Jerry Ray Burkett, University of North Texas at Dallas

Developing School Leadership Through Sustained Mentoring and Coaching: A Longitudinal Qualitative Single-Case Study - Minoo Mohammadi, Texas A&M University; Beverly J. Irby, Texas A&M University; Rafael Lara-Alecio, Texas A&M University; Cindy L. Guerrero, Texas A&M University; Linda Rodriguez, Texas A&M University; Fuhui Tong, Texas A&M University

Three Levels of Leadership Development for Diversifying the Teacher Profession - Alex Guzman, Kean University

Intermediate Level Practices That Support Principal Instructional Leadership: A Systematic Literature Review - Macarena González-Murgas, Pontificia Universidad Católica de Valparaiso

Teacher Leadership Identity Formation: The Interaction Effect of Professional Development and School Climate - Peter Wiens, University of Nevada - Las Vegas; Seoyeon Park, University of Nevada, Las Vegas

Huang Wu, University of Missouri - Kansas City

One Crisis After Another: Leading Through Natural Disasters and Health Pandemics - Kessa Roberts, Clemson University; Cheyenne Phillips, Southern Methodist University; Shanea Neal, Southern Methodist University; Shanae Neal, Southern Methodist University; Alexandra E. Pavlakis, Southern Methodist University; Meredith Paige Richards, Southern Methodist University

Leading Through Crises with Emotional Intelligence and Critical Consciousness - Charo D. Darwin, Claremont Graduate University

Educational Leaders Navigating Polarization and Conflict to Create Positive Future Change: A Vertical Development Study - Jennifer Ouellette-Schramm, Walden University

Joan Schumann, International MTSS Association

A Review of Research on Teacher Turnover in China: from the Perspective of School Leadership - Robert Przybylski, Wenzhou-Kean University; Manqi Lin, Wenzhou-Kean University; Huixin Wang, Wenzhou-Kean University

Development and Implementation of a System Infrastructure for Community Schooling - Nadia M. Sabat Bass, University of California - Los Angeles; Marisa Saunders, University of California - Los Angeles

How Can Family and School Cooperate: A Study on the Institutional Construction of Family-School Cooperation in Chinese Primary Schools - Chuanyou Bao, Beijing Normal University; Yuting Wang, Beijing Normal University

Negotiating Innovation: Legitimacy, Asymmetry, and Disruption in Interorganizational Partnerships - Jay Paredes Scribner, Old Dominion University; Karen L. Sanzo, Old Dominion University; Gary Skeen, Old Dominion University; Stephen Croffie-Djan, Old Dominion University

Student Voice as a Catalyst for School Reforms: Enhancing Educational Effectiveness Across High School Settings - Nai-Ying Whang, National Taiwan Normal University

Madhu Narayanan, Florida International University

Blessing or Curse?: School and system leaders' emotional responses to implementing Michigan's Partnership Model - Sarah L. Woulfin, University of Texas at Austin; Daniel Dawer, University of Texas at Austin; Lizeth I. Lizarraga, University of Texas at Austin; Jeremy L. Singer, University of Michigan-Flint

Continuous Improvement Coaches as Sensemakers and Sensegivers - Parker Morse Andreoli, Clemson University; Carlos Sandoval, Clemson University

Exploring pre-service administrators’ perceptions of the conditions needed to improve schools - Chad Lochmiller, Indiana University

Restorative Justice in a Florida School District: Leaders Sensemaking and Sensegiving - Hilary Lustick, University of Massachusetts - Lowell; Alounso A. Gilzene, Florida State University

Stigmatization or Targeted Support for Improvement? (Self-)Perceptions of Schools Serving Disadvantaged Communities - Denise Demski, Ruhr-Universität Bochum; Björn Hermstein, Ostfalia University of Applied Sciences; Johannes Lüneneschloß, Ostfalia University of Applied Sciences

A Participatory Program Review to Strengthen a Youth Development Program Serving Under-Resourced Communities - Daina Estime, The Possible Zone; Salma Yehia, The Possible Zone

Counter-mapping School Wellbeing with Youth in Alternative Education Programs: Love Notes to Liminal Space - Auralia Brooke, University of New Brunswick

“We Just Don’t Have the Time”: Gesturing Towards Temporal Autonomy through an Intergenerational Learning Community - Lucy A. Robins, Graduate Center - CUNY

“You mean down here?”: Ethnic Studies, Social Studies, White Pre-Service Teachers and the American South. - Brian C. Gibbs, Georgia College & State University

Critical, Iterative Autobiography: Blending history, lived experience, and imagined futures in an undergraduate foundations course (15/15) - Daniela Harton, University of Colorado - Boulder

Charles T. Young, University of Illinois at Urbana-Champaign

Black Male Black-Male-Centered Counter-spaces: Utilizing Abolitionist Teaching & Black Trans Feminist to Disrupt Patriarchal Norms - Gene F. McAdoo, University of California - Los Angeles; Seth Duncan, University of California - Los Angeles

Connecting Place and Progress: The Role of Critical Place-Based Learning, Public History and Culturally Sustainable Pedagogical Practices - Brandon J. Beck, Univeristy of Maryland Baltimore County

Leveraging Past Experiences to Imagine Futures: Black Young Men’s Mattering in a High School Partnership - Lauren M Strickland, University of Delaware; Roderick L. Carey, University of Delaware; Sofina Shekhar, University of Delaware

Looking Back to Look Forward: Applying Sankofa to the Teaching of Black Los Angeles - Stephanie Renee Anckle, City of Long Beach; Mia Glionna, Cerritos College

Emma R. Britton, University of Missouri - St. Louis

Promoting Trilingual Development: An Examination of Family Support in a Child’s Multilingual Trajectory - Mihaela Gazioglu, Westfield State University

“It was so close to home, we couldn't deny it:” Co-Designing Climate Justice Curriculum with Multilingual families - Wisam Sedawi, University of Michigan; Angela Calabrese, University of Michigan

Spiritual Multilingualism in Black Muslim Community Literacies - Kaha Abdi, The Ohio State University

Mediating Multilingualism: Chinese Families’ Transnational Practices in Dual Language Education - SooJin Jeon, Teachers College, Columbia University; Patricia Martínez-Álvarez, Teachers College, Columbia University

Verbal Interactions and Engagement in Shared Reading: A Bilingual Chinese American Family's Literacy Practices - Shuling Yang, University of Maryland - Baltimore County

Narrating Futures, Remembering Roots: Immigrant Family Literacy Practices and Dual Language Learners’ Narrative Skills - Mayu Lindblad, University of California - Davis; Maria Belen Buttiler, University of California - Davis

Emma R. Britton, University of Missouri - St. Louis

Emma R. Britton, University of Missouri - St. Louis

Pheather R. Harris, University of California - Irvine

Deportation dialogue: Platicas and movidas as strategies for sociocultural critique - Christopher L. Milk Bonilla, Texas State University; Brenda Rubio, University of North Texas

Impacts of COVID on home insecure Black mothers: Education challenges and strategies to move forward - Margarita Daza Murcia, University of North Carolina - Charlotte; Tehia Starker Glass, University of North Carolina - Charlotte; Kendra Jason, University of North Carolina - Charlotte

Intersectional Organizing and Transformative Solidarity in Educational Justice Movements - Mark R. Warren, University of Massachusetts - Boston; Vajra M. Watson, University of Redlands; Shaun de Vera, California State University - Sacramento; Bianca Ortiz-Wythe, University of Massachusetts - Boston

Narratives of Belonging: Women and Racially/Ethnically Diverse Students in Mathematical Spaces - Seyda Uysal, University of Southern Mississippi

Natasha N. Johnson, Augusta University

Reimagining Doctoral Education: Designing an Equity-Centered EdD for Future Educational Leaders - Shana Matamala, University of LaVerne; Andrea Minkoff, University of La Verne

Using Role Plays to Develop Administrative Candidates who Lead for Equity - Abebayehu Aemero Tekleselassie, The George Washington University; Rebecca Ann Thessin, The George Washington University; Jennifer K. Clayton, The George Washington University; Timothy Drake, North Carolina State University; Leslie Trimmer, The George Washington University; Shaun D Shepard, The George Washington University

Developing Social Justice Leadership Competence to Address Opportunity Gaps: Results from a Simulations Intervention - Daniel Moraguez, Florida State University; Secil Caskurlu, Florida State University; Ravi Bhatt, Florida State University; Seunghee Park, Florida State University

Gayoung Choi, University of Nebraska - Lincoln

Decolonising Language Policy: Insights from the Global North and Global South - Giovanni E. Whyte, University of North Dakota; Elvis ResCue, University of Birmingham

Decolonizing English Language teacher education: The role of Testimonios in navigating Social Justice in English Language Teacher Education in the Global South. - Macarena Durán, Pontificia Universidad Catolica de Chile

From South to West Africa: Coloniality of Language Policy and Epistemic Silence, Violence, and Injustice - Mfundo Jabulani Msimango, Pennsylvania State University; Mariam Yasmine Noura Jeanne N’diaye, Pennsylvania State University

Language, Power, and Pedagogy: Challenging the Legacy of Colonial Literacy in South African Township Schools - Mfundo Jabulani Msimango, Pennsylvania State University

“Bread-earning Saturated with Humiliation”: Palestinian English Teachers Navigating Love, Language, and Resistance in Jewish schools - Muzna Awayed-Bishara, Tel Aviv University