Alyssa Emery, Iowa State University

Exploring Academic Help-Seeking and Belonging Among Multipy-Marginalized Undergraduate Students Using PVEST (Phenomenological Variant Ecological Systems Theory) - Molly L. Taylor, Virginia Commonwealth University; Sharon Zumbrunn, Virginia Commonwealth University

Exploring Differential Effects of SEVT (Situated Expectancy Value Theory) on Achievement and Achievement-Related Choices Across Cultural Milieu - Michael Abdul Ghani Berro, University of North Carolina - Chapel Hill; Leiming Ding, University of North Carolina - Chapel Hill; Sirui Ren, University of North Carolina - Chapel Hill; Robert D Plumley, University of North Carolina - Chapel Hill; Christina Hollander-Blackmon, University of North Carolina - Chapel Hill; Linyu Yu, University of North Carolina - Chapel Hill; Nancy Webb, College of Southern Nevada; Erin Windsor, College of Southern Nevada; Jonathan C. Hilpert, University of Nevada - Las Vegas; Jeff A. Greene, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill

Measuring Institutional Racial Bias Costs for Black Students at Predominantly White Institutions - Tiffany B. House, Tufts University; Keturah Ragland, Tufts University; Jada Ford, Tufts University; Akane Zusho, Fordham University

The Relation Between Basic Psychological Needs, Novelty, and Transformative Experience: A Cross-Cultural Study - Yousef Alardhi, Kuwait University; Kevin J. Pugh, University of Northern Colorado

Paulo A. Oemig, New Mexico State University

Science Teachers’ Language Ideologies in Learning About Translanguaging - Araceli Enriquez-Andrade, University of Houston; May Jadallah, Illinois State University; Jie Zhang, University of Houston

Preservice Teachers’ Emotions and Its Alignment With Noticing Through a Site-Based Elementary Teaching Method Course - Yuxi Huang, University of California - Irvine; Emily Adah Miller, University of Georgia; Ella Yonai, University of Georgia; Xinyu He, University of Georgia; Hong H. Tran, Purdue University

Culturally Relevant Pedagogy and Theatre of the Oppressed: An Equity-Centered Science Teacher Professional Development - Tara M. Nkrumah, Arizona State University; Elaine Arrieta Bohn, Arizona State University

Do Diverse Field Placements Matter? Examining Preservice Elementary Teachers’ Self-Efficacy Related to Equitable Science Education - Lillian Bentley, University of Virginia

Latina/o Representation in STEM: Insights From a Unique Research Experience for Undergraduate Students - Sarah O'Leary-Driscoll, Northern Illinois University; Corrine M. Wickens, Northern Illinois University

Alexandra Wolf, University of Massachusetts - Amherst

Embedding Culturally Responsive Practices Into SRSD (Self-Regulated Strategy Development) With Self-Determination for Youth With or at Risk for Emotional and Behavioral Disorders - Allyson A. Pitzel, University of Alabama

Instructional Approaches and Engagement and Behavioral Responses During Literacy Instruction in a Juvenile Correctional Facility - Joseph Calvin Gagnon, Florida Atlantic University; Brian R. Barber, Kent State University

Readiness and Access to Inclusive Instruction for Students With Emotional Disturbance (RAISE): Confirmatory Factor Analysis - Xiaoxia A. Newton, University of North Carolina - Charlotte; John William McKenna, University of Massachusetts - Lowell

Research Perspectives on School Corporal Punishment of Students With Disabilities: A Systematic Mixed-Studies Review - Xinxia Li, The George Washington University; Elisabeth Kutscher, The George Washington University

What Does Exclusionary Discipline Mean to Black Girls With Dis/abilities: A Hermeneutic Phenomenological Study - Whitney S. Hanley, University of Kentucky

Examining the Role of District- and School-Level Conditions in the Implementation of Instructional Literacy Strategies - Kimberly Austin, Columbia University; Poorvaja Sundar, Research Partnership for Professional Learning

A Multiyear, Community-Based Investment: Together We Learn—Co-Curricular-Making’s (Un)Decolonizing and Indigenizing Lessons - Terry Lee Beaudry, Central Okanagan Public Schools; William A. Cohen, University of British Columbia - Okanagan; Margaret A. Macintyre Latta, University of British Columbia - Okanagan

Putting It All Together: How Prioritizing Coherence and Communities Supports the Enactment of Equitable Instruction - Diana Cordova-Cobo, Student Achievement Partners; Claire E. Delcourt, Teachers College, Columbia University; Carey Swanson, Student Achievement Partners; Jennie Beltramini, Student Achievement Partners

Researching School-Family Collaboration: Addressing Socioeconomic Disparities for Just Education Renewal - Merve Yilmaz, Ministry of National Education, Türkiye; Metin Ozkan, Gaziantep University

George G. Hruby, University of Kentucky

Designing Opportunities for Emergent Writing in Pre-Kindergarten Classrooms - Deborah Rowe, Vanderbilt University; Erica Lee Payne, Vanderbilt University

Early Language Skills and Socioeconomic Status: A Network Approach - Yongjia Yu, University of Hong Kong; Carrie Lau, University of Hong Kong

iSTART-Early Professional Development for Teachers: Improving Comprehension Strategy Training in the Classroom - Ali June Fulsher, University of Minnesota; Amanda Jensen, University of Minnesota; Panayiota Kendeou, University of Minnesota

What Components of Interactive Writing Do Kindergarten Teachers Use? A Case Study - Lisa Cortez Hendricks, Michigan State University; Tanya S. Wright, University of Michigan

First-Grade Students' Qualitative Retellings of an Integrated Social Studies Literacy Unit - Jennie Baumann, Auburn University; Courtney Hattan, University of North Carolina - Chapel Hill; Deborah Ann MacPhee, Illinois State University; Meghan M. Parkinson, University of North Florida

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

Arts in the English Language Classroom: Exploring Multilingual Learners' Engagement Through Indigenous Arts - Inoussa Malgoubri, University of Nebraska - Lincoln

Making Sense of Biliteracy Instruction in DLBE (Dual Language Bilingual Education) Programs Embedded in a Monolingual Literacy Context - Melinda E. Martin-Beltran, University of Maryland; Mariana L. Sánchez, University of Maryland; Amanda D. Cataneo, University of Maryland; Astrid Sierra, Metropolitan State University of Denver

Witnessing and Listening Within Margins: Acompañando Multilingual Black and Brown Youth Reimagining Their Worlds - Cecilia Angélica Valenzuela, University of San Diego; Reka C. Barton, University of Maryland

A Raciolinguistic Perspective on an Asset-Based Curriculum for Multilingual Learner Students - Carla Suarez Soto, University of California - Santa Cruz; Mary Franitza, University of California - Santa Barbara

The Impact of Diglossia in Arabic on Word Reading Development - Abeer Ameen Shahbari-Kassem, Arab Academic College for Education in Israel - Haifa

Ty C. McNamee, University of Kentucky

An Examination of Race/Ethnicity Among Minority Students in Transition Programs in Relation to Self-Efficacy - Marcia Louis, East Texas A&M University; DeMarquis Hayes, East Texas A&M University

Exploring the Longitudinal Influence of Human Capital Factors on STEM Baccalaureate Recipients’ Income - Si Chen, College of William & Mary; Amanda J. Davis Simpfenderfer, College of William & Mary; Xiaohong Chen, College of William & Mary

Profiles of STEM Students’ Interest Development During University Time - Bernhard M. Ertl, Universität der Bundeswehr München; Florian G. Hartmann, Pädagogische Hochschule Salzburg

Uncovering Complex Trajectories: An Asset-Based Examination of Undergraduate Gender-Minorities in STEM - Jue Wu, University of Florida; Peng Yin, University of California - Berkeley; Brianna Clark, University of California - Berkeley

What Does This STEM From? Queer and Trans Voices in the Decision to Leave STEM Programs and Careers - Lisa M. Ridgley Smith, University of San Diego; Bryce Edward Hughes, Montana State University; Carla Penha Vasconcelos, University of San Diego; Clara Barker, University of Oxford

Sarah W. Beck, New York University

Advances in Technology: Teachers’ Thoughts About Using AI Technologies in Middle School Literacy Teaching - Peter McDermott, Pace University; Francine C. Falk-Ross, Pace University; Kathleen Gormley, The Sage Colleges; Teja Vuppu, Pace University

Teacher Perceptions and Explorations of AI in Teaching Writing - Bridget Newell, University of Florida

Teachers’ AI Literacy in K-12 and University Settings: A Systematic Review - Shen Qiao, The Education University of Hong Kong; Ruoqi Chen, The Education University of Hong Kong

Unpacking AI's Role in Boosting Efficiency and Creativity of Middle School Teachers - Anthony Durr, South Dakota State University; Patrick D. Hales, South Dakota State University; Nicole Graves, South Dakota State University; Laura Hasselquist, South Dakota State University

Monica M. Cuddy, NBME

Kuan Xing, University of Iowa

Yoon Soo Park, University of Illinois at Chicago

Christy K. Boscardin, University of California - San Francisco

Leveraging AI to Proactively Identify Item Bias in Medical Certification Exams - Ting Wang, American Board of Family Medicine

Ensuring Fairness in OSCEs Using AI-Based Action Detection Models: A Fairness Approach for Small Sample Sizes - Chi Chang, Michigan State University; Wentao Bao, Michigan State University; Yu Kong, Michigan State University; Heather Laird-Fick, Michigan State University

Entrustment: a framework to monitor and mitigate bias in artificial intelligence applications - Brian Christopher Gin, University of Illinois at Chicago; Patricia S. O'Sullivan, University of California - San Francisco; Karen E. Hauer, University of California - San Francisco; Raja-Elie Abdulnour, Harvard University; Olle ten Cate, University Medical Center Utrecht; Christy K. Boscardin, University of California - San Francisco

Learning and Development with AI: Proactively Incorporating Remedies and Repairs - Kadian McIntosh, University of Arizona; Shripad Sinari, University of Arizona

Exploring Teacher Candidates’ Understanding of Critical Issues in Education Through Literature Circles - Annemarie B. Kaczmarczyk, Mercer University; Karyn A. Allee, Mercer University; BryAndra R. Bell, Mercer University; Jaleesa Danielle Ramsey, Mercer University

Giving Life to the Data: A Teacher-Centered Participatory Analysis of Professional Development and Performance - Kristina Kramarczuk, University of Maryland; Stacey Bragger, Prince George's County Public Schools; Charlene Saint-Jean, University of Maryland; Mirna Callejas Lopez, University of Maryland; Donna Brumbaugh, University of Maryland; Edmond Saint-Jean, University of Maryland; Yue Xin, University of Maryland; Ebony Terrell Shockley, University of Maryland; Diane Jass Ketelhut, University of Maryland; Brian C. Nelson, Arizona State University

Navigating the Implementation of Culturally Responsive Instruction: Teacher Practices, Challenges, and Barriers - Olukemi Olubunmi Kolawole, University of Kentucky; Shannon O. Sampson, University of Kentucky; Susan Cantrell, University of Kentucky

Preparing and Retaining Urban Teachers through Training around Social-Emotional Learning and Culturally Responsive Teaching Practices - Darryl T. Powell, District of Columbia Public Schools

Deborah Taub, OTL Education Solutons

Mapping the Future Field of Gifted Education for Racial Equity Reform: Examining Divergent Perspectives of Leading Scholars in the Field - Allison Roda, Molloy University; Brittany Nicole Anderson, University of North Carolina - Charlotte

The Social Construction of Parents in Special Education Legislation Over Time - Jennifer R. Cowhy, University of Arkansas

The Technology Accessibility Policy Ecosystem: Remedying and Repairing the Digital Exclusion of Disabled Students - Natalie L. Shaheen, Illinois State University

Unveiling Ethnic Disparities for Data Equity: Analyzing Advanced Placement Course Enrollment Among AANHPI Students - Xinyi Mao, University of Central Florida; Se Woong Lee, University of Missouri; Jia Liang, Kansas State University

Leslie A. Williams, Teachers College, Columbia University

Beyond the Usual Suspects: A Random Forest Analysis of Precollege Predictors - N Tennessen, University of Iowa; Nicholas A. Bowman, University of Iowa; Shinji Katsumoto, University of Southern Mississippi

Early Alert Systems in Higher Education: Do They Really Work? - Yukiko Maeda, Purdue University; Xiyu Wang, Purdue University; Dennis Bowling, Purdue University; Summer Dawn Bowman, Purdue University; Jeff Elliott, Purdue University; Rumeysa Gorgulu, Purdue University; Sheila Hurt, Purdue University; Leslie Miller, Purdue University; Lakshmy Mohandas, Purdue University

Examining Time-to-Degree Completion at a Community College - Brenda Payne, University of Toledo; Snejana Slantcheva-Durst, University of Toledo; David Dueber, University of Toledo; Michael D. Toland, University of Toledo

Has the Relationship Between College Readiness Measures and Developmental Course Placement Changed in Recent Years? - Edgar I. Sanchez, ACT, Inc.

Understanding the Rutgers University Student Body Through the Lens of the Test-Required vs. Test-Optional Policy Debate - Ting Wang, Rutgers University; Lisha Jiang, Rutgers University; Eduardo Molina, Rutgers University