Hong Kong; Kuen Fung Kenneth Sin, The Education University of Hong Kong

Paths to the Future: Perspectives on Transition Among Young Men With Disabilities and Their Families. - John Lind, University of Oregon; Lauren Lindstrom, University of California - Davis

Predicting Skills and Behaviors Necessary for Post-School Employment and Education for Students With Disabilities - Maeghan N. Hennessey, University of Oklahoma; Sydnee Fox, University of Oklahoma; Ainslie Hartmann, University of Oklahoma

Understanding the Relationship Between Self-Determination Skills and Quality of Life of College Students With Autism Spectrum Disorder - Jacqueline Lubin, Quinnipiac University; Jerrie Brooks, Fort Hays State University; Marsha E. Simon, Valdosta State University

Kelly C Johnston, Baylor University

Coalitional Literacy Inside/Outside of School: A Comparative Case Study of Two Educational Organizing Spaces - Alicia Rusoja, University of California - Davis; Kathleen Riley, West Chester University of Pennsylvania

Constructing Educational Possibilities in Queer Literacy Research Through Intergenerational Co-Creation - Rob Simon, University of Toronto; Pamela Baer, University of Toronto; Ty Walkland, University of Toronto

“They Can Learn It Through Us”: Youth Seeking Racial Justice Through a Community-Based Book Club - Joanne E. Marciano, Michigan State University; Brittany M. Brewer, Michigan State University; Mary McConnaha, Michigan State University; Lauren Elizabeth Reine Johnson, University of Illinois at Chicago

Daring, Resisting, Envisioning, Achievements and Manifesting: Emancipation and Liberation Literacies in a Transnational Multiple-Sited Case Study - Dianne T. Wellington, SUNY - College at Cortland

Maggie Mnayer, Central Michigan University

Developing Simulated Elementary Writing Conferences for Literacy Methods Courses - Murphy Young, University of Iowa; Amy Gillespie Rouse, University of Queensland; Diane Baty Gifford, Southern Methodist University

“Digital Discourse for What?” Turning the Digital Toward Collective Humanization in English Classrooms - Barrett Rosser, Morgan State University; Mary Elizabeth Talian, University of Pennsylvania; Angela Crawford, The School District of Philadelphia; Jennifer Freed, University of Pennsylvania

“I Don’t Have a Single Skill I Could Apply”: The Writing Identities of Social Studies Teachers - Andrew del Calvo, Rutgers University - New Brunswick; Amy Guillotte, University of Pennsylvania

“I Prioritized My Relationship With Her Instead of . . . the Student”: Framing Micro-Changes in Student Teaching - Christopher Kingsland, Towson University

Bolstering School Culture Through an Examination of Principal Mindfulness and Teacher Sense of Belonging - Rob Russell, New Albany Plain Local Schools; Dustin Wade Miller, The Ohio State University; Karen Stansberry Beard, The Ohio State University

How Principals Make Sense of Communicating With External Stakeholders - David B. Reid, Seton Hall University

"I’m Just a Parapro": The Role of Paraprofessionals in Elementary Science Education Leadership - Stefanie L. Marshall, Michigan State University

Investing in School Leader Wellness - Marco A. Nava, Los Angeles Unified School District; Delia Estrada, Los Angeles Unified School District; Susan Ward Roncalli, Los Angeles Unified School District

“It’s Personal”: School Leaders’ and Superintendents’ Meaning-Making of Accountability Policy in Alabama - Christine Dr. Becks, University Duisburg - Essen

Sohyun Meacham, University of Northern Iowa

Decoding Diversity: An Analysis of Diversity and Inclusivity in Children's Picture Books - Mengying Xue, University of Missouri; Michelle Fry, Purdue University; Xuwei Luo, Purdue University; Rong Zhang, Appalachian State University; Helen Bentley, Purdue University; Breanya Hogue, Purdue University

Early Childhood Curriculum as State-Endorsed Racism - Sara Michael-Luna, University of Central Florida

International Muslims Read Children’s Books Depicting Islam: “It Is More About What Americans Imagine” - Scott A. Beck, Georgia Southern University; Yasar Bodur, Georgia Southern University

