Donna Wake, University of Central Arkansas

Amplifying Voices, Sustaining Cultures: Podcasting as Critical Inquiry in Education - Donna Wake, University of Central Arkansas

Student Voice in Curriculum Revision and Classroom Practices for Better Inclusivity in Arts Higher Education - Beatrice CareyCarter, Rowan University; Elizabeth Shores, Rowan University; Arielle Sosland, Rowan University

AI or Not AI: Cultivating Inclusive Art Education in the Era of Intelligent Machines - Ahran Koo, California State University - Fresno; Borim Song, East Carolina University

Focusing on Form: The Process of Writing Transcription Poems - Elise Toedt, University of Minnesota

The Diagram as Thought in Motion: Experimentation in Art Foundations - Chris Moffett, Teachers College, Columbia University

Drew Xavier Coles, Teachers College, Columbia University

Decolonial Participatory Arts-Based Curriculum as Activism for Social Justice Introduction - Pin-Hsuan Tseng, Pennsylvania State University; Ling-yu Chou, University of Arizona; Hung-Chi Chu, Florida State University; Pei-Jung Tsai, University of British Columbia

Front Stage, Backstage, and the Negotiation of Academic Identity: A Collaborative Autoethnography - Sarah Gomez, University of Arizona; Gabriella M. Shriner, University of Arizona; Ashley D. Domínguez, University of Arizona

Crafting and Assembling: Exploring the Formation of Self Among International Women Faculty - Sanfeng Miao, Michigan State University

A Self-Representation of Differentiated Instruction Needs in an Arts Education Course: A Photo-Autonarrative Study - Haizhi Fu, Western University; Anton Puvirajah, Western University

Lama Alharbi, Teachers College, Columbia University

(Re)Shaping Family Language Policy Among Transnational Families After the Pandemic - Hyesun Kim, University of Utah

The Impact of Arizona’s English-Only Legislation on School Psychologists’ Assessment Practices With Bilingual Students - Desiree Vega, University of Arizona

Students as Arbiters of Language Policy in Bilingual Education: Strength From Within - Daniel Garzon, California State University - Los Angeles

Classroom Conditions and Instructional Approaches for Translanguaging in a Newly Expanding Language Policy Context - Alissa A. Blair, University of Arkansas at Fayetteville; Vicki S. Collet, University of Arkansas at Fayetteville

Chara H. Bohan, Georgia State University

Echoes From the Margins: Navigating Methodological Challenges in Documenting Rural BIPOC Education Life History Narratives - Alexis Grant-Panting, Texas Woman's University

Is the Profession of Sign Language Interpreting a Care Work Profession? - Taylor Woodall-Greene, Oklahoma State University

Overlooked Research in Environmentalism, Stewardship, and Preservation: How Mardy Murie Epitomizes Just Education in Conservation - Margaret-Mary Sulentic Dowell, Louisiana State University; Hayley Alyce Graham, Louisiana State University

Phillip H. Murray: Architect of the Educational Council for St. Louis’s First Black Teachers - Vanessa B. Garry, University of Missouri - St. Louis

The Untold Counterstory: A Researcher's Account of Investigating the Experiences of Black Students Studying Biology - Analisa Brown, University of California - Davis

Charisse A. Gulosino, University of Memphis

Balancing the Competing Institutional Logic in Charter School Board Composition and Performance Outcomes - Charisse A. Gulosino, University of Memphis; Elif Sisli Ciamarra, Stonehill College

Charter School Autonomy: Realities, Practices, and Barriers - David T. Marshall, Auburn University; Natalie Neugebauer Schoettler, Auburn University

Antecedents and Effects of Social Media Use in High School Students: A Latent Class Analysis - Adam Sahin, Harmony Public Schools; Daijiazi Tang, University of Michgan; Weihua Fan, University of Houston; Erhan Delen, European Azerbaijan School

Cassandra Rubinstein, North Carolina State University

Counter Mere Exposure: Animating Critical Dimensions of Intentionality and Transformation Within a STEM-Medicine Program - Janet Rocha, Arizona State University; Brian Cabral, University of Texas at Austin; Mara Lopez, Arizona State University

