Adriana I. Martinez Calvit, University of Missouri - St. Louis

Addressing Ahistorical Contextual Understanding: Using TPACK 3.0 and Inquiry-Base Learning to Facilitate Engagement - Robert S. McElroy, Ivy Tech Community College; Sheron A. Fraser-Burgess, Ball State University

A Meta-Analytic Review of Social Studies Intervention for Secondary Students’ Learning - Sungyoon Lee, Middle Tennessee State University; Michael R. Williams, Texas A&M University; Marianne Rice, University of Tennessee; Kausalai K. Wijekumar, Texas A&M University

Following Their Teacher’s Lead: Social Norms and Framing Influence Student Participation Patterns in Small-Group Discussions - Kevin Fulton, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Michael Glassman, The Ohio State University; Eric M. Anderman, The Ohio State University

Teacher Definitions of Inquiry in Action: Instruction and Learning in Elementary Social Studies Classrooms - Alexa M. Quinn, James Madison University

The Social Studies Discourse Instrument: Validating an Observation Tool for Social Studies Classroom Discussions - Lightning Jay, Binghamton University - SUNY; Abby Reisman, University of Pennsylvania; Timothy Patterson, Temple University; Wendy Chan, The University of Pennsylvania; Jenni Conrad, Oregon State University

Sara E. Tomek, Baylor University

Preschooler’s Planning Time on Problem-Solving Performances Across Different Task Difficulties: Insights From Mobile Log Data - Surina He, University of Alberta; Okan Bulut, University of Alberta; Ying Cui, University of Alberta

Longitudinal, Repeated Measures in Multisite Partially Nested Experiments: Estimation, Inference, and Power - Yanli Xie, Florida State University; Benjamin Kelcey, University of Cincinnati; Wei Li, University of Florida; Fangxing Bai, Montana State University

Factored Regression Approach for a Continuous Non-Normal Incomplete Predictor - Jiwon Kim, Northwestern University; Suyoung Kim, University of Chicago

Maximum Likelihood Estimation of Non-Normal Random Effects and Random Errors in Nonlinear Random Effects Models - Yue Zhao, University of Minnesota; Nidhi Kohli, University of Minnesota

Detecting Overdispersion in Discrete Data - Nivedita Bhaktha, Indian Institute of Technology Kanpur; Ann A. O'Connell, Rutgers University; Latif Kadir, The Ohio State University

Kristin Lesseig, Washington State University - Vancouver

Impacting Preservice Teachers’ Responses to Mathematics Classroom Videos - Tiffany Reyes-Denis, University of Illinois at Urbana-Champaign; Shereen Oca Beilstein, University of Illinois System; Hana Kearfott, University of Illinois at Urbana-Champaign; Kate Curry, University of Illinois at Urbana-Champaign; Cheryl Moran, University of Chicago; Meg Bates, University of Illinois System; Joseph R. Cimpian, New York University; Michelle Perry, University of Illinois at Urbana-Champaign

Modularizing Understanding: How Teacher Candidates Integrate Modularized Content in Elementary Math Methods - Hallie Parten, University of Virginia; Katie Waddell, Gannon University; Julie Jackson Cohen, University of Virginia; Lynsey K. Gibbons, University of Delaware

Scaffolding Teachers’ Collaborative Work Online: Supporting Reflective Practice for Student-Centered Teaching - Valerie Klein, Drexel University; Wesley Shumar, Drexel University

Teachers' Understanding of Multilingual Learner Mathematics Instruction Within a Burgeoning Community of Practice - Margarita Anahi Rodriguez, University of California - Santa Barbara; Sarah Ann Roberts, University of California - Santa Barbara; Royce Olarte, University of California - Santa Barbara; Grace Rincon Garcia, University of California - Santa Barbara; Sasha Zepeda, University of California - Santa Barbara; Nurgul Isik, University of California - Santa Barbara

Julie Bell, University of Nebraska - Omaha

The Potential of AI Chatbots in Enhancing Lesson Planning in K-12 Education: Insights From Practicum-Experienced Teaching Graduate Students - Wenxuan Cai, University of Toronto - OISE; Jim Hewitt, University of Toronto - OISE

The Impact of GenAI Integration on K-12 English Teachers' TPACK Development - Zhihui Zhang, Chinese University of Hong Kong; Qiuhua Feng, University of Hong Kong; Thomas K.F. Chiu, The Chinese University of Hong Kong; Scott Aubrey, The Chinese University of Hong Kong

Artificial Intelligence (AI) Supports the “What” of Lesson Planning But Is Missing the “How” - Chris Wilcoxen, University of Nebraska - Omaha; Amanda Steiner, University of Nebraska - Omaha; Julie Bell, University of Nebraska - Omaha

