George L. Wimberly, American Educational Research Association

Individual and Institutional Anti-Racism at a Predominantly White Independent School - Nerisa Arias, Fordham University; Clarence Ball, Fordham University; Dorcas Boateng Asa-Ntow, Fordham University; Jane Bolgatz, Fordham University; Graham Johnson, Fordham University; Jazlyn Mary Mena, Fordham University; Lindsay Rosoff, Fordham University; Shanna Silien, Fordham University

Naming Our Priorities: Centering Justice and Anti-Racism in Teacher Education Curriculum - Vanessa Nizeyimana Louis, University of Michigan; Debi Khasnabis, University of Michigan; Meri Tenney Muirhead, University of Michigan; Maren Elyse Oberman, University of Michigan

Reflexive Praxis and Transnational Habitus: Narratives of Identity, Transformation, and Ideological Clarity in Teacher Education - Lei Jiang, University of Kansas; Shuzhan Li, Ithaca College; Wenyang Sun, University of Utah

The Affective Life of Whiteness: Researcher Reflections on Professional Learning Interactions - Elizabeth Metts, Vanderbilt University; Karen Underwood, Vanderbilt University

Creating Space for EFL Teachers’ Engagement with AI: A Nudge-Based Experimental Study - Jiani Rong, East China Normal University; Shuangye Chen, East China Normal University

Cultivating Hope through Professional Learning Communities in Rural Elementary Schools - Nien-ching Michelle Chuang, National Pingtung University; Yating Lee, National Pingtung University; Yi-Ku Ting, University of Taipei; Su-Ching Lai, University of Taipei

Enhancing Teacher Professional Development through Knowledge Building and Generative AI-Based Assessment for STEM Lesson Design - Cing-Sin Lin, National Chengchi University; Guo-Tsai Hung, National Taichung University of Science and Technology; Chih-Hsuan Chang, National Kaohsiung University of Science and Technology; Mei-Ju Chen, National Tsing Hua University; Huang Yao Hong, National Chengchi University

Fostering Positive Emotions: The Impact of Teacher’s Extrinsic Emotion Regulation on Student Learning - Yanan Xu, Xi'an Jiao Tong Liverpool University; Qian Wang, Xi'an Jiaotong-Liverpool University; Haibo Gu, Soochow University

How do teacher emotions affect teaching approaches? The mediating role of aspiration and depersonalization - Jing Wang, Zhejiang University; Shufei Xiong, 浙江大学

Invention and Revision: Our DBR Journey in Iteratively Designing Professional Development for College Composition Instructors - Carrie L. James, University of Illinois at Urbana-Champaign; Weronika Kaczmarczyk-Smith, University of Illinois at Urbana-Champaign

“Like a Family Reunion”: Cultivating Bonding, Bridging, and Instrumental Ties Among Math Educators of Color - Fenot Aklog, Bank Street College of Education; Yeonji Kang, Bank Street College of Education; Hanna Nichols, Bank Street College of Education; Paula Lee Poy, Bank Street College of Education; Tarima Levine, Bank Street College of Education

Making an Impact in Teacher Education for Sustainable Development through an In-service Professional Development Program - Mustafa Öztürk, Boğaziçi University

Taking the Parent Perspective in Teachers’ Professional Development Discourse in the Bedouin Society - Hadeel Omar Edrees Dabbah, Ben-Gurion University of the Negev; Dana Vedder-Weiss, Ben-Gurion University of the Negev; Idit Fast, Ben-Gurion University of the Negev; Haled Sayed, Ben-Gurion University of the Negev

Teacher Professional Learning to Support Multilingual Learners in Engineering Education - Meghan Macias, WestEd; Ashley Iveland, WestEd; Ruchita Patel, WestEd

Teachers’ perceptions of professional learning and the associated factors 1-5 years after participation - Olivia J Bruner, Arizona State University; Kiley Pooler, Arizona State University; Karen A. Koellner, Arizona State University; Nanette M. Seago, WestEd; Nicora Placa, Hunter College - CUNY; Sarah Warner, WestEd

The Construction of Infant/toddler Teachers' Professional Learning Community in the Chinese Context: Dilemmas and Strategies - Dejin He, East China Normal University

The Virginia New Teacher Support Program - Mary Beth Cancienne, James Madison University

Transforming Teachers’ Ideology and Practice towards Multilingual Learners: Knowing My Students is Knowing Myself - Annette M. Daoud, California State University - San Marcos; Ana M. Hernandez, California State University - San Marcos; Elsie Solis, California State University - San Marcos; Alma Sanchez, California State University - San Marcos

PLCs' Contribution to Homeroom Teachers' Coping and Resilience During Wartime. - michal hanouka, Tel Aviv University; Hila Vaitzman Ben David, Hemdat HaDarom College of Education; Stav Ziv, Tel Aviv University; Sharon Wasserman, Atchalta (Professional Development Program for Educators)