Voice Is Everything: A Critical Content Analysis of Translingual Negotiation in Intercultural Graphic Novels - Chen Su, Pennsylvania State University; Jason Griffith, Pennsylvania State University

Huseyin Uysal, The Education University of Hong Kong

Pramod K. Sah, The Education University of Hong Kong

“The Class Begins to Act Sped”: Monoglossic Ideologies, Racism, and Ableism in Dual Language Bilingual Education - Jennifer Phuong, Swarthmore College; Ari Chinchilla, University of Pennsylvania

The Raciolinguistic Embodiment of Black Teachers and Hearing Black Language as Correct - Alice Y. Lee, University of California - Riverside

Centering Race in Bilingual Teacher Education - Cristhian Fallas Escobar, University of Texas - San Antonio; Ryan W. Pontier, Florida International University

Language Ideologies in Glocal Contexts: A Longitudinal Study of Cantonese-Canadian Families’ Divergent Paths Toward Bidialectalism - Guofang Li, University of British Columbia; Zhen Lin, University of British Columbia; Ziwen Mei, University of British Columbia

Black Englishes and the Global Multilingual Imperative - Patriann Smith, University of South Florida

Rahat Zaidi, University of Calgary

David M. Callejo Perez, Pennsylvania State University - Harrisburg

Cruel Optimism: Teaching From Home With Digital Platforms - Iwona Sadowska, Georgetown University

“Is It Fall Yet?” Faculty Experiences in Teaching and Learning During Emergency Online Teaching - Elizabeth A. Rainey, Loyola University New Orleans; Zach Taylor, John Burton Advocates for Youth

Seeking Pedagogical Opportunities to Engage University Students in Emergency Online Learning - Hongbiao Yin, The Chinese University of Hong Kong

The Anti-Syllabus as a Culturally Responsive-Sustaining Approach to Online Instruction - Taryrn T.C. Brown, University of Florida; Lindsey A. Chapman, Boston University; Tara Mathien, University of Florida; Vivian Gonsalves, University of Florida

Effective Teaching for Whom? For What Purpose? Toward a Transformative Ethnic Studies Pedagogy - Orlando L. Carreón, Sonoma State University

Mathematics Teacher Leadership Development in High-Need Urban Schools - Mahtob Aqazade, Illinois State University; Adem Ekmekci, Rice University; Anne J. Papakonstantinou, Rice University

“Still It Was. . . . Wholly Inappropriate”: Black Preservice Teachers Utilizing CCW (Community Cultural Wealth) at Sites of Racial Violence - Brandon J. Beck, Univeristy of Maryland Baltimore County; Meghan Moore-Hubbard, Kennesaw State University

What’s (K)new Here? A Process of Becoming in ʻĀina Aloha Science Identity - Whitney Aragaki, University of Hawai‘i at Mānoa

Amogh Basavaraj, Florida State University

Empowering Teacher Educators: Advancing Culturally Responsive Practices Through Professional Development - Katia Ciampa, Widener University; Dana Reisboard, Widener University

"I Couldn't Say This in Regular Professional Development": Teacher Book Clubs as Liberatory Spaces - Coley Lehman, Western Oregon University

Seven-Year Itch: Sustaining and Scaling a Cognitively Guided Instruction Initiative - Elizabeth A. Ward, Vanderbilt University

“I Wonder If It Mattered That They Were Arab”: Using Teacher-Parent Simulation to Develop Teachers’ Antiracist Sensitivities - Idit Fast, Ben-Gurion University of the Negev; Dana Vedder-Weiss, Ben-Gurion University of the Negev

Teresa Leavens, North Carolina State University

Game-Based Learning Implementation in the Middle School Science Classroom: Teachers’ Professional Development Experiences - Regina J. Giraldo-Garcia, Ball State University; Jill Bradley-Levine, Ball State University; Jessica W DuBois, Ball State University; Ai-Chu Elisha Ding, University of Georgia; Luis Eduardo Orozco, Ball State University; Cathy J. Siebert, Ball State University