Emotional Disturbance Within a School-to-Prison Pipeline: How Collaboration With Social Workers Can Facilitate Paradigm Expansion - Umaira Khan, University of Houston; Mary Knatchbull Hugessen, York University

How White Credit Is Gained in Performative Antiracist Work - Leslie Uchenna Ekpe, East Texas A&M University; Jonathan W. Crocker, Denver Public Schools

“I’m Not Doing Any of That”: Poetic Analysis of a Culturally Relevant Approach to College and Career Readiness - Aimee Hendrix-Soto, Texas Woman's University; Christina Salazar, Texas Woman's University

McKinney-Vento: Youth Understanding of Rights and Resources - Rue Mansour, University of California - Santa Barbara; Rebeca Mireles-Rios, University of California - Santa Barbara; Micah Gerola, University of California - Santa Barbara; Amanda Barrios-Griggs, Advocates for Human Potential

Renae Skarin, English Learners Success Forum

Experiences of Racializing Surveillance: Confessions of a Black Girl in a White Christian School - Janelle Grant-Ashbaugh, Grand Valley State University

The Impact of Immigrant-Centered Curriculum on Racial/Ethnic Identity and Social Power Awareness in African American High School Students - Lijuan Shi, Bard High School Early College; Kym Sturdivant, DC Public Schools; Jiaxuan Zong, University of Maryland; Alexandria Watson, Bard High School Early College; Elizabeth Allierre, Bard High School Early College; Ayoka Miller-Aganyemi, Bard Early College; Regina Curley, Bard High School Early College DC

“You Can’t Ban That!” Book Banning and Queer and Trans Students in Utah - Sonny Partola, University of Wisconsin - Stevens Point

Alessandra Romano, University of Siena

“All Means All” Isn’t an Equity Framework for Literacy - Rachael E. Gabriel, University of Connecticut; Leala Holcomb, University of Tennessee; Hannah M. Dostal, University of Connecticut

Intersectional Postsecondary Barriers: Burnout Among Diverse Interpreters and Its Effect on Deaf College Students - Jeffrey Levi Palmer, University of Texas at Austin; Carrie Lou Bloom, University of Texas at Austin

Reading Between the Lines to Increase Belonging and Retention for Deaf Postsecondary Students - Mary Sanderson, University of Texas at Austin; Kelton Heber Bloxham, University of Texas at Austin; Jeffrey Levi Palmer, University of Texas at Austin; Carrie Lou Bloom, University of Texas at Austin

Shehreen Iqtadar, Rowan University

Tanushree Sarkar, University of Missouri

Ableist Discourse in the Public’s Discussions About a Teacher and Special Education Student Conflict - I-Huei Lee, National Tsing Hua University

Promoting Inclusive Education Practices and Structures Through Using Disability Studies in Education and Critical Disability Studies Frameworks in Saudi Arabia Education System - Hind Alharbi, Rowan University

Teachers as Diagnosticians: The Perpetual Mutations of the Role of the Teacher - Brad Bierdz, Georgia Southern University

Teachers’ Narratives: Emerging Inclusive Education Practices at the Inclusion-Focused Special Education School in Afghanistan - Shehreen Iqtadar, Rowan University; Brent C. Elder, Rowan University; Jahanzeb Daudzai, Enabled Children Initiative; Abdul Samad Saba, UNDP; Fatima Amiri, Enabled Children Initiative

The Myth of Inclusion: Beliefs About Disability and the Influence on Special Education Service Delivery - Katie Mae McCabe, Buffalo State University - SUNY

Paul Campbell, The University of Hong Kong

Working to Dismantle Enduring Educational Inequity: Actions and Beliefs of Equity-Minded Educational Leaders - Betty J. Alford, California State Polytechnic University - Pomona; Liane I. Hypolite, California State Polytechnic University - Pomona

Leading Change: School Leaders' Support for Culturally and Linguistically Diverse Students Amidst Emerging Multiculturalism - Soon-young Oh, Michigan State University

Leading Collaborative Educational Change: Lessons From the Hong Kong Context - Paul Campbell, The University of Hong Kong

Transforming Challenges Into Success: Perspectives on Successful School Principalship Practices - Rong Zhang, University of Alabama

Ryan D. Heath, Syracuse University

Culturally Relevant Making and Interest in STEM Careers: High School Learners in an Upward Bound Camp - Heather Toomey Zimmerman, Pennsylvania State University; Gabriela T. Richard, University of Massachusetts - Amherst; Jennifer L. Weible, Central Michigan University; Yanping Xu, Pennsylvania State University

Examining the Influence of a Virtual STEAM Program on Girls' Belonging and Identity in STEM Careers - Portia M. York, Lenoir-Rhyne University; Farah Faruqi, University of Minnesota; Shana K. Benford, University of Illinois at Urbana-Champaign

STEM Behind Sickle Cell: Piloting an Informal Learning Program for Underrepresented Minority Students - Ting Dai, University of Illinois at Chicago; Lewis L. Hsu, University of Illinois at Chicago; Angelina Grace Slager, University of Illinois at Chicago; Kate Buller, University of Illinois at Chicago; Diana Diaz, University of Illinois at Chicago; Yuxuan Zhi, Alameda County Office of Education

“Wow, I’m Actually Really Good at Science”: Expressions of Girls’ Science Identities at Summer Camp - Lisa Lundgren, Utah State University

Cory Tondreau, Pennsylvania State University

Examining Coaching Effects on Mathematics Teaching: Evidence From a Prospectively Matched Sample in Tennessee - Hanan Perlman, University of Pittsburgh; Richard J. Correnti, University of Pittsburgh

Comparative Examination of Content Understanding That Chinese and U.S. Preservice Teachers Developed in Mathematics Instructions - Jian Wang, Texas Tech University; Xuan He, Texas Tech University; Hyunjin Shim, Texas Tech University; Raymond Flores, Texas Tech University; Minju Yi, Texas Tech University

Exploring Preservice Teachers’ Proficiency With Argumentation-Oriented, Discourse-Intensive Pedagogy in Elementary Mathematics - P. Karen Murphy, Pennsylvania State University; Gwendolyn Lloyd, Pennsylvania State University; Sara E. Baszczewski, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Yue Tang, Pennsylvania State University; Rachel Wolkenhauer, Pennsylvania State University; Amy Voss Farris, Pennsylvania State University

Initial Findings from Project ULTIMATE: Understanding Learning Trajectories in Math–Advancing Teacher Education - Douglas H. Clements, University of Denver; Julie Sarama, University of Denver; Douglas Ready, Teachers College, Columbia University; Shannon Stark Guss, University of Denver; Christina D. Mulcahy, University of Denver; Samantha Parang, Teachers College, Columbia University

Jenna Elizabeth Finch, University of Nebraska - Lincoln

The Role of Executive Function in Math and Reading for English Learner Students - Megan Botello, University of Delaware; Andrew Rodrigues, University of Delaware; Sarah Ryan, University of Delaware; Teomara Rutherford, University of Delaware

Nationally Representative Evidence That Elementary School Executive Function Mediates Between Father Absence and Mathematical Achievement - Sydney Baker, University of Houston; Allison Master, University of Houston; Weihua Fan, University of Houston

The Role of Load Reduction Instruction in Supporting Students in Research-Based Science Projects - Oscar Yau, University of New South Wales; Andrew J. Martin, University of New South Wales; Rebecca J. Collie, UNSW Sydney

The Relation Between Mathematics Beliefs, Anxiety, and Problem Solving: The Mediation of Metacognition and Working Memory - Sam Rhodes, Georgia Southern University; Antonio P. Gutierrez de Blume, Georgia Southern University; Rick L Bryck, Landmark College; Caitlin Mills, University of Minnesota

The Contribution of Parent Reading Beliefs and Instructional Behaviors to Preschool Children’s Learning Outcomes - Qiuyun Cai, The Education University of Hong Kong; Yui Chi Fong, The Education University of Hong Kong