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How Teachers and Leaders Can Become Culturally Sustaining Educators: A Study of a Learning Progression - Shannon M. Calderone, Washington State University; Dustin Sonny James Van Orman, Western Washington University; Yuliya Ardasheva, Washington State University - Tri Cities; Golrokh Maleki, Washington State University; Shenghai Dai, Washington State University; Yun-Ju Hsiao, Washington State University - Tri-Cities; Sarah L. Newcomer, Washington State University - Tri-Cities; Oluyemisi Ajoke Oloniyo, Washington State University
Same Storm, Different Boat: Student Homelessness Amid Natural Disaster - Mai Zaru, Southern Methodist University; Cheyenne Phillips, Southern Methodist University; Shanae Neal, Southern Methodist University; Shanea Neal, Southern Methodist University; Meredith Paige Richards, Southern Methodist University; Kessa Roberts, Clemson University; Alexandra E. Pavlakis, Southern Methodist University
The Tassel Is Worth the Hassle: Case Study of Students Experiencing Homelessness Graduating High School - Martha L. Crockett, College of William & Mary; James H. Stronge, College of William & Mary; Patricia A. Popp, College of William & Mary
Inclusive Justice for Students With Severe Disabilities in Azerbaijan - Zorka Karanxha, University of South Florida; Ulviyya Tofiq Mikayilova, ADA University; Lalakhanim Orujova, University of South Florida
Crisis, Repair, Remedy: A Collaborative Autoethnographic Exploration of School Leadership/Community Through a Humanist Lens - Nicola Sum, Monash University; Reshmi Lahiri-Roy, Federation University Australia; Wilma Culton, Department of Education Victoria; Helen Koziaris, Department of Education Victoria; Edward Strain, Department of Education Victoria; Lisa Gough, Department of Education Victoria
Assessing Needs and Sense of Belonging in an Emerging Environmental Data Science Community - Megan K. Littrell, University of Colorado - Boulder; Anne Gold, University of Colorado - Boulder; Emily Ward, University of Colorado - Boulder; Nathan Quarderer, University of Colorado - Boulder; Susan Sullivan, University of Colorado - Boulder; James Rattling Leaf, University of Colorado - Boulder; Jennifer Balch, University of Colorado - Boulder
Critical Consciousness and Transformational Learning: Exploring Ongoing Identity Development - Jordana Simmons Berwise, Rowan University; Shelley Zion, Rowan University; Dorothy Shapland Rodriquez, Metropolitan State University of Denver; Gabrielle A. McAllaster, Rowan University; Charles A. Barnes, Rowan University; Erica Watson Brown, Rowan University; Nirmala Narayan, The George Washington University; Crystal Hutchinson, Rowan University
Liberatory Love: Exploring Educators’ Perspectives in Alternative Education - Kamala Mallipudi, University of San Diego; Rebekka J. Jez, University of San Diego
Learning, Unlearning, and Relearning: Reflections From Year 3 of a Multi-Year Research Grant - Danielle Lamb, University of British Columbia - Okanagan; William A. Cohen, University of British Columbia - Okanagan; Margaret A. Macintyre Latta, University of British Columbia - Okanagan; Desiree Marshall-Peer, Langara College
Case Studies of Democratic School Leaders: Repairing and Remedying Oppressive Notions of Schooling - Mary John O'Hair, University of Kentucky; Ulrich C. Reitzug, University of North Carolina - Greensboro
Agential Learning in a Collective Society: Bridging Cultural Historical Activity Theory and Critical Theory - Aukeem A. Ballard, University of California - Berkeley; Tadashi Dozono, California State University - Channel Islands
“See the World the Way We Do”: Understanding Trust for Youth in Foster Care - Deborah A. Perez, University of Miami; Wendy Morrison-Cavendish, University of Miami; Kele Marcia Stewart, University of Miami; Nastasia Schreiner, University of Miami
Critical Ethnographic Action Research and Transforming Teacher Identities in the U.S. and Mexico - Isauro M. Escamilla, San Francisco State University; Daniel Meier, San Francisco State University
A Comparative Ethnographic Narrative of Transcultural Teacher Development and Teacher Acculturation - Edward R. Howe, Thompson Rivers University
Transnational Journeys: Exploring the Gendered Dimensions of Teacher Migration - Esra Bozkurt, University of California - Santa Cruz
Effective Professional Development Characteristics From the Perspectives of Professional Development Coordinator, Facilitator, and Participants - Busra Sumeyye Kurutas, University of Delaware; Serkan Ozel, Bogazici University; M. Sencer Corlu, Oslo Metropolitan University
Supporting Struggling Learners Through Think-Alouds in Elementary Mathematics - Gurpreet Sahmbi, University of Toronto - OISE; Cathy Marks Krpan, University of Toronto - OISE
Supporting Teachers to Sheltered Instructional Practices Through an Intensive Professional Development Program - Cody T. Williams, Western Michigan University; Maria Selena Protacio, Western Michigan University; Virginia David, Western Michigan University
Language Policy and Inequality: Analyzing the Discriminatory Impact of Educational Mediums in Bangladesh - Shahin Hossain, University of Maryland - Baltimore County; Shapla Khanam, HELP University
Pervasive Segregation, Unequal Investments, and Disparate Outcomes: A Call to Policymakers and Advocates for Reform - Kim Strong, University of Colorado Boulder
Researching Nested Influences: Remedying Inequities and Renewing Educational Success for Alabama Children - Yan Dai, Tuskegee University; Li Zhou, Auburn University
When School Voters and School Users Differ - Anna Deese, University of Colorado - Boulder
Analyzing High-Impact Tutoring Effectiveness: Tools, Strategies, and Outcomes From Colorado - Spencer Ellis, University of Denver; Jason Godfrey, Harvard University
Finding the Right Dosage: An Implementation Analysis of Virginia’s “ALL In” Policy - Chawrdi Elliott, Spotsylvania County Public Schools; Jason Saltmarsh, Old Dominion University; Jay Paredes Scribner, Old Dominion University
High-Dosage Elementary Mathematics Tutoring: Impact, Implementation, and Cost-Effectiveness of Two Models - Helen Rose Miesner, University of North Carolina - Chapel Hill; Heeran Park, University of North Carolina - Chapel Hill; Douglas L. Lauen, University of North Carolina - Chapel Hill; Eric A. Houck, University of North Carolina - Chapel Hill
Is High-Dosage Tutoring Going to High-Needs Students? - Nicole Carmichael, State of Delaware; Jason Godfrey, Harvard University
The Promise of High-Impact Tutoring: A Case Study of a Statewide Tutoring Initiative - Carrie Anna Courtad, Illinois State University; Christy Borders, Illinois State University; Jeongae Kang, Illinois State University; Steven B. Mertens, Illinois State University; Erin Quast, Illinois State University; Shengtian Wu, Illinois State University; Jeffrey E. Barrett, Illinois State University; Grace Yun Kang, Illinois State University
Building Trust and Disrupting Power Structures: A Racially Diverse Research-Practice Partnership in Pursuit of Justice - Lindsey J. Kaiser, University of Maine
From Data to Decisions: Rethinking Classroom Observation Metrics for Effective Education Reform in Punjab, Pakistan - Farah Nadeem, Lahore University of Management Sciences; Jessica C. Albrent, Lahore University of Management Sciences; Mehak Fatima, Lahore University of Management Sciences; Yassal Arif, Lahore University of Management Sciences; Sana E. Zahra, Lahore University of Management Sciences; Areej Mahmood, Lahore University of Management Sciences
The Promise of Synthetic Estimation Techniques in Credibly Examining the Impact of Equity-Focused Educational Programs - Tafadzwa Tivaringe, Spencer Foundation