Identity Formation of African-Descent Female Teacher Educators in Physics Teacher Education Programs in Brazil - Fernanda Aparecida Souza, Federal University of Minas Gerais; Julio E. Diniz-Pereira, Federal University of Minas Gerais

Ashlee Anderson, University of Tennessee

Educational Architects of Literacy Programs: Built on a Sturdy Foundation or Shifting Sand? - Robbin Parker, Chicago Public School; Kimberly D. Lloyd, WGYC Inc

Rethinking Teacher Education Curriculum Reform From Practical Knowledge: A Research on Teaching Videos of Student Teachers - Xuehan Lv, Zhejiang University; Ge Wei, Capital Normal University

Student Teachers’ Motivations for Choosing Teacher Education Grant Program - Yongbin Peng, East China Normal University; Tingzhou Li, East China Normal University; Ping Wang, East China Normal University

Susan Kemper Patrick, Learning Policy Institute

Accomplices in Action: Exploring the Case for Cross-Racial Co-Teaching in Teacher Education - Sarah M. Fine, University of California - San Diego; Michelle Pledger, High Tech High Graduate School of Education

Changing the Game: Tensions and Possibilities in Grant-Funded Research That Aims to Dismantle Racial Injustice - Stephanie Behm Cross, Georgia State University; Camea Davis, Research Partnership for Professional Learning

Transforming Teacher Education Through Autoethnography: Learning From COVID-19 - Tommy Ender, Rhode Island College

Noor Ali, Northeastern University

Addressing Implicit Bias in Educators: Strategies to Facilitate Inclusive and Equitable Education - Cindy Collado, California State University - Sacramento; Jacquelyn M. Urbani, Mills College at Northeastern University; Candace Monroe

Disrupting Deficit Thinking Through Personal Experience - Melissa McGraw, Illinois State University

Focus on the Teacher: Experiences of an Elementary Music Teacher with ADHD - Corinne Galligan, University of Michigan

Understanding Neurodiverse Communication Empowerment Through the Lens of Special Education Teachers - Caitlin Sweetapple, Shrub Oak International School

Jose Garcia, University of Illinois at Chicago

Unveiling the Hidden Strengths: Working as a Multilingual and Multicultural Teacher in a U.S. School - Seon Ja Chang, University of Georgia

Asset or Burden: A Systematic Review of Teachers' Beliefs About Multilingualism and Multilingual Learners - Chengcheng Zhou, Vanderbilt University

Teaching Multilingual Learners in Rural Communities: How a Teacher Negotiates the Ethico-Politics of Teacher Identity - Shuzhan Li, Ithaca College; Lei Jiang, University of Kansas; Wenyang Sun, University of Utah; Feifei Fan, University of Florida

Nirmla Griarte Flores, California State Polytechnic University - Pomona

A Digital Ethnography of Korean Elementary Teachers’ Curriculum Planning Practices in the Online Teacher Community Indischool - SungEun Min, Kutztown University of Pennsylvania

Characterizing Exemplary Teacher Identity: A Case of China's Special Rank Teacher - Jing Lin, Beijing Normal University

EFL (English as a Foreign Language) Teachers' Journey of Online Teacher Identity Development: A Qualitative Case Study - Cansu Kacakoglu, Baskent University; Nur Cakir, Middle East Technical University

Navigating Professional Identity and Vulnerability Amidst and Beyond the Pandemic: Four Faculty’s Reflections on Higher Education in the United States and Korea - Kyoung Jin Kim, University of North Texas; Jaehee Kwon, SUNY at Fredonia; Min Kyung Han, Song-Mind Psychiatric Clinic; Ji-Hyang Sohn

Professional Identity in Teachers Recovering Interrupted Educational Trajectories in Second-Chance Schools in Chile. - Cristóbal Madero, Universidad Alberto Hurtado

Identity Crisis in Taiwan's Curriculum Reform: Language Teachers' Interdisciplinary Challenges and Coping - Hsiaofeng Tsai, National Academy for Educational Research - Taiwan; Ken-Zen Chen, National Yang Ming Chiao Tung University

Identity Language Tensions and Negotiations of Teachers of English as a Foreign Language in Costa Rica - Hazel Vega, Clemson University

