Bridging Perception and Physiology in Elementary Science Classrooms: Investigating Cognitive Reengagement Using fNIRS and Behavioral Metrics Following Classroom Interruptions - Richard Lamb, University of Georgia; Caitlin Volante, Vanderbilt University; Viviane Ito, University of North Carolina - Chapel Hill; Lindy Hernandez, Pennsylvania State University; Ashley Anderson, Intuit

Classroom Implementation of an Online Science Modeling Environment that Provides AI-Driven Feedback to Student Drawings - Natalie Brezack, WestEd; Wynnie Chan, WestEd; Jenna Grady, WestEd; Mingyu Feng, WestEd

Digital Tools as Bridges: A Systematic Review of How K 12 Science Teachers Connect Students’ Lives to Disciplinary Science - Mike Frazier, Michigan State University; Garam A. Lee, Michigan State University; Qiyang Lin, Michigan State University; Jingwen He, University of North Texas; Ryan LeVault, Virginia Commonwealth University; Singith Nuwanga Perera, Virginia Commonwealth University; Christine Lee Bae, Virginia Commonwealth University; Kui Xie, University of Missouri

Exploring the Domain of AI - Driven Applications in Science Education: An Umbrella Review - Yi Zheng, Hangzhou Normal University; Yumeng Zhu, Zhejiang University; Dan Sun, Hangzhou Normal University

Multimedia’s Influence on Children’s STEM Experiences: A Bridge from School to Home and Back Again - Kelly Houle, University of Rhode Island; Sara Sweetman, University of Rhode Island

Technology-enhanced hands-on inquiry in the rural science classroom: Effects on physical knowledge and scientific performance - Fan Chen, University of Hong Kong; Gaowei Chen, University of Hong Kong

The Effect of Virtual Reality on Chemistry Laboratory Anxiety and Self-Efficacy - Yanyan Zong, University of Southern California; Rebecca Broyer, University of Southern California; Shalini Ramachandran, Loyola Marymount University; Sheree Fu, California State University - Los Angeles; Steven Cutchin, Boise State University; Erika A. Patall, University of Southern California; Cecilia Zurita Lopez, Chapman University

Comprehension instruction in five “high-quality” core reading programs - Peter Dewitz, Mary Baldwin College; Michael Crusco, Virginia Commonwealth University; Savannah Campbell, Scholastic Inc.; Lynn Baker, University of Delaware

Elementary and secondary teachers’ disciplinary literacy practice: Comparisons and contrasts - Patrick Burke, Dublin City University

Elementary Teachers’ Perceptions of Their Literacy Instruction and Curriculum - Yuzi Gao, University of North Carolina - Chapel Hill; Courtney Hattan, University of North Carolina - Chapel Hill

Examining Differences in Word-Solving Actions when Reading Decodable and Leveled Text - Tracy Johnson, University of Indianapolis; Maxiel Abreu-Leon, University of Indianapolis

Geospatial Modeling of Science of Reading Policy Adoption: What matters where? - Elizabeth Thorne-Wallington, Missouri Western State University

Promoting Reading Accuracy and Fluency Outcomes in Complex Texts for Struggling Readers: A Comparison - Jake Downs, Utah State University; Kristin Conradi Smith, College of William & Mary; Elfrieda H. Hiebert, TextProject

Resisting the Summer Slide: A Pilot Evaluation of Brilliant Storytellers for Summer Literacy Development - Sydney Katherine Johnson, Ball State University; Kathrin Maki, University of Florida; Lisa DaVia Rubenstein, Ball State University

The Impact of an Orton-Gillingham-Based Reading Program on Special Education Students’ Reading Outcomes - Norman P. Gibbs, Mesa Unified School District; Margarita Pivovarova, Arizona State University; Jesse Fleming, Arizona State University; Andrew J. Stefanko, University of Wisconsin - Whitewater

Turning the Page: Teachers’ Text Selection for Small Group Reading Instruction - Lisa Cortez Hendricks, Michigan State University; Tanya S. Wright, University of Michigan

Empowering Teacher Efficacy through Structured Professional Development: Advancing Literacy Equity in Low-SES Classrooms - Joy Watson, University of Louisiana at Lafayette; Amanda S. Mayeaux, University of Louisiana at Lafayette; Tarrah C Davis, University of Louisiana at Lafayette; Latasha Shuford Holt, University of Louisiana at Lafayette

The Development and Validation of a Formative Oral Reading Assessment for The Early Grades - Emily M. Rodgers, The Ohio State University; Jerome V. D'Agostino, The Ohio State University

Boosting Screening Efficiency in Research Synthesis with Text Mining and Machine Learning - Xiyu Wang, Purdue University; Yukiko Maeda, Purdue University

Enhancing Research Synthesis Efficiency through Transparent AI-Powered Data Extraction - Xiyu Wang, Purdue University; Yukiko Maeda, Purdue University; Hua-Hua Chang, Purdue University

Current Landscape of Professional Development of Teachers’ Capacity for Computing Education: A Systematic Literature Review - Xiaoxia A. Newton, University of North Carolina - Charlotte; Zhi Li, University of Illinois College of Medicine Rockford; Yi Wang, Purdue University; Beth Auten, University of North Carolina - Charlotte

Enhancing Meta-Analyses with LLM-Assisted Literature Screening: A Case Study on AI-STEM Education and Critical Thinking - Xuechun Wang, The Chinese University of Hong Kong; Alan C. K. Cheung, The Chinese University of Hong Kong

Individual Participant Data Meta-Analysis of Single-Case Experimental Design Data: A Monte Carlo Simulation Study - Yukang Xue, University at Albany - SUNY; Mariola Moeyaert, University at Albany - SUNY

Knowledge, Equity, and Evolution in Educational Administration Research: A Review of 22,000 Articles (1920-2025) - Aziz Awaludin, University of Wisconsin - Madison; Saiful Falah, Institut Ummul Quro Al-Islami Bogor

The Hidden Variable: Socioeconomic Status as a Predictor of Standardized Admissions Assessment Performance - A Meta-Analysis - Kiya Ma, University of Kansas

Designing for Self-Regulation: A Systematic Literature Review of Metacognitive Prompts in Technology-enhanced Learning - Shiyang Zhang, University of Pennsylvania; Xianghui Meng, Columbia University

Academic Burnout in Chinese College Students: Insights into Gender Differences Stress, and Self-Assessment - Jingyi Tang, Syracuse University; Yibo Cao, Peking University; Minqi Gao, Shanghai Normal University

College Student Adjustment from Pandemic Disruption to Post-COVID Recovery: Exploring Gender Differences, Self-Regulation and Attachment - Jill D. Salisbury-Glennon, Auburn University; Yan Dai, Tuskegee University; Chih-hsuan Wang, Auburn University

Current Trends in Teacher Knowledge, Beliefs, and Classroom Application of Self-Regulated Learning Strategies - Stephanie Greenquist-Marlett, Old Dominion University; Linda Bol, Old Dominion University

Examining How Professional Development Affects Teachers’ Knowledge, Beliefs, and Practices of Self-Regulated Learning - Stephanie Greenquist-Marlett, Old Dominion University; Claire Consadine, Old Dominion University; Linda Bol, Old Dominion University; Jordan Overton, Old Dominion University; Tian Luo, Old Dominion University

Listening to Music Boosts Students’ Homework Enjoyment, Focus, and Effort - Siena Adwere-Boamah, Knox College; Daeun Kim, Knox College; Mai Hasegawa, Knox College; Evan Elijah Morris, Knox College; Sasha Jeffries, Knox College; Jasmine Lerner, Knox College; Aaron Shinefield, Knox College; Leah Binzel, Knox College; Gabriela Orduña-Aparicio, Knox College; Dristi Shrestha, Knox College; Emily Lieder, Eberhard Karls Universität Tübingen

Profiling teachers' self-regulated learning teaching and their relationship with school support and professional well-being - Renjing Song, Shenzhen No. 12 Kindergarten; Guoguo Chen, Shenzhen No. 12 Kindergarten; Muxuzi Li, Shenzhen No. 12 Kindergarten; Jie Wu, Baicaoyuan kindergarten; Yang Guo, QingXiu kindergarten; Jing Li, The Chinese University of Hong Kong; Qiongqiong Wu, Shenzhen No. 10 Kindergarten

Reconceptualizing High-Impact Tutoring Through Self-Regulated Learning Principles: Enhancing Student Learning, Motivation, and Tutor Commitment - Sahar Wahidi, George Mason University; Anastasia Kitsantas, George Mason University; Roberto A. Pamas, George Mason University; Beth A. Hosek, George Mason University; Haley McKeen, George Mason University; Christine A Nardelli, George Mason University; Katelyn Scott, George Mason University

State-Trait Duality of Self-Efficacy in Mathematical Problem-Posing and Solving: Insights from Chinese Eighth Graders - QIMENG LIU, Beijing Normal University; Tianxue Cui, Dalian Maritime University; Jian Liu, Beijing Normal University

Uncovering Self-regulated Learning and Metacognitive Processing through Writing - LaVonda R. Walker, University of Central Florida; Michelle Taub, University of Central Florida; Joel Schneier, University of Central Florida; Sierra Outerbridge, University of Central Florida

Cognitive Diagnostic Modeling from Open Educational Game Data: A Cross-Domain Analysis in Science Learning - Jewoong Moon, University of Alabama

Characteristics of generated immediate feedback of teachers' improvisational decisions within agentic simulations to support mathematics instruction - Erin Barno, ETS

Assessing the Validity of Instructional Quality Ratings in a Virtual Reality-Based Teaching Simulation - Nico Klausner-Thimm, University of Potsdam; Yizhen Huang, University of Potsdam; Eric Richter, KU Eichstätt-Ingolstadt; Dirk Richter, University of Potsdam

Bridging and Reconstructing: Designing a Programming AI Agent to Optimize Learners’ Experience and Develop Programming Self-Concept - Haoming Wang, East China Normal University; Chengliang Wang, Australian Catholic University; Jinhua Shao, Anhui University of Science & Technology; Xianru Shang, Shaanxi University of Science and Technology; Teng Yu, Guangdong Polytechnic Normal University; Yupeng Lin, Tsinghua University

Entropy-Based Analysis of Teacher Adaptability in Generative AI Agents in 3D Teacher Simulations - Jewoong Moon, University of Alabama; Jieun Lim, Daegu National University of Education; Yunseo Lee, University of Wisconsin - Madison; Gyuri Byun, Seoul National University; Yeil Jeong, Seoul National University; Unggi Lee, Korea University

Digital Decisions: How Preservice Teachers Navigate TikTok, TPT, and More for Foundational Literacy Resources - Heather Dunham, Clemson University; Lindsey W. Rowe, Clemson University; Sarah E. Jerasa, Clemson University

Exploring EFL Teachers’ Media Literacy in Kazakhstan - Aigul Beibitkyzy Yeleussiz, Kazakh National Women Teacher Training University

Fostering Digital Citizenship: Preparing Pre-Service Teachers as Agents of Media Literacy - I-Shin Liu, National Sun Yat-sen University/Institute of Education; Yu-Hui Chang, National Sun Yat-sen University; Yen-Chen Chiang, National Sun Yat-sen University/Institute of Education

From Content to Critique: Exploring Preservice Teachers’ Media and Digital Literacy in Foundational Reading - Heather Dunham, Clemson University; Chelsea Elizabeth Prater Looper, Clemson University; Alexis Lawton, Clemson University; Katie McGee, Clemson University

Who talks about the future of learning? Examining media discourse of the inevitable GenAI in College teaching and learning - Yilun Jiang, Michigan State University

Finding Waldo, Missing Reflection: A Case Study in Critical Media Literacy in Teacher Preparation Programs - Bruno Halpern, Florida Gulf Coast University; Clarisse Halpern, Florida Gulf Coast University; Hasan Aydin, Florida Gulf Coast University

A Literature Review Tracing 60 Years of Research Questions on Black Men and Boys in Urban Education - Daniel J. Thomas, Texas A&M University; Marcus Wayne Johnson, Texas A&M University; John A. Williams, Texas A&M University

Celebrating 10 years of JULTR: Living Our Values as Urban Ed Stakeholders [The How is the What] - Jennifer L. Martin, University of Illinois at Springfield; Tabitha Messmore, Kent State University

Examining How STEM Interest and Family Support Predict Future STEM Aspirations for Underrepresented Minority Students - Jarrod G. Collins, Texas A&M University; Wisdom Yao Nudze, Texas A&M University; Jose Rosalio Palma, Texas A&M University

“No Love and That’s What I Fear”: Understanding Drill Music as Dialogic Expression for Black Youth - Kelly R. Allen, Augusta University; Ian Levy, Rutgers University; Edmund S. Adjapong, Seton Hall University

Systems, Suspensions, and Scores: Predicting Math Performance from Early School Experiences - Micayla Gooden, Texas A&M University; Aminah Crawford, Texas A&M University; Virginia S. Redwine Johnson, Texas A&M University