Lijuan Shi, Bard High School Early College

Why Not Both? Balancing Equitable Approaches to Multilingual Education for Linguistically Minoritized Students - Kaycee Rogers, University of Wisconsin - Madison; Lisa Velarde, University of Wisconsin - Madison

A Critical Examination of Neoliberalism, Language, and Equity in Georgia’s Dual Language Immersion Policies - Hongjie Guan, Georgia State University; Kristina Brezicha, Georgia State University; Ana Solano-Campos, Georgia State University

Resisting the Foreclosure of Equitable Futures From the Grassroots: Narrating a Closed Progressive Bilingual Charter School - Garrett Delavan, University of New Mexico

Cultivating Multilingualism: Implementation Insights and Implications From Seattle’s Dual Language Preschool Program - Xuning Cecilia Zhang, American Institutes for Research; Alejandra Martin, Los Angeles County Office of Education; Ashley Pierson, American Institutes for Research

Bilingual Academic Development of Español-English Elementary-Aged Students: A Mixed-Methods Longitudinal Study - Marlen Quintero Pérez, California State University - Northridge

Tamara Butler, College of Charleston

Partnership and Politicized Care: Community Voices in District-Wide Equity Work - Emily Nott, University of Wisconsin - Madison; CJ Greer, University of Wisconsin - Madison; Daniella Molle, University of Wisconsin - Madison

We All We Got: Black Women, Community, and Reciprocal Healing - Kiara D. Smith, University of San Francisco; Eghosa Obaizamomwan-Hamilton, Stanford University

Where Is the Line? Teachers’ Affective Responses to a Conflicted Sociopolitical Climate - Jennifer Ervin, University of Wisconsin - Eau Claire

Lama Alharbi, Teachers College, Columbia University

Toward a Queer-Raciolinguistic Perspective: (Re)New(ed) Approaches for Considering Education Politics and Policy - Taylor Masamitsu

From Majority to Minority: Raciolinguistic Socialization of Chinese Students in U.S. Higher Education - Gengqi Xiao, University of Wisconsin-Madison; Hailing Wang, University of Texas at Austin

“It Was a Wake-Up Call:” Imagining Transnational Critical Race Pedagogies for Multilingual Newcomers - Rita Kamani-Renedo, Stanford University

Student Perspectives on Antiracist Pedagogy: A Qualitative Exploration - Marcus Johnson, Virginia Tech; Charles L. Lowery, Virginia Tech; Rachelle Kuehl, Virginia Tech; Hannah Bayne, Virginia Tech

Policy and Prejudice: An Analysis of Teaching and Learning in U.S. History Classes - Tanishia Lavette Williams, Brandeis University

David Vining, Columbia Greenhouse Nursery School

What Is "Child-Friendliness"? A Posthuman Reconceptualization With Art, Bicycles, and Children - Whitney Danielle Blaisdell, University of Regina

Enacting Agency: Young Children’s Choice-Making in Shaping Participation in Conventional and Subversive Shared Play - Angela L. Eckhoff, Old Dominion University

“Worm Alert!” Disrupting Neoliberal Straightening in Early Learning Through Child-Led Documentation and Relational Ebullience - Luke Max Muscat, St. Luke's School

Using Arts-Based Methods to Radically Imagine New Possibilities for Early Childhood Education - Katie Sloan, Oakland University; Victoria Clark, Matrix Human Services

Shannon Perry, Valdosta State University

Circulations: Building~Navigating~Collaging~Provoking~Perturbing the Authoritarian Archive - Laura Elizabeth Smithers, University of Nevada, Reno; Maureen Alice Flint, University of Georgia; Paul William Eaton, University of Alabama

Education Within the Ruins: What the Infra-Ordinary Can Teach Us About Rupture and Repair - Darshana Devarajan, Michigan State University; Sandro Barros, Michigan State University

Psychoanalytic Structures in Museum Critiques: A Path to Post-Critical Analysis - William Zhou, The George Washington University

Reading a Haunted Landscape: A Land Education/Art Inquiry of Mining Remains in Key Placer, Colorado - Kate McCoy, SUNY New Paltz

Pengfei Zhao, McGill University

Bridging Cultures: Translating With Culturally Responsive Methodology - Pei-Jung Li, Indiana University; Pengfei Zhao, McGill University; Wen Qi, Indiana University

Cloaking Parts of Oneself: The Lesbian, Gay, or Bisexual Engineer's Dilemma - Héctor E Rodríguez-Simmonds, Boston College; Keira Rao, Boston College; Echo Panana, Boston College

(Re)Inventing “Inyeon” as a Korean Ethico-Onto-Epistemology for Qualitative Research: Toward Indigenizing Post-Qualitative Inquiry - Dugyum Kim, University of Minnesota; Younkyung Hong, Ball State University

Revisiting, (Re)Membering, and Reimagining Possibilities: Midrashic Encounters Between a Former Teacher and a Former Student - Dana Altshuler, University of Massachusetts - Amherst

Mathew O'Ryan Espinosa-Castro, California State University - Sacramento

A Historical Analysis of Colonial and Postcolonial Language Policy in Algeria: Challenges and Prospects - Fadhila Hadjeris, University of California - Los Angeles; Mehdi Lazar, TBS Education

Rooted in Resistance: A Testimonio of a Critical Translingual Literacy Journey - Aixa Avila Mendoza, Texas Tech University

Renewing Education Justice in a Globalizing World: Transnational Acculturation Narratives of Becoming and Belonging - Yanty Wirza, Indonesia University of Education; Ya-Li Wu, Fo Guang University; David Bwire, The College of New Jersey

