Vanessa Hammler Kenon, University of Texas - San Antonio

Crossing Borders, Graduating Students: A Transborder Graduation Model in Higher Education at the U.S.-Mexico Borderlands - Vannessa Falcón Orta, San Diego State University; Gilberto Reyes, San Diego State University; Carlos Fitch, University of California - Santa Barbara; Efren Lopez, San Diego State University

College Academic Outcomes and Knowledge about Higher Education. The Adverse Effects of High-School Tracking in Chile - Maria Veronica Santelices, Catholic University of Chile; Ximena Catalan, Pontificia Universidad Católica de Chile; Juan Acevedo, University of the Andes; Alicia Ibañez, Pontificia Universidad Católica de Chile; Magdalena Zarhi, Duoc UC

Reflexive Agency in Chinese International Students’ Transitions from High Schools to Universities in Anglophone settings - Yu Hao, University of Oxford

Sophie Rebecca Korn Gallