George L. Wimberly, American Educational Research Association

Contested Terms: Social Justice Teacher Educator’s Work in California - Mayeen Quader, University of California - Riverside; A. Lin Goodwin, Boston College

Developing Teacher Leadership: - James Coaxum, Rowan University; Matthew J. Stier, University of Iowa; Margaret Thornton, Rowan University; Gaëtane Jean-Marie, Rowan University; Joanne Connor, Rowan University; David Lindenmuth, Rowan University; JoAnn B. Manning, Rowan University; Magdalena Martinez, Rowan University

Innovative Solutions: Can a school redesign project support educators in becoming agents of change? - Emily Anne Lyons, Springfield College

Personal, Proxy, and Collective: The Different Ways Creative Agency Develops to Support Teacher Flourishing - Ross C. Anderson, Creative Engagement Lab; Kendall LaParo, Research for Action; Gregory Boldt, University of Saskatchewan

“We Were Ready. . . But Not for This”: Novice Teachers Reclaiming Purpose Through Critical Professional Learning - Brianna C. Connors, University of South Florida; Amanda M. Mirabella, University of North Carolina Asheville

Cultivating Critical Love with Preservice Teachers through Stories of Names, Identity, and Belonging - Shuling Yang, University of Maryland - Baltimore County

Culturally Responsive Teaching and Difference: Possibilities for Innovating Praxis for Teachers of Immigrant Youth - Nicole Richardson, University of Minnesota

Digging Deeper: Preservice Teachers Attitudes Towards Ungraded Multimodal Portfolio Assessments in a Teacher Education Program - Amrit Kaur Cojocaru, Simon Fraser University; Shaghayegh Bahrami, Simon Fraser University; Pooja Dharamshi, Simon Fraser University

Fostering Social-Emotional Learning in Teacher Education: Experiences from a Novel culturally adapted SEL Course - Eman Abu-Hanna Nahhas, Oranim Academic College of Education and Gordon College; Hanadi Abu Ahmad, Academic Arab College of Education in Israel

One Hundred Little Fires: How Oakland’s Cultural-Historical Landscape Shapes a Special Educator’s Pedagogy - Chris Emanuel Plantinos, Stanford University

Playing with Power: Silence, Supervision, and the Fracturing of Culturally Relevant Curriculum in Indigenous Teacher Preparation - Kristopher M. Goodrich, University of New Mexico; Heather Sands, University of New Mexico

Shifting from Individualism to Community Collaboration: Advancing Humanizing School Ecosystems through Emergent Strategies in Educatio - Keisha McIntosh Allen, University of Maryland; Kyla Thomas, University of Maryland - Baltimore County; Sakeena Everett, University of Connecticut; Kindel Turner Nash, Appalachian State University

Situating Teacher Education within Multicultural and Global Context – Lessons Learned from Comparative Case Studies - Huanshu Yuan, Marshall University

Teachers’ Culturally Responsive Teaching Self-Efficacy on the Math Achievement of English Language Learner (ELL) Students - Jaylene Patterson, University of Kentucky; Olukemi Olubunmi Kolawole, University of Kentucky; Shannon O. Sampson, University of Kentucky

Teaching STEM in Ghana: How Cultural and Gender Norms Shape Classroom Equity - Martin Ako, McGill University

Cracking the Code: Essential Predictors of Receptivity to Instructional Feedback in Higher Education - Basak Calik, Istanbul Medeniyet University

Exploring the relationships between classroom assessment tasks and formative assessment practices in English classes - He Yang, City University of Macao; Sihui Yu, City University of Macao; Yiran Miao, Chengdu University of Information Technology

Rethinking Assessment for Well-Being: Global Expert Insights on the Classroom Assessment and Student Well-Being Connection - Sumaiya Chowdhury, Queen's University; Christopher DeLuca, Queen's University - Kingston; Michelle J. Searle, Queen's University - Kingston

Students’ Emotions in Educational Assessment: Insights from Social Media Big Data - Amir Rasooli, National Institute of Education - Nanyang Technological University; Farhan Ali, Nanyang Technological University - National Institute of Education; Joenathan Halim, Nanyang Technological University

AI Predicting Lesson Plans: The Influence of Teacher and Textbook - Maya Bialik, Boston University; Pelin Jackson, Boston University; Leslie Dietiker, Boston University

A Mixed Methods Case Study on Enhancing CS Knowledge and Coding Skills in Elementary Students - Fatema Nasrin, University of Alabama; Jihane Amayou, University of Alabama; Idowu David Awoyemi, University of Alabama; Parastoo Abedini, University of Alabama; Vahid Mousavi, University of Alabama; Mohammad Mohi Uddin, University of Alabama; Feiya Luo, University of Alabama; Amy C. Hutchison, University of Alabama

Digital Tools, Real Voices: What Teacher Candidates Say About Seesaw in Early Childhood Contexts - Gui Ying Annie Yang-Heim, Illinois State University; Xi Lin, East Carolina University

Pre-service Teachers Learn Life Cycles through Augmented and Virtual Reality: A Case Study - Christelle Fayad, Texas Christian University; Richard Curby Alexander, Texas Christian University; Hayat Hokayem, Texas Christian University