Cristian R. Aquino-Sterling, Texas Tech University

Administering Literacy Assessments in English and Spanish: Implications for Identifying Students for Intervention Support - Deni L. Basaraba, Amplify Education, Inc.; Rocío C. Seoane, Amplify Education, Inc.

“It’s All Spanish Something”: Normalizing and Promoting Spanish in an English-Only Policy Context - Neida Basheer Ahmad, Loyola Marymount University

Inverting Spanglish as Resistance and Remedy to Native Speakerism and the Expropriation of Bilingual Education - Cory Alan Buckband, Arizona State University

“Mi Voz No Se Escucha”:The Work Experiences of Latine Teachers in DLBE (Dual Language Bilingual Education) Schools - Nelly N. Patiño-Cabrera, Oregon State University; Rachel Snyder Bhansari, Portland State University

Easy de Traducir: Geomapping Spanish Language Billboards in Texas to Raise Critical Language Awareness - Steve Daniel Przymus, University of Rhode Island; Melissa Mendoza, Texas Christian University

Sherry L. Deckman, CUNY, Lehman College and Graduate Center

Admitted but Not Welcome: Experiences of Black Youth in Suburban Schools - Tamra Gertrude Jenkins, University of the Pacific

Colors of PRIDE: Exploring LGBTQIA+BIPOC Youth Experiences and Sense of Belonging in the School Setting - Andria Mitchell, Rockford Public Schools #205

The Power of Sisterhood: Graduate Students’ Dialogic Exploration of Racial Spirit Injuries and Repair - Tasha Adrienne Lindo, University of Iowa; Raquel Wood, Amherst College

Brita A. Bookser, Santa Clara University

Data Embargoes as a Tool for Emplacement and Displacement of Young Children - Melissa Beth Sherfinski, West Virginia University; Gilbert Ansah, West Virginia University

Insights From Reggio Emilia: Possibilities for Remedy and Repair of U.S. Early Childhood Systems - Nancy B. Hertzog, University of Washington

Recognizing the Humanizing Emotional Labor Within Young Children’s Analysis of Video Data - Candice Love, University of Maryland; Jamie Vescio, Vanderbilt University; Amy Noelle Parks, Michigan State University; Samuel Lu, Vanderbilt University

Thomas Albright, Georgia State University

Agential Schooling: From Outcome to Agent - Thomas Albright, Georgia State University

Autoethnography of a Qualitative Researcher in Engineering School: Think the Politics of Co-Production With Care - Ahreum Lim, Arizona State University

Toward a Trans*-Assemblage Thinking: Posthuman Autoethnography of Becoming Trans*national Scholar - Pin-Ru Su, University of Arizona

Using Rice as a Matterphor: A Posthuman Approach to Constructing a Loopy We - Ahreum Lim, Arizona State University; Shannon Perry, Valdosta State University

Mary Senyonga, Sacramento State University

Communicating Trust in Collaborative Autoethnography: Red de Confianza - Héctor E Rodríguez-Simmonds, Boston College; Leonardo Pollentini Marcos, Purdue University; Cristian Vargas-Ordóñez, South Dakota School of Mines & Technology; Kevin J. Kaufman-Ortiz, Purdue University

The Silence That Harms Us: Utilizing Autoethnography to Reflect on Experiences Advocating for Racial Justice - Jessica I. Ramirez, Portland State University

Unveiling Liberation: A Black Feminist Autoethnography of Educational Healing Through Daughtering - Kristina Johnson-Yates, Indiana University - Indianapolis

Luis E. Poza, San José State University

Insights of Immigrant Mathematics Teachers on Teaching Multilingual Students - Patricia Shimura Ambrosio, North Carolina State University; Samantha Marshall, North Carolina State University; Amelia Quonyelle Rivera, North Carolina State University; Sunghwan Byun, North Carolina State University

Gesturing Toward Decolonizing STEM Education: The Pedagogic Role of African Indigenous Knowledge Systems - Kenneth Gyamerah, Ontario Tech University

Toward Equitable Generative AI in Education: Addressing Bias and Power Imbalances - Alyson Wright, University of Georgia; Matthew Nyaaba, University of Georgia; Gyu Lim Choi, University of Georgia

Worldbuilding Pedagogies: Building Other Worlds Through Youth-Driven Critical Game-Based Learning - Shreya Sunderram, Graduate Center - CUNY; Jagar Bhan, University of Pennsylvania; Janeta Becovic, SUNY - College at New Paltz

Negotiating Assessment’s Colonial Pulls Against Using Indigenous Ways of Knowing Within Teacher Education STEAM Class - Desiree Marshall-Peer, Langara College

Alison Hooper, University of Alabama

Measuring Responsive Interactions for Learning in Outdoor Early Childhood Education and Care Settings: A Validation Study - Esther Yu, University of Toronto - OISE; Samantha Burns, University of Guelph; Michal Perlman, University of Toronto - OISE

Unpacking Kindergarten Teaching: How Certification Area and Perceived Control Shape Learning Environments and Job Satisfaction - Alison Hooper, University of Alabama; Joon-Ho Lee, University of Alabama; R. Clarke Fowler, Salem State University

Supporting and Repairing Through Play: Free Play’s Effect on First-to-Fifth Graders’ Neurological and Whole-Child Development - Erin M Casey, University of Oklahoma; Lauren Ethridge, University of Oklahoma

Relational Predictors and Early Academic Outcomes of Rural Chinese Preschoolers’ School Liking: A Longitudinal Study - Hao Li, University of Hong Kong; Xiao Zhang, University of Hong Kong; Nan Xiao, Arizona State University

Elizabeth Zumpe, University of Oklahoma

Fostering Equity: Improving Developmental Relationships With Students - Skylar Radabaugh, Search Institute; Dana M. Sox, University of Virginia; Erica J. Van Steenis, Search Institute

One Partnership, Two NICs (Networked Improvement Communities): An Exploration of Participants’ Varying Experiences Across Two NICs - Pamela Catherine Callahan, University of Maryland; Maxwell Yurkofsky, Radford University; Christine M. Neumerski, University of Maryland

Examining Classroom Teachers’ Experiences in a Multi-Level Research-Practice Partnership: A Case Study - Kristin Villanueva, University of North Carolina - Charlotte; Jae Hoon Lim, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte

Hollie Anderson Kulago, Pennsylvania State University

Anticolonial Frameworks and Ethical Commitments for Teaching Indigenous Literatures: Developing the Indigenous Literatures Café - Jennifer Brant, University of Toronto - OISE; Gayatri Thakor, University of Toronto - OISE; Erenna Morrison, University of Toronto - OISE; Jasmine Rice, University of Toronto - OISE

Indigenous Educational Sovereignty and Digital Pedagogy: Centering Values and Relationships in “Virtue-Rural” Spaces - Leola Paquin, University of New Mexico

Partnering to Perpetuate Diné Futurity: Centering Indigenous Knowledge in Sites of Critical Indigenous Pedagogy - Hollie Anderson Kulago, Pennsylvania State University; Logan Rutten, University of North Dakota; Dorthea Litson, Navajo Nation Department of Diné Education

Joseph Levitan, McGill University

Collaboration to Enhance Learning and Learning to Enhance Collaboration: A Palindromic Approach to Learning in a Global STEM Environment - Kristina M. Lux, Pepperdine University/Newport Healthcare; Eric R. Hamilton, Pepperdine University; Lu Liang, Pepperdine University; Ateamate Mukabana, LEAP International

Gender Equity in STEM: New Insights on Critical Scholarship From the Korea Foundation for Women in Science, Engineering, and Technology - Minji Kim, Arizona State University; Meseret F. Hailu, University of Georgia; Jeehye Kweon, Korea Foundation for Women in Science, Engineering and Technology

Public Trust in Scientists: A Comparative Study of Irish Perceptions and Global Trends - Joseph Roche, Trinity College Dublin

The Effects of Conceptual Model-Based Problem-Solving Intervention on Word Problem Solving of At-Risk Elementary Students - Bingyu Liu, JiaXing University; Yan Ping Xin, Purdue University

Jeff Walls, University of Iowa

Impact vs. Intent: How Racialized Mechanisms Shape the Perceptions and Experiences of Leaders of Color - Kait Ogden, University of Texas at Austin

Predicting Inclusion Intentionality Among Executive Suite: A Pilot Study - Anthony Luevanos, University of Oklahoma; Jean Madsen, Texas A&M University

Toward a District Infrastructure to Support Instructional Improvement in Pre-K-3 Mathematics - Cynthia E. Coburn, Northwestern University; Abigail Stein, Carnegie Mellon University; Angel Xiao Bohannon, NORC at the University of Chicago; Laila Barcenas, Northwestern University; Melanie Muskin, Northwestern University

Unraveling Teacher Job Satisfaction in Latin America: A Multilevel Analysis Based on TALIS 2018 - Christian Lazcano, Universidad del Desarrollo; Sara Galilea, Universidad del Desarrollo; Stefanie Wenderoth, Universidad del Desarrollo; Armando Rojas, Universidad del Desarrollo; Soledad Ortuzar, Universidad del Desarrollo

Briana Bivens, University of Florida

Using a Decolonial Oral History Methodology: “Pa’lante (Como el Elefante, Siempre Pa’lante)” - Daicy Diaz-Granados, Center for Puerto Rican Studies

Lessons From a Debutante: Using Oral History to Repair Deficit Perspectives of Jim Crow Blackness - Talia Dow, University of Georgia

(Black) Digital Humanities for Educational History: A Technology of Recovery in the Age of Artificial Intelligence and Anti-Blackness - Amber Neal-Stanley, Purdue University

Dennis L. Rudnick, Metropolitan State University of Denver

More than (just) something to eat: Reflections on how food invites shared learning and renewed commitments to justice - Sarah B. Shear, University of Washington - Bothell; Andrea M. Hawkman, Rowan University

Ditching the Pipeline and Living the Curriculum of Bread - Laura M. Jewett, University of Texas - Rio Grande Valley

Lagniappe, Cause We a Little Something Extra Y'all: Navigating Academic Communities Through Louisiana Culinary Traditions - Kala Burrell-Craft, Grambling State University; Jovan T. Thomas, Southern University - Baton Rouge; Anissa Guerin, East Texas A&M University; Kristin A. Robair, East Baton Rouge Parish School System

Inclusion is Not a Microwavable Meal: Cooking Up Critical Embrace in Academic Communities - Dennis L. Rudnick, Metropolitan State University of Denver