Reimagining Equitable Spanish Teacher Education Programs: Learning From the Testimonios of Latinx Spanish Practicing Teachers - Nancy Domínguez-Fret, Northern Illinois University

Navigating Identity: The Unexplored Narrative of a White “Nonnative” Teacher of English as an Additional Language in Canada - Olessya Akimenko, Simon Fraser University

Voices From the Margins: A Discussion on Race, Gender, and Power in China's English Language Teaching - Shuling Wang, University of Southampton

Jason Cong Lin, The Education University of Hong Kong

Effect of School Socioeconomic Composition on Students' Academic and Psychosocial Behaviors in Elementary School - Eric Hengyu Hu, University at Albany - SUNY; Paul L. Morgan, University at Albany - SUNY

Provision and Accessibility of Interpretation and Translation Services on K–12 School District Websites - Damhee Dee Dee Hong, University of California - Santa Barbara

When Are Pupil Absences Most Harmful for Academic Achievement? - Markus Klein, University of Strathclyde; Edward Sosu, University of Glasgow; Jascha Dräger, DIW Berlin

Bara Mbengue, University of Massachusetts - Amherst

Attending Without Presence: The Need for Afro-Futuristic Connectedness - Richard Lofton, Johns Hopkins University; Noah Nelson, Johns Hopkins University

Black Adolescent Experiences With School Discipline: The Need for Equitable Support Systems - Summer Luckey, The Ohio State University; Sarah N Lang, The Ohio State University

Examining Student Perceptions and Positionality in the Association Between Culturally Sustaining Practices and Discipline Disparities - Jessika Bottiani, University of Virginia; Eujene Chung, University of Virginia; Michelle K Francis, University of Virginia; Catherine P. Bradshaw, University of Virginia

LGBTQ+ High School Students: The Courage to Exist and Resist Heteronormative and Cisgenderist Expectations - Seán E. Murphy, Universitat de Barcelona; Richard John Harris, University of Reading; Ann Elizabeth Wilson-Daily, Universitat de Barcelona

Symbolic Change Is Not Enough: A Critical Race Theory Analysis of Student Policy Discourses - Marina Lambrinou, Loyola University Maryland; Katherine Cumings Mansfield, University of North Texas

Jose Eos Trinidad, University of California - Berkeley

Equity in Policy: Unraveling Freshman Course Credit and Unexcused Absences - Sarah Morris, University of Arkansas; Sarah C. McKenzie, University of Arkansas at Fayetteville; Miranda Vernon, University of Arkansas

Framing the Pandemic: Tracking Educational Sensemaking Processes, Spring 2020–Fall 2021 - Thurston Domina, University of North Carolina - Chapel Hill; Ethan L. Hutt, University of North Carolina - Chapel Hill; Nell Williams, EdFund

Megan Duff, UNC Chapel Hill

Exploring the Potential of Research-Practice Partnerships to Support State Education Agency Leaders as Agents of Change - Hannah Goldstein, University of Pittsburgh; Hayley Ryan Weddle, University of Pittsburgh

Launching a Research-Practice Partnership: Explicating Diverse Understandings of Research Use in Practice - Angela Hooser, Middle Tennessee State University; Kim Evert, Middle Tennessee State University; Kevin S. Krahenbuhl, Middle Tennessee State University

Understanding the Dynamics of Partnership Development: From Transaction to Collaboration in a “Young” Research-Practice Partnership - Elizabeth Zumpe, University of Oklahoma; Peter Piazza, University of Massachusetts - Amherst

Servet Altan, MEF University

Coaching for Classroom-Level Change: The EQuIPD Grant Coaching Model - Krista Dulany Chisholm, University of Florida; Olivia Lancaster, University of Florida; Nancy Jean Ruzycki, University of Florida

Critical Reflection: Toward a Just and Transformed Pedagogy With Diverse Multilingual Learners - Josephine Amoakoh, University of Utah; Veronica E. Valdez, University of Utah

Dare to Care: Lived Experiences of Teachers in Exploring Care and Transformational Coaching in Problem Solving - Mona Beth Zignego, LUMIN Schools; Marietta F. Luckman, Seeds of Health

Teacher Inquiry Communities Focused on Difficult Topics in Curriculum and Practice: A Case Analysis - Logan Rutten, University of North Dakota; Danielle Butville, Pennsylvania State University

Olha Ketsman, Northern Illinois University

Discussing Credibility, Facilitation, and Students: Opportunities for Learning in Rehearsal Debriefs - Sarah McGrew, University of Maryland; Elizabeth Reynolds, University of Maryland

Exploration of Teachers’ Opinions and Feelings About the Lead Learner Instructional Model Implementation - Bodunrin O. Banwo, University of Massachusetts - Boston; Kashmeel McKoena, University of Massachusetts - Boston; Randi L McGee-Tekula, The Learning Partnership; Steven McGee, The Learning Partnership

Exploring the Messy Middle: Longitudinal Case Studies of Teacher Learning About Computational Thinking Infusion - Robin Jocius, University of Kentucky; Deepti Joshi, The Citadel; Melanie Blanton, Texas Tech University; Jennifer Albert, The Citadel

Karen L. Terrell, Loyola University Maryland

Preparing Inclusive Teachers: A Systematic Review of Teacher Educator Pedagogies for Inclusive Practice - Rachel Silva, University of Rhode Island; Kelley A. Taksier, University of Florida; Tashnuva Shaheen, Boston University

Preservice Teachers Imagine the Risk of Engaging in Discussions of Race - Katelyn Durham, Auburn University

The Presence of Equity in Practitioner Inquiries Conducted Within an Equity-Centered Teacher Preparation Program - Lauren Weisberg, University of Texas - Arlington; Blake Mickle Beckett, University of Florida; Nancy Fichtman Dana, University of Florida; Michelle Commeret, University of Florida; Rachel Silva, University of Rhode Island

To Affinity and Beyond! Building Brave Spaces for Diverse Teachers - Benjamin Seipel, California State University - Chico; Nora Aguilar-McKay, California State University - Chico; Claudia M. Bertolone-Smith, California State University - Chico; Char Adelia Moffit, University of Nevada - Las Vegas; Karen Schreder, California State University - Chico; Tal Slemrod, California State University - Chico; Erin H. Whitney, California State University - Chico

Sabiha Sultana, University of California - Santa Barbara

“I Speak Regular English”: A Sociocultural Linguistic Perspective on LTEL (Long-Term English Learner) Students’ English Proficiency - Victoria Melgarejo, Stanford University; Ramon Antonio Martinez, Stanford University

Language and the Cultural Politics of Teaching Slavery: The 1619 (Digital Discourse) Project - Ebony Elizabeth Thomas, University of Michigan; Jason Godfrey, Harvard University

Science of Reading Discourse: Taking Action to Resist Limiting Effects - Emily Yerkes, University of Colorado - Boulder; Stefanie Santella, Adams 12 Five Star Schools

Dilraba Anayatova, Arizona State University

Fostering Political Engagement: A Case Study of Protest Education Among University Students in the Israeli Academy - Zehavit Gross, Bar-Ilan University

“Mobilizing Hopelessness": Educating About and for Memory as a Post-Conflict Civic Disposition in Colombia - Paula Mantilla-Blanco, Teachers College, Columbia University

Critical Analysis of English Textbooks in Korean Contexts - Bogum Yoon, Binghamton University - SUNY; Diana Murtaugh, Binghamton University - SUNY

Important but Challenging: Chinese In-Service EFL (English as a Foreign Language) Teachers’ Research Attitudes in a Graduate Program - Lei Chen, Shaanxi Normal University

Multimodal Representations of the Ideal Neoliberal Citizen in Colombian ELT (English Language Teaching) Textbooks - Casey Richardson, Western Colorado University; Maredil Leon, University of Houston

Using Morning Circle to Support Chinese First-Grade English-as-a-Foreign-Language Learners' Communicative Speaking Skills Development - Henan Zhang, Texas A&M University; Fuhui Tong, Texas A&M University; Rafael Lara-Alecio, Texas A&M University; Beverly J. Irby, Texas A&M University