Decolonizing Kenya’ s Education: Understanding and Mitigating the Perpetuated Epistemic Violence Through Promotion of Indigenous Language and Culture - Jackson Mainai Shaa, Texas Tech University

Hillary Parkhouse, Virginia Commonwealth University

“I Don’t Remember One Thing About Civics”: Elementary Preservice Teachers’ Ideas About Civic Learning - Daniela Kruel DiGiacomo, University of Kentucky; Laura H. Darolia, University of Kentucky; Carly Muetterties, Common Good; Stephanie Mobley, Civic Lex

Nurturing Engaged Citizenship in Kindergarten: An Exploration of Teacher Beliefs and Practices - Daria Smirnova, University of South Florida; Ilene R. Berson, University of South Florida; Michael J. Berson, University of South Florida

Open and Active: “Good” Citizenship According to Educators Facilitating Civic Action Research in the Classroom - Noa Ovadia, Teachers College, Columbia University; Kampanart Chaiyarat, Teachers College, Columbia University; Beth C. Rubin, Teachers College, Columbia University; Maya Berrol-Young, Teachers College, Columbia University

Preparing for Civic Life in a Digital Age: Supporting Teachers to Teach Digital Civic Inquiries - Shujin Zhong, University of North Florida; Sarah McGrew, University of Maryland; Scot A. Wilson, Indiana University; Madison Kantzer, Office of the State Superintendent of Education

Abigail Dym, Providence College

Evaluating Adultism in Youth Civics Education Through Critical Discourse Analysis - Casey E Hanna, Binghamton University - SUNY; Amanda Reinsburrow, Drexel University

Impacts of Student Government Malpractice on Student Political Attitudes - Justin Patrick, University of Toronto

Reimagining America’s Democracy as a Community of Practice: Schools as Venues for Situated Civic Learning - Keri Davenport, University of Pennsylvania

Student Perceptions of Civic Media Literacy and Participation - Kelsey Leigh Stokes, Baylor University; Kevin R. Magill, Baylor University

Li Cheng, University of North Texas

Optimizing Learning Support Design: Predictive Links to Teaching Knowledge and Self-Efficacy in AI-Integrated Virtual Reality - Chih-Pu Dai, Texas A&M University; Fengfeng Ke, University of Maryland; Nuodi Zhang, Florida State University

Teaching Quantum Computing to Undergraduate Students Using a Multimedia and Simulation-Based Learning Technology - Wanli Xing, University of Florida; Zifeng Liu, University of Florida; Yukyeong Song, University of Tennessee

Unfolding Patient-Encounter Interactions in Virtual Simulation and In-Person Practice: A Multimodal Discourse Analysis Study - Shangman Li, University of Missouri; Xinhao Xu, University of Missouri; Hao He, Emporia State University; Yuanyuan Gu, University of Missouri; Yupei Duan, University of Missouri; Jhon Bueno-Vesga, Pennsylvania State University; Sue Yun Fowler, University of Missouri; Hillary L. Claunch, University of Missouri; Jason Snyder, University of Missouri

Sarah M. Hart, University of Hartford

Antonio L. Ellis, American University

Shifting the Conversation: Self-Advocacy, Intellectual and Developmental Disabilities, and Deinstitutionalization in South Korea - Eunyoung Jung, SUNY - College at Cortland

Reframing Assets: Language Learning, Postsecondary Transition, and Multilingual Students With Disabilities - Audrey A. Trainor, New York University; Lindsay Romano, New York University

Parent Expectations of Financial Independence for Their High School-Aged Youth With Intellectual Disability (ID) - Cheng Chang, Binghamton University - SUNY; Dara Caruana, Binghamton University - SUNY

Emine Kilincci, University of Wisconsin - Madison

Intersections of Racism and Childism: Agency and Control of Latine Children in ECE Classrooms - Molly E. McManus, San Francisco State University; Kiyomi Sanchez-Suzuki Colegrove, Texas State University

Early Childhood Expulsion and Suspension: A Critical Review to Inform Just Education Research - Emine Kilincci, University of Wisconsin - Madison; Samantha Marie Jacob, University of Wisconsin - Madison; Zhe Gigi An, University of Wisconsin - Madison

Representation in Widely Used Comprehensive Preschool Curricula Materials - Courtney O'Grady, University of Alabama; Lori Bruner, University at Albany - SUNY; Alison Hooper, University of Alabama

We Are a Story: Community Storytelling Amidst and Among Standards - Cristina Gillanders, University of Colorado - Denver; Dana Frantz Bentley, Buckingham Browne and Nichols School

Kyoung Jin Kim, University of North Texas

Healing in Nature: Integrating Trauma-Informed Care With Nature Therapy Programs for Children - Kyoung Jin Kim, University of North Texas; Min Kyung Han, Song-Mind Psychiatric Clinic; Seoyun Lee, Research Institute of Dongyoung Sustainable Development

Teacher-Child Relationships and Head Start Teachers’ Perceived Stress: A Moderation Analysis - Shuai Li, University of Virginia; Xiangyu Zhao, University of Virginia; Lieny Jeon, University of Virginia

A Case Study of an Early Childcare Center Closure Due to Gentrification and COVID-19 - Da Hei Ku, University of Massachusetts - Boston

Emotion Analysis Using Large Language Model to Examine Familial Experiences With Low-Cost Child Care Policy Implementation - Esther Yu, University of Toronto - OISE; Samantha Burns, University of Guelph; Joel Wiebe, University of Toronto - OISE; Jesseca Perlman, University of Toronto - OISE; Isobelle Chen, University of Toronto - OISE; Kashish Kahlon, University of Waterloo; Michal Perlman, University of Toronto - OISE