Sheila R. Vaidya, Drexel University

Reasons to Be Cheerful: Why Teachers Stay Despite the Challenges - Christopher W. Day, University of Nottingham; Wanyue Chen, University of Nottingham

The Good, the Bad, the Exclusionary: Experiences That Foster and Hinder Teachers’ Sense of Belonging - Peter Bjorklund, University of California - San Diego; Jennifer Karnopp, San Diego State University

Exploring Why Teachers Enter, Stay, Move Around, and Leave the Profession - Abigail Bowling, University of York

Annie N. Han, Stanford University

Leader Self-Efficacy, Emotional Intelligence, Years of Experience, and Transformational Leadership of PA (Physician Assistant) Program Directors - Violet Kulo, University of Maryland - Baltimore

Enhancing Pathways to Allied Health Careers: Evaluating the Impact of an Undergraduate Mentorship Academy - Mojtaba Khajeloo, University of Memphis; Mary Randolph-Frye, University of Memphis; Carolyn R. Kaldon; Chermale Casem, University of Tennessee - Memphis

Pediatric Physicians’ Perceptions of Their Professional Identity as Medical Educators - Livat Eshchar-Netz, Technion - Israel Institute of Technology; Tali Aderet-German, Independent Researcher; Dafna Meitar, Mandel Leadership Institute; Daniella Magen, Technion Israel Institute of Technology

Rebecca Ratliff Fredrickson, Texas Woman's University

Cultivating Equity-Focused Professional Vision: Case-Based Pedagogy in Preservice Teacher Education - David E. Bair, Grand Valley State University; Mary Antony Bair, Grand Valley State University

E Hoʻi i ka Piko: Recentering Teacher Preparation Using Culturally Sustaining and Revitalizing Pedagogy - K. ʻAlohilani HN Okamura, University of Hawai‘i at Manoa; Kirsten K. N. Mawyer, University of Hawai‘i at Manoa

Exploring Bilingual/ESL Preservice Teachers’ Sensemaking in Knowledge Co-Construction as Enacted During Computer-Mediated Classroom Discussion - Hannah Park, University of Wisconsin - Madison; Jiaxuan Zong, University of Maryland

Potential for Building Resilience in Teacher Education Through Strategies Used in Physical Education Teacher Education - Shannon C. Mulhearn, Lander University; Pamela H. Kulinna, Arizona State University

Preparing Secondary Science Preservice Teachers Through TeachLivE to Support English Learners in Communicating Science Ideas - Kelsey Ginori, California Center for Construction Education; Su Gao, University of Central Florida; Vicky I. Zygouris-Coe, University of Central Florida; Joyce Watson Nutta, University of Central Florida

Ayanna F. Brown, Erikson Institute

Institutional Servingness: Establishing an Assets-Based Approach for Aspiring Latinx/e Educators - Kate Spence, Fairleigh Dickinson University; Irene Oujo, Fairleigh Dickinson University; Mutiara Mohamad, Fairleigh Dickinson University; Patty Keefe Durso, Fairleigh Dickinson University

“Because They’ve Had To”: Unpacking Resistance to Critical Self-Reflection for Preservice Teachers of Color - Kelly Gavin Zuckerman, Bryn Mawr College

Exploring Indian Teacher Candidates’ Sensemaking of Sustainable Energy Education - Arya Karumanthra, Indiana University; Gayle A. Buck, Indiana University

Latinx Teacher Candidates' Emotions and Emotional Labor During Linguistically Responsive Instruction - Kathryn I. Henderson, University of Texas - San Antonio; Kristen Lindahl, University of Texas - San Antonio; Christian Fallas-Escobar, Universidad Nacional de Costa Rica; Bedrettin Yazan, University of Texas - San Antonio

Promoting Agency and Advancing Linguistic Justice in Teacher Education Through Participatory Design Processes - Gavin Tierney, California State University - Fullerton; Alison G. Dover, California State University - Fullerton; Fernando Rodriguez-Valls, California State University - Fullerton

Hefer Bembenutty, Queens College - CUNY

Toward Decolonial Social-Emotional Learning (SEL): Teachers’ SEL Practices for Refugee Background Diasporic Students - Hannah Kim, University of Colorado - Boulder

Trauma-Informed Practices in Action: A Narrative Analysis of Holistic Implementation for Enhanced Student Support - Kathryn S. Young, Metropolitan State University of Denver; Ofelia Castro Schepers, Purdue University; Megan Brennan, Resilient Futures

Education Renewal and Remedy: How Elementary Teachers Address Social Issues - Matthew Odebiyi, Arizona State University; Marsha E. Simon, Valdosta State University; Fredrick Kofi Ayirah, Arizona State University

Jawanza Kalonji Rand, Teachers College, Columbia University

Fostering Criticality in Surveilled Spaces: Teacher Educators Navigate Policy Implementation Through Collaboration and Course Design - Kristen Driscoll, University of Illinois at Urbana-Champaign

Language-in-Education Challenges: Examining Ghana's National Literacy Acceleration Program From Multiple Perspectives - Gilbert Ansah, West Virginia University

No Accountability for Accountability: Literacy for Sale - Heather L. Dunham-Roth, University of Louisiana at Lafayette; Jin Lee, University of Louisiana at Lafayette

The Paranoid Politics of Curricular Narrowing: Policy Erasure as Gendered Racial Exclusion - Andrew Stein, Northwestern University

Reducing Chronic Absenteeism: Lessons From Community Schools - Emily Germain, Learning Policy Institute; Laura E. Hernandez, Learning Policy Institute; Sarah L. Klevan, Learning Policy Institute; Rebecca S. Levine, University of California - San Diego; Anna Maier, Learning Policy Institute

Typologizing Truancy Policy: A Cross-State Critical Analysis of Truancy Policies Using Mixed Methods - Ericka S. Weathers, University of Pennsylvania; David Loeb, University of Pennsylvania; Rebecca Rock, American Educational Research Association

What Works to Reduce Student Absenteeism? A Systematic Review - Michael A. Gottfried, University of Pennsylvania; Vi-Nhuan Le, NORC at the University of Chicago; Philip Kim, University of Pennsylvania

Daniel Hamlin, University of Oklahoma

The Transformative Tutoring Initiative – A University-led Regional Model of High Impact Tutoring - Stacy Reeder, University of Oklahoma; Cristina Moershel, University of Oklahoma

Saga Education – A Non-Profit Model for National Expansion of High Impact Tutoring - Alan Safran, Saga Education; Tom Fischaber, Saga Education

Stanford’s National Student Support Accelerator – A University-based Model for Advancing High Impact Tutoring Nationwide - Amanda Lu, Georgetown Public Policy Institute

Oklahoma Math Tutoring Corps – A State-level Virtual Model of High Impact Tutoring - Anthony Purcell, Oklahoma State Department of Education

Hanna Melnick, Learning Policy Institute

California’s Universal PreK Expansion: Addressing Emerging Research Needs - Victoria Wang, Learning Policy Institute; Hanna Melnick, Learning Policy Institute; Melanie Leung-Gagné, Learning Policy Institute; Abby Christine Winer Schachner, Learning Policy Institute; Cathy Yun, Learning Policy Institute; Marjorie Wechsler, Learning Policy Institute; Emma García, Learning Policy Institute

Tackling Fragmentation Through Unification and Data Systems: A Research-Practice Partnership in Louisiana - Anna J. Markowitz, University of California - Los Angeles

Using Large-Scale Data to Inform ECE Policy: Highlights of Virginia’s Research Practice Partnership - Kate Miller-Bains, University of Virginia; Anna J. Markowitz, University of California - Los Angeles; Daphna Bassok, University of Virginia

A Statewide Evidence-Based Decision-Making Model that Informs Colorado’s Early Learning Investments - Whitney A. LeBoeuf, Colorado Evaluation and Action Lab; Diana Schaack, University of Colorado - Denver

Alvera McMillan, Louisiana State University

A Comprehensive Needs Assessment to Support the Development of an SEL-Focused After-School Program - Manisha Naresh Nagpal, Duquesne University; Niru Sankhala, Duquesne University; Jessie Goicoechea, Duquesne University

Contextualizing Social-Emotional Learning Within the Lives of Black Adolescents - Jennifer R. Renick, Michigan State University; Amanda Hasselle, Rhodes College; Jalen Gales, University of Memphis; Breanna Jade Moss, University of Memphis; Susan E. Elswick, University of Memphis

Crafting Care in High Schools: Findings on Student Social-Emotional Well-Being - Kate Kennedy, University of Cincinnati; Jeff Walls, University of Iowa

Empathy Unveiled: The Impact of Item and Student Characteristics on Empathy Skills in Turkish Adolescents - Munevver Ilgun Dibek, TED University; Seher Yalcin, Ankara University; Cansu Ayan, Ankara University; Neslihan Guney Karaman, Ankara University

Well-Being Indicators, Frameworks, and Taxonomies in Education - Luofan Shu, Graduate Center - CUNY; Anastasiya A. Lipnevich, City University of New York

Jessica Whitelaw, University of Pennsylvania

Authentic and Equitable Literacy Assessments With and for Diverse Youth - Jen McLaughlin Cahill, University of Pennsylvania; Chantal Francois, Towson University

Empowering Writing Voices: Investigating the Impact of Dialogic Conversation on Students' Writing Agency and Identity - Kristen Walsh, Northern Illinois University

“Structure Completely Altered My Approach”: Teacher Research on Adaptations to a Yearlong Inquiry Project - Erin Nerlino, Clark University