AI Literacy and LLM Engagement in Higher Education: A Cross-National Quantitative Study - Shahin Hossain, University of Maryland - Baltimore County; Samaa Haniya, Pepperdine University; Nesma Ragab Nasr, Northern Arizona University; Shapla Khanam, HELP University

Constructing New Possibilities for Literature Reviews: Assessing the Binning Method in Scholarly Inquiry - Audrey Amrein-Beardsley, Arizona State University; Norman P. Gibbs, Mesa Unified School District

How Does Online Learning Affect College Students’ Deep Learning: A Study Using Data from China - Liu Jingjing, Xiamen University; Shutao Wang, Xiamen University

More Than Pedagogy: Centering Student Experiences in Culturally Responsive STEM Gateway Courses - Alice Eunjung Lee, University of Texas - El Paso

How Can We Help? – Philanthropic Problem Brokers Advancing Equity in the Aftermath of a Blackface Scandal - Pooja R. Patel, University of Pennsylvania

Into the Rabbit Hole: Understanding the Enigmatic Flow of Foreign Funds into U.S. Universities - Jacob Goldstein, Baruch College; Ryan Coughlan, Baruch College - CUNY

Meaning Making of Grant-Funded Spaces at an Asian American and Pacific Islander (AAPI)-Serving Community College - Victoria Kim, University of Texas - San Antonio

Erasing gender and race demographics: A critical discourse analysis of law school class profiles - Khadejah Ray, University at Buffalo - SUNY; Megan Holland Iantosca, University at Buffalo - SUNY; Karly Ford, Pennsylvania State University

Implicit Racial Bias and Campus Culture at Predominantly White Institutions - Edwin Mathieu, New York University

Inclusive Excellence or Everyday Exclusion? Experiences of Faculty, Staff and Students of Color with Racial Microaggressions on a Campus Committed to Inclusive Excellence - Lindsay Pérez Huber, California State University - Long Beach; Carlos Fitch, University of California - Santa Barbara; Oscar Navarro, California State University - Long Beach

Oral Histories of Black Community College Presidents: A critical race discourse analysis - DreSha Singleton, North Carolina State University; Devon Lomes Graves, North Carolina State University; Nohemi Ramirez, North Carolina State University

David D. Yang, Western Washington University

Identity and Practice: A Collaborative Autoethnography of Two Transnational Teacher Educators of Color - David D. Yang, Western Washington University; Meilan Jin, Western Washington University

Imagining the Academic Self: Identity, Intersectionality, and Aspiration in Doctoral Student Development - Arpana Manjunath, University of Houston; Lebon D. James, Sam Houston State University; Mandana Delavari, University of Houston; Patrick Obot, University of Houston

Unforgetting the Labor of Becoming: Reclaiming Histories and Futures of Adult Learners in Teacher Education - Laura A. Roy, La Salle University

Unlocking Teaching Satisfaction: The Role of Faculty Growth Mindset, Person-Organization Fit, and Demographic Nuances - Ning Ning, Shanghai Jiao Tong University; Xin Gao, Shanghai Jiao Tong University; Zhu Yanmin, Shanghai Jiao Tong University; Tingting Zhang, Shanghai Jiao Tong University; Shuai Wang, Shanghai Jiao Tong University

Eupha Jeanne Daramola, University of California - Irvine

California School Boards and Their Members’ Experiences in Dynamic Times - Beth Schueler, University of Virginia; Julie A. Marsh, University of Southern California; James C. Bridgeforth, University of Delaware; Jeimee Estrada-Miller, University of Southern California

The Tensions of Technological Shifts on School Board Governance and Practice - James C. Bridgeforth, University of Delaware; Akunna Faith Uka, University of Southern California; Amanda Lauren Pickett, University of Delaware; Julie A. Marsh, University of Southern California; Miguel Casar, University of Alabama; Laura Steen Mulfinger, University of Southern California; Jacob Alonso, University of Southern California

“It’s Like Cutting Down a Beautiful Tree and Putting it in Concrete”: Examining the Logics Shaping a School Merger Debate - Esi Bissah, University of California - Irvine; Jomar M. Lopes, University of California - Irvine; Eupha Jeanne Daramola, University of California - Irvine

(De-)Legitimizing Ethnic Studies: A Discourse Analysis of Board-Community Member Interactions - Jomar M. Lopes, University of California - Irvine

How School Boards Utilize Organizational Routines During Moments of Tension - Eupha Jeanne Daramola, University of California - Irvine; James C. Bridgeforth, University of Delaware

Jomar M. Lopes, University of California - Irvine

Sarah L. Woulfin, University of Texas at Austin

Jin Lee, University of Louisiana at Lafayette

Does Same-Race Representation or Racial Diversity Matter More? Evidence from Peer Composition and Reading Outcomes in U.S. Elementary Schools - Daman Chhikara, University of California - Irvine

The Impact of Centralized Admission School Lotteries on School Segregation - Jason Saltmarsh, Old Dominion University; Francisco Lagos, Inter-American Development Bank; Jing Liu, University of Maryland

The Segregation of Multilingual Learners in North Carolina - Cassandra Rubinstein, North Carolina State University; Victor Cadilla, North Carolina State University; Mary Kathryn Oyaga, North Carolina State University

Gentrification Moves Outward: The Changing Terrain of School Poverty and Suburban Segregation - Hyojung Lee, Seoul National University; Kfir Mordechay, Pepperdine University

Maria Mavrides Calderon, Hunter College - CUNY

Children’s Right to Play: Lessons from the United Kingdom, Ireland, and Finland for Taiwan - Yulun Hsieh, National Sun Yat-sen University; Chih-Ching Chang, National Sun Yat-sen University

Examining Preschool Expansion’s Impact on Child Care Closures: A Difference-in-Difference Approach in Multiple State Contexts - Jennifer K. Duer, National Institute for Early Education Research; Allison Friedman-Krauss, National Institute for Early Education Research; Milagros Nores, Rutgers University

Family Perspectives of the Initial Implementation of an Equity-Focused Universal Preschool Program - Dede Addy, Boston University; Desiree' DuBoise, Portland State University; Melissa Lucas, Yale University; Kyle DeMeo Cook, Boston University; Stephanie M. Curenton, Boston University; Xia Zhang, Multnomah County; Janice Cole, Multnomah County

Long-term Substitute Teachers in NC Pre-K Classrooms - Qiao Liu, University of North Carolina - Charlotte; Kristen E. Wright, University of North Carolina at Charlotte; Richard G. Lambert, University of North Carolina - Charlotte; Onima Vadakke Thodiyil, University of North Carolina - Charlotte; Katherine Jiawen Ren, University of North Carolina - Charlotte

Ayse Cobanoglu, Bogazici University

Daily Dynamics of Job Stressors, Emotion Regulation, and Well-Being Among Kindergarten Teachers - Yi Sun, National Institute of Education, Nanyang Technological University; Hongbiao Yin, The Chinese University of Hong Kong

Depression and Stress among Early Child Care and Education Professionals: Results from Three Nationwide Surveys - Ayse Cobanoglu, Bogazici University; Walter Gilliam, Yale University

Early Elementary Educators Tending to Nostalgia: A Discourse Analysis of Educators' Perspectives - Katherine Davenport, University of Illinois at Urbana-Champaign

Understanding Emotion Beliefs in Early Childhood Educators: The Role of Equity Mindsets and Psychosocial Strain - Javier Omar, Stanford University; Kavindya Thennakoon, Stanford University; Catie Connolly, Stanford University; Jelena Obradovic, Stanford University

Josef Donnelly, University of Hawai'i at Hilo

Decolonizing Practices and Teacher Sense of Place in an Indigenous space - Josef Donnelly, University of Hawai'i at Hilo

Future Teachers of Color at Critical Junctures: Centering Equity in Teacher Preparation in Community College - Leticia Rojas, Pasadena City College

In-Between and Becoming: Positionality, Power, and Justice in Teacher Education - Ayesha Rabadi-Raol, Sonoma State University

Origin Story of a Teacher: A Decolonial Feminist Critical Whiteness Autoethnography - Carol Ann Opie, Michigan State University

Teacher Subjectivity Through Difficult Knowledge: A Lacanian Analysis - Monika Mehta, Teachers College, Columbia University