Susan Bush-Mecenas, RAND Corporation

Networks for School Improvement Evaluation: Intermediary Supports - Rebecca Herman, RAND Corporation; Susan Bush-Mecenas, RAND Corporation

The Logics of Data Use in Continuous Improvement - Eupha Jeanne Daramola, University of California - Irvine; Thai-Huy P. Nguyen, RAND Corporation

Networks for School Improvement Evaluation—Implementing Continuous Improvement in Schools - Michael S. Garet, American Institutes for Research; Ryan C. Eisner, American Institutes for Research; Kathleen T. Jones, Independent Researcher; Matthew J. Farmer, American Institutes for Research; Sara Mitrano, American Institutes for Research; Beth Gamse, Gamse Partnership; Kianna Medina, MDRC; Shelley Rappaport, MDRC; David Liebowitz, University of Oregon

Evaluation of the Networks for School Improvement Initiative—Impacts on Student Outcomes - Matthew Johnson, Mathematica Policy Research, Inc; Jeffrey Max, Mathematica; Tareena Musaddiq, Mathematica Policy Research, Inc; Breyon Williams, Mathematica Policy Research, Inc; Silvia Robles, Mathematica Policy Research, Inc; Michelle Bennett, Mathematica Policy Research, Inc

Pablo Montes, Texas Christian University

Entre Mundos: Catching the Spirit Through Stories as Methodology - Ymasumac Marañón Davis, University of San Diego

Meeting at the Headwaters: Confluence, Yana Wana, and Water Writing as Methodology - Pablo Montes, Texas Christian University; Marleen Villanueva, Texas Christian University

Rebuilding Indigenous Community Research Partnerships Through Healing Methodologies and Technology Practices - Christina Morgan, Utah State University; Melissa Tehee, Utah State University; Breanne K. Litts, Utah State University; Dallas Haws, Utah State University; Bryan McKinley Jones Brayboy, Northwestern University

Relational Methodology for Practicing Meaningful and Equitable Tribal-University Relationships - Carolyn T. Rodriguez, University of California - Los Angeles

Jackie Ridley, Kent State University

A Bakhtinian Lens for Understanding Preservice Teachers’ Reflections on Literacy Instruction at Their Host Schools - Andrea Sanchez, Kent State University; Jackie Ridley, Kent State University

Examining Discourse: Analyzing the Form and Function of Teachers’ Talk Moves in Elementary Discussions - Shireen Al-Adeimi, Michigan State University; Jennie Baumann, Auburn University

Following a Model Isn't Stealing: A Qualitative Metasynthesis on Dialogic Approach to Teaching and Learning - Olga Gould-Yakovleva, Independent Researcher

Unpacking the Social Construction of Thinking Practices in the Secondary English Classroom: A Languaging Perspective - Min-Young Kim, University of Kansas

Raquel C. Sanchez, American Institutes for Research

Understanding International University Students’ English Language Acquisition Through Mixed Methods Research: A Systematic Literature Review - Apala Biswas, University of Cincinnati

Promoting Culturally Appropriate Interventions: Lesson Learned From Chinese Immigrant Parents of Children With Autism - Lei Huang, University of Georgia; Cynthia O. Vail, University of Georgia

Student Learning Engagement Investigations in the Asian Studies Course Settings: A Mixed Methods Approach - Shuguang Wang, University of North Carolina - Chapel Hill

Kayce L. Mastrup, California State University - Monterey Bay

“Becoming a Math Person”: Conceptually Framing Preservice Elementary Mathematics Teachers’ Identity Development - Paula Jakopovic, University of Nebraska - Omaha

Beyond the Classroom: Exploring Mentor Motivations and Perceptions in an Elementary STEM Outreach Program - Renee Serrell Gibert, Purdue University

Preservice Teachers’ Perspectives on Draggable Tasks in a Digital Geometry Environment - Josh Markle, University of Alberta

Problem-Posing as a Means for Developing Preservice Teachers’ Mathematical Creativity - Ali Bicer, Texas A&M University; Micayla Gooden, Texas A&M University; Miriam M. Sanders, University of Wyoming; Tugce Aldemir, Texas A&M University; Mahati Kopparla, University of Pittsburgh; Yujin Lee, Kangwon National University; Julia E. Calabrese, University of Utah

Kristin Lesseig, Washington State University - Vancouver

Ambitious Mathematics Teaching: The Power of Collaborative Professional Development Across Contexts - Kelly A. McKie, University of Delaware

How Collaboration Supports Teachers' Changes in Practice: Establishing Mathematical Discourse Communities - Kelly A. McKie, University of Delaware; Amy Taylor Santos, University of Delaware; Busra Sumeyye Kurutas, University of Delaware

How Curriculum Developers Can Learn to Improve Online Professional Development for Mathematics Teachers - Drew Nucci, WestEd; Jill Neumayer-DePiper, WestEd; Kirk Walters, WestEd; Brent Jackson, WestEd; Maria Salciccioli, WestEd

“I’m Not a Math-Minded Person”: Professional Learning Needs of Mathematics Coaches With Generalist Backgrounds - Lauren H. McMahon, Digital Promise Global; Angela Marie Hardy, Digital Promise; Tarik Buli, University of Maryland; Nicola Hodkowski, Digital Promise Global

Empowering Para-Educators and Instructional Assistants: Increasing Mathematical Content Knowledge and Pedagogical Skills Through Targeted Professional Development - Brandon Sorge, Indiana University Indianapolis; Karen Mutch-Jones, TERC; Kevin Rose, University of Louisville

Real-Time Instructional Challenges of Early Career Science Teachers in High-Needs Schools - Adepeju Olufunke Prince, Kent State University; Grace Morris, Kent State University; Shannon Lynne Navy, Kent State University

The Investigation of the Impact of a Teacher Residency Program on Student Grades Using Latent Growth Curve Modeling - Preston Martin, University at Buffalo - SUNY; Sunha Kim, University at Buffalo - SUNY; Suzanne N. Rosenblith, University at Buffalo - SUNY; Amanda Winkelsas, University at Buffalo - SUNY; Elisabeth Etopio, University at Buffalo - SUNY; Julie Gorlewski, Hunter College - CUNY

Transforming Teacher Education: A Developmental Approach to Addressing Positionality and Epistemology for Racial Equity - Audrey A. Friedman, Boston College; Maria A. Moreno Vera, Boston College; Myra Rosen-Reynoso, Boston College; Charles T Cownie, Boston College; Cristina Joan Hunter, Boston College

Karie C. Brown, Georgia State University

A Mentor’s Development While Leading a Mentoring Program for Novice Teachers in Mathematics and Science. - Krishna R. Millsapp, Loyola University Chicago; Lara Smetana, Loyola University Chicago

A Self-Study Exploration of Elevating Students’ Experiences During the Lesson Plan Cycle - Ingrid Carter, Metropolitan State University of Denver; Paris Prestridge, Metropolitan State University of Denver

Enacting Inclusive Pedagogies: Transforming Practice Through Self-Study Within Teacher and Counsellor Education - Deborah Toope, Acadia University; Ahlam Rahal, Acadia University

“Teaching Up?” Grappling With Diverging Expectations for Teaching Candidates Pursuing Converging Pathways to Licensure - Kristina J. Doubet, James Madison University

Nicole Brass, RMC Research Corporation

Exploring Factors Impacting Social Emotional Instructor Efficacy - Kathleen B. King, North Central College; Mary Beth Ressler, North Central College; Julia Mahfouz, University of Colorado - Denver; Liana Hall, University of Colorado - Denver; Susan Jeane Davis, University of North Carolina - Chapel Hill; Alison Wilson, University of Houston; George Panayiotou, University of Colorado - Denver

Multiple Relationships Between Regulatory Profiles, Mentalization, and Emotional Regulation in Primary Education Teachers - J. Reinaldo Martinez-Fernandez, Universitat Autonoma De Barcelona; Anna Ciraso Cali, Universitat Autònoma de Barcelona; Sergi Ballespi-Sola, Autonomous University of Barcelona

Prosocial Education Using ECHO Intervention Model Increases Teacher Well-Being - Nicole Brass, RMC Research Corporation; Jessica E. Kilday, University of Missouri; Christi Crosby Bergin, University of Missouri; Aaron R. Campbell, University of Missouri; Chad A. Rose, University of Missouri; Sara L Prewett, Aperture Education; Jessica Payton, University of Missouri; Lindsey Mirielli, University of Kansas

Reframing Emotion Regulation in the Classroom: The Critical Role of Validation in Teacher-Student Interactions - Laurie Faith, University of Toronto - OISE; Simon Lisaingo, University of British Columbia; Qiyuan Zheng, University of Toronto - OISE; Genevieve O'Grady, Peterborough Victoria Northumberland & Clarington Catholic District School Board; Saul Feinstein, University of Toronto - OISE

Socioemotional Education in Colombian Preservice Teacher Education Programs - Ana M. Velasquez, Universidad de los Andes; Jhonatan Santos, Universidad de los Andes; Maria Fernanda Garces, Universidad de los Andes; Luyder Rodriguez, Universidad de los Andes; Yadira Yela, Universidad Santiago de Cali

Kelly Schrum, George Mason University

Lauren R. Contreras, Northern Arizona University

Mark E. Houlemarde, Loyola Marymount University

Ashley Floyd Kuntz, Florida International University

Lindsay Byron, University of Florida

Teaching History and Evolution of Cultural Resource Centers - Lauren R. Contreras, Northern Arizona University

Teaching History of Sexual Aggression on Campus - Mark E. Houlemarde, Loyola Marymount University

Oral Histories as a Transformative Educational Practice - Lindsay Byron, University of Florida

Teaching History of State Restrictions on Civil Liberties - Ashley Floyd Kuntz, Florida International University

Contaminated Spaces: Fenceline Schools and Environmental Racism in Detroit and Houston - Daniel Dawer, University of Texas at Austin; Tyra Timm, University of Texas at Austin

Navigating Challenges in Climate Change Education: General Public and Teacher Perceptions in Australia - Sylvia Christine Almeida, Monash University; Jennifer Hall, Monash University; Prasadi H.L. Arachchige, Monash University

Using Storytelling for Climate Justice: Recounting Climate Change Experiences in Elementary Classrooms - Shweta Lahiri, University of Georgia; Hong H. Tran, Purdue University; Xinyu He, University of Georgia; Emily Adah Miller, University of Georgia; Yuxi Huang, University of California - Irvine; Joe DeLuca, University of Georgia; Erin E. Hamel, University of Georgia; Tingting Li, Washington State University; Peng He, Washington State University; Julie A. Luft, University of Georgia; Kenny Oni, University of Georgia; Ajay Sharma, University of Georgia

Bic Ngo, University of Minnesota

Towards (Re)Loving Our Own Communities: Cambodian and Lao American Girls Grappling with Internalized Racism - Diana Chandara, University of Minnesota

Teachers of Color Talk Back: Creating Undercommons Spaces to Interrupt State-Sanctioned Whiteness and Teacher (Mis)education - Bisola A. Wald, University of Minnesota

Viet within the “Vietnamese”: An Exploration of the Divergence in Vietnamese American and Vietnamese Immigrant Experiences - Bao Diep, University of Minnesota

Seeking Discomfort: Constructing the Ally in a High School ELA Classroom with Somali American Youth - Nicole Richardson, University of Minnesota

Xin Li, University of Houston

Adapting and Implementing Design Thinking for Innovative Community-Based Solutions to Reduce Digital Inequalities in Schools - Séverine Parent, Universite du Quebec a Rimouski; Michelle Deschênes, University of Quebec - Rimouski

"Community Thinking Spaces": Exploring the Openings and Possibilities of a School-Based Intergenerational Community of Practice - Lucy A. Robins, Graduate Center - CUNY

Developing Antiracism Community Dialogues: A Community-Driven Participatory Action Research Project - Tiffani D. Hurst, Drexel University; Rebecca Rose Metzger, Drexel University; Karena Alane Escalante, The Education Trust; Ayana Allen-Handy, Drexel University; Susan Brooks, Drexel University; John D. Kirby, United Negro College Fund; Lotus Barron, Drexel University; Isaiah L. Lassiter, Drexel University; Tamara Hawkins, Drexel University; Kenniaah Rose Samuel-Evans, Drexel University

Developing the Capacity to Change: Conceptualizing Agency Within Undergraduate Student–Led Action Research Toward Institutional Change - Stephen D. Secules, University of New Mexico; Nivedita Kumar, Florida International University; Tekla Nicholas, Florida International University; Maimuna Begum Kali, Florida International University