Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instruction

Laura E. Hernandez, Learning Policy Institute

Giving Voice to Antiracist Educators: Changing Political Discourse, Policy, Practice, and Public Engagement - Amy Stuart Wells, Bank Street College of Education; Sophia Vazquez, Teachers College, Columbia University; Xinyu S. Pan, Bank Street College of Education; Dianne Delima, University of California - Irvine; Charlyn Henderson, Teachers College, Columbia University

A Systematic Literature Review of High School Teachers’ Attitudes Toward, Perceptions of, and Competence for Teaching LGBT Students - Servet Altan, MEF University; Emine Ecenaz Selimhocaoglu, Bilkent University; Aikaterini Michou, Bilkent University

“But Is This Actually Culturally Sustaining?” Examining English Language Arts Teachers’ Artifacts at a Test-Driven Middle School - Daniel P. Moore, Seton Hall University

Educator Policy Sensemaking About Positive Behavioral Interventions and Supports in the Post-Pandemic Schooling Context - Elizabeth E. Blair, University of Wisconsin - Whitewater; Susan Hart, Pennsylvania State University; Sabina R. Neugebauer, Temple University; Lia E. Sandilos, Lehigh University; James Clyde Diperna, Pennsylvania State University

“Doing This Work Is Helpful and Also Harmful”: The Intersections of Early Young Adult Civic Engagement and Well-Being - Kristin Sinclair, Georgetown University; Luisa Godinez Puig, Urban Institute; Karishma Furtado, Urban Institute; Yuv Sachdeva, Rice University