Characterizing Discourse Quality in Preschool Science Education: Toward an Observation Framework - Zhiyi Han, Chinese University of Hong Kong; Oi-Lam Ng, Chinese University of Hong Kong; Yongjia Yu, University of Hong Kong

Designing Effective Prompts for Eliciting Scientific Argumentation: A Systematic Review - Zhaoji Wang, University of Hong Kong; ZIPEI ZHU, University of Georgia; Yizhu Gao, University of Georgia; Jongchan Park, Arizona State University; Lihua Tan, University of Macau; Field Watts, Educational Testing Service; Lei Liu, Educational Testing Service; Xiaoming Zhai, University of Georgia

Illuminating Spatial Brilliance Through A Culturally and Linguistically Sustaining Approach to Formative Assessment - Shakhnoza Kayumova, University of Massachusetts - Dartmouth; Akira Harper, University of Massachusetts - Dartmouth; Esma Nur Kahveci, University of Massachusetts - Dartmouth

Integrating Disciplinary Literacy Strategies into Inquiry-based Middle School Science Instruction - Raju Ahmmed, University of Houston; Jie Zhang, University of Houston; Sissy S. Wong, University of Houston; Laveria Hutchison, University of Houston; Samuel Katende, University of Houston

Peer Interaction and Conceptual Development: A Multimodal Interaction Analysis - John Galisky, University of California - Santa Barbara

Piloting Case-Based Collaborative Learning in Secondary Health Science Classrooms: Insights from Teachers and Students - Meghan Ecker-Lyster, University of Kansas; Maya Rose Baughn, University of Missouri - Kansas City; Maria Alonso Luaces, University of Kansas Medical Center; Elizabeth Ordonez, University of Kansas Medical Center; Karin Chang, University of Missouri - Kansas City

Visual representations as resources for discussion between peers in middle school science - Elon Langbeheim, Ben-Gurion University of the Negev; Einat Ben-Eliyahu, Ben-Gurion University of the Negev

Investigating the Impact of Title IX Sexual Harassment Policies on the K-12 Experience - Megan Svajda-Hardy, Texas A&M University; John A. Williams, Texas A&M University; Quinita D. Ogletree, Texas A&M University

Analysis of women Images in Chinese State-compiled Senior High School History Textbooks - Yun Zhang, East China Normal University

Black Hair as Battleground: Black women educators, embodied colonization, and disembodied voyeurism - Eghosa Obaizamomwan-Hamilton, Stanford University

Confronting hoteps: Addressing theoretical misconceptions of Afrocentricity and exploring African-centered school models for Black students and communities - Marcia J. Watson-Vandiver, Towson University

Gender Representation in Instructional Materials: A Study of Chinese MRL Textbooks and Teachers’ Voices - Jiaxin WANG, The Education University of Hong Kong; Huixuan Xu, The Education University of Hong Kong

“I just get a different feeling in this class”: Affective Belonging in Student-Teacher Encounters at a Dutch Urban Secondary School - Zehra Colak, Utrecht University

Mandarin for Whom? A Critical Review of Representation in Integrated Chinese - Yuzi Gao, University of North Carolina - Chapel Hill

Measuring Whiteness-Informed Practices in K-12 Classrooms: Validation of the Classroom Whiteness Scale (ClaWS) Using Rasch Partial Credit Modeling - Jaylene Patterson, University of Kentucky

Negotiating Class, Mobility, and Social Capital: Transnational Practices of Chinese Master's Students in the UK - Xiaolin Ma, University of Manchester

“Othermothering in Crisis: Women of Color Leading K-12 Schools with Care in COVID-19” - Barbara Mensah, University of Alabama; Shena Sanchez, University of Alabama

The Analytic of Oppression - Dennis Williams, University of Virginia; Kristyn Wilson, University of Virginia

The Nordic Myth in Education: Performing Transnational Whiteness through Other-Making - Woomok Jeong, University of Wisconsin - Madison; Dugyum Kim, University of Minnesota; Younkyung Hong, Ball State University

“There’s Nothing Really There”: Meaning-Making Around the Salience of Race and Identity Among White Adolescents - Tina M. Durand, Boston University; Mitali Temurnikar, Boston University; Pei Wang, Boston University

The Silence of Whiteness in Teacher Education: A Cross-Case Analysis of Five Teacher Educators - Allison DeVoe Karcher, Siena College

Who’s Missing? Equipping Teachers to Rethink Representation in Classroom Books - Lesley S. Noel, University of Colorado - Colorado Springs; Aimee Frier, Florida State University - Panama City

Looking Back: College Students’ Recollections of Parental Academic Socialization - Besjane Krasniqi, University of Maryland - Baltimore County; Susan Sonnenschein, University of Maryland - Baltimore County

Examine Power Dynamic: Equity and Mentorship in Transnational Doctoral Supervision - Cheng Cui, Xi’an Jiaotong-Liverpool University; Qian Wang, Xi'an Jiaotong-Liverpool University; Jeong Jin Yu, Xi'an Jiaotong-Liverpool University; Martin Gough, University of Liverpool; Rong Yan, Xi'an Jiaotong-Liverpool University

Gamification of graduate mentoring: What the academy can learn from video games - Carlson Coogler, Baylor University; Stephanie Anne Shelton, University of North Carolina - Chapel Hill

Joanna D. Geller, New York University

Parent Leadership and Organizing for Justice: A National Landscape Analysis - Joanna D. Geller, New York University

Building Bridges Between Families, Schools, and Systems for Lasting Change in Massachusetts - Danielle M. Perry, New York University

“If We Come Together Then We Have Power:” Illinois Parents and Families Leading Across Communities - Jennifer Cossyleon, Community Change

Centering Cultural Knowledge and Identity: Latine Indigenous Families Building Power with MICOP - Wendy Y. Perez, NYU Metro Center

Building Strong Families and Early Childhood Education Systems with the Washington State Parent Ambassadors - Sara McAlister, New York University

“I am because you are.” Challenging Injustice and Strengthening Community with Families in NOLA - Danielle M. Perry, New York University

Joanna D. Geller, New York University

Empowering Communities through Informal Engineering Education: A Systematic Literature Review - Chih Hsuan Lin, University of Florida; Andrea Ramirez-Salgado, University of Florida; Pasha Antonenko, University of Florida

Hidden in Plain Sight: Increasing Museum Sustainability Through Reimagining Trails and Landmarks - Julie Henry, Pennsylvania State University; Ty Hollett, Pennsylvania State University

Immigration as Learning and Becoming: A Critical Review of Existing Literature - Seda Musaoglu Aydin, Simon Fraser University; Engida Hailye Gebre, Simon Fraser University

College Students’ Perceptions of Quality, Veracity, and Source in Human-Written and AI-Generated News Articles - Goeun Na, Hanyang University; Soo-hyun Im, Hanyang University

Does Multilingualism Lift All Boats? Literacy Trajectories in Ontario Schools - Jeanne Sinclair, Memorial University of Newfoundland; Scott Davies, University of Toronto - OISE; Paul Lefebvre, McMaster University; Hyunah Kim, Education Quality and Accountability Office; Ling Li, University of Prince Edward Island; Magdalena Janus, McMaster University

Expanding the Tools and Scope of Early Literacy Assessments: The Parent-based Assessment of Literate Identities - Christopher Wagner, Santa Clara University

Exploring the Roles of Text and Images in Primary Students’ Multimodal Reading Comprehension of Informational Materials - Yaping Liu, The Hong Kong Polytechnic University; Xinhua Zhu, Hong Kong Polytechnic University; Choo Mui Cheong, University of Hong Kong

Linguistic and cognitive predictors of listening comprehension among early elementary students - Youngmin Oh, Florida State University; Yiting Yao, Florida State University; Beth M. Phillips, Florida State University

Narrative Comprehension and Constructions Skills Predict Longitudinal Improvements in Reading Performance among Minoritized Students - Rebecca JM Gotlieb, University of California - Los Angeles; Jan Frijters, Brock University; Robin Morris, Georgia State University

Navigating English Writing Instruction: Teacher Beliefs and Self-Efficacy in Caribbean Primary School Classrooms - Shawna-Kaye Tucker, University of Toronto

The Effect of Emotions on Digital Multimodal Reading Comprehension: Mediating Roles of Grit and Inference - Jialin Li, Hong Kong Polytechnic University; Wenxin Tian, Hong Kong Polytechnic University; Siyu Zhu, The Hong Kong Polytechnic University; Qingyang Li, The Hong Kong Polytechnic University; Xinhua Zhu, Hong Kong Polytechnic University

Theories in Action: Enacting Literacy Practices in Early Childhood Settings Through a Multidimensional Lens - Tina Chaseley, Northern Arizona University; Victoria Damjanovic, Northern Arizona University

The relationship between type of reading curriculum materials and socioeconomic status of districts - Catherine Rand, West Windsor Plainsboro School District; Muriel K. Rand, New Jersey City University

The TAL Framework: Interpreting Young Children’s Multimodal Digital Reading Practices - Amanda M. Mirabella, University of North Carolina Asheville; Ilene R. Berson, University of South Florida; Michael J. Berson, University of South Florida

The Evolution of Dyslexia as a Constitutional, Educational, and Social Concept - Tyler Milne Ogata, University of California - Berkeley

Exploring Critical Literacy Responses through Interactive Read-Alouds on Racial Justice and Historical Understanding - Rong Zhang, Appalachian State University; Mengying Xue, University of Missouri; Xuwei Luo, Purdue University

Assessing Early Adolescent Readiness and Growth in Online Learning with the MSRES - Tracy M. Steele, Stanford Online High School; Diem Nguyen, Stanford University; Tomohiro Hoshi, Stanford University; Amado M. Padilla, Stanford University

First Impressions Matter: Emotional Primacy in Digital Learning - Nicolai Benedict Plintz, University of Mannheim; Dirk Ifenthaler, University of Mannheim

Rethinking Student Critical Thinking: How AI Chatbot Interactions Shape Prompting and Critical Thinking - Chen Yang, The Education University of Hong Kong; Shurui Bai, The Education University of Hong Kong

Social-Emotional Learning of Online Graduate Students in Education Programs: Competencies and Challenges - Hyonsuk Cho, University of North Dakota; Hyun-Sook Kang, University of Illinois at Urbana-Champaign; Eunjee Jang, University of Wisconsin - River Falls

Tracing Literacy-as-Events in Online Mandarin Classrooms: A New Materialist Orientation - Chuan Liu, Western University; Zheng Zhang, Western University; Rachel May Heydon, University of Western Ontario

Unraveling cognitive presence dynamics: An ENA of knowledge building in online discussions - Eunsung Park, Tennessee Tech University; Hyangeun Ji, University of North Texas; Feliza Marie Mercado, Texas Tech University