Jie Lin, Shanghai Jiao Tong University

A Qualitative Multi-District Study of the Integration of AI - Khanmigo - Dominic Siami Egure, Oklahoma State University; Katherine A. Curry, Oklahoma State University; Jentre J. Olsen, Oklahoma State University; Daniel Hamlin, University of Oklahoma

Making Time Count: How Schedulers Approach School Scheduling and the Potential Role of AI - Amanda Lu, Georgetown Public Policy Institute; Ev Fu Gilbert, Stanford University; Christopher Cleveland, Brown University; Susanna Loeb, Stanford University

Navigating and Leading Computer Science and Artificial Intelligence Implementation in Schools - Imelda Nava-Landeros, University of California - Los Angeles; Marco A. Nava, Los Angeles Unified School District; Justin Betzelberger, University of California - Los Angeles

Leadership, Professional Learning, and Collaboration: Examining Enabling Conditions for Teacher AI Engagement in Public Schools - Xiu Cravens, Vanderbilt University; Xun Zhang, Vanderbilt University

Debalina Maitra, Kennesaw State University

Cultivating Culturally Competent Communities of Character: A Transcultural Approach to Educational Leadership Across Differences - Robert White, ECSU

Feedback, Engagement, and Well-being for Student Flourishing - Jonathan Eckert, Baylor University; Hannah Kapitaniuk, Baylor University; Grant B. Morgan, Baylor University; William L. Sterrett, Baylor University; Marilyn Anderson Rhames, Baylor University

MTSS for Social Justice: An ImproveCrit Analysis of a School’s Approach to Continuous Improvement - Rebekah Kang, Loyola Marymount University

School-Based Support for Student Mental Health and Wellbeing: From Clarion Call to District Response - Kristin Geiser, John W. Gardner Center for Youth and Their Communities, Stanford University

Larry C. Bryant, Metro State University

Centering Resistance and Reimagining Futures Black Women Teachers Navigating No-Excuses Charter Schools - Brian Collins, Indiana University - Indianapolis

Dream Mapping: Worldbuilding cartographies of Black joy in education - Jacobē Bell, Teachers College, Columbia University

“If you think this vilifies the police, then you think police are villains”: Teaching Reparations Won as an antidote to copaganda - Kaitlyn Selman, Illinois State University; Hannah Carson Baggett, Auburn University; Justin Turner, Illinois State University

The Reality of Restorative Justice: A Critical Ethnography of a Public Elementary School - Hannah Scott Rohrer-Fitzhugh, Westminster College; Shawn R. Coon, Westminster University

Azmi Azam, University of Arizona

By and For HMong Students: Exploring a Youth Conference as Collective Resistance and Educational Transformation - Chamee Moua, University of California - Davis

“Ever Evolving”: Filipino American Student Leadership Identity in Ethnic-Based Organizations - Dominique Orfano Acosta, Claremont University - Pitzer College

From anti-racist workers to anti-racist parents: The early evolution of a Filipinx American parent-organized learning collective - Anna Gail L. Caunca, World Learning

“Know history, know self: Nco Ntsoov Peb Haiv Hmoob [Remembering Our Hmong People]” - A Historical Analysis of the Hmong American Student Organization in Higher Education - Xiong Her, University of California - Los Angeles

Learning to Teach Under Fire: Fostering Democratic Classrooms Through Sustaining Black Fugitive Pedagogies - Neven Matthew Holland, University of California - Los Angeles; Keara L. Williams, University of California - Los Angeles

Union Teachers of Color’s Interpretations of the Silencing of Diversity Discourse in Florida: An Intersectional Qualitative - Brittany A. Aronson, Pennsylvania State University; Haniyeh Kheirkhah, Pennsylvania State University; Mildred Boveda, Pennsylvania State University; Karla Hernández-Mats, American Federation of Teachers

The Intensification of Moral Injury in Teachers During the Pandemic - Denisha Jones, Defending the Early Years; Brianne Kramer, Southern Utah University

Hengyi Liu, University of Southern Indiana

Disrupting Digital Intimacy: A Multimodal Analysis of Gendered Power Dynamics in AI Companionship and Its Educational Implications - Liang Cao, The Education University of Hong Kong; Qinghua Chen, The Education University of Hong Kong

Multimodal literacy in secondary language arts classes: High school youths’ genre appropriation through multimodal composing - Hannah Park, University of Wisconsin - Madison; Hongye Zeng, University of Maryland

Reconceptualizing the “L” in CLIL: English-medium nursing educators’ perspectives of translanguaging-trans-semiotizing pedagogy in CLIL collaboration - Yiqi Liu, The Education University of Hong Kong

The Semiotics of Stereotypes: Using Memes to unpack Race and Power in Mathematics - Gregory Benoit, Boston University; Gregory Beaudine, University of Iowa; K. Elizabeth Hammonds, Auburn University; Gabor Salopek, Math Meme Team

Understanding Learners’ Civic Participation via Digital Multimodal Composing: A Systemic Functional Multimodal Discourse Analysis Approach - Bonnie Xuehua FU, University of Auckland; Lawrence Jun Zhang, University of Auckland

Margary Martin, University of Hawai'i at Hilo

Strengthening BREATH in Educational Leadership: A Framework for Systemic and Culturally Responsive Change - Kealiʻi Kukahiko, University of Hawaii - Manoa

Teaching Hawaiian Cultural Values and Social Emotional Learning Through Children’s Books - Michele Ebersole, University of Hawaii - Hilo

Grounding SEL in Nā Hopena Aʻo (HĀ): Navigating Tensions in Transforming Policy and Practice - Margary Martin, University of Hawai'i at Hilo

Margary Martin, University of Hawai'i at Hilo

José Manuel Aguilar-Hernández, California State Polytechnic University - Pomona

Reimagining Leadership: When Critical Leadership Praxis Reunites with Ethnic Studies Pedagogy - Allyson Tintiangco-Cubales, San Francisco State University; Arlene S. Daus-Magbual, San Francisco State University

Rooted in Ethnic Studies: Designing Professional Development for Educational Leaders - Tracie Noriega, Association of California School Administrators; Arlene Daus-Magbaul, San Francisco State University; Allyson Tintiangco-Cubales, San Francisco State University

Counterhegemonic Leadership: Addressing the Challenges and Possibilities of Ethnic Studies Implementation for Educational Leaders - Joaquin Noguera, Loyola Marymount Universtiy; Ernesto Colin, Loyola Marymount University; Kenzo K. Sung, Loyola Marymount University; Cynthia M. Alcantar, Loyola Marymount University; Kyo Yamashiro, Loyola Marymount University; William Perez, Loyola Marymount University; Dolores Delgado Bernal, Loyola Marymount University

Towards Educational Leadership for Justice: Preparing leaders to integrate ethnic studies into their leadership practices - Yesenia Fernandez, California State University - Dominguez Hills; Kitty M. Fortner, California State University - Dominguez Hills

José Manuel Aguilar-Hernández, California State Polytechnic University - Pomona

Dolores Delgado Bernal, Loyola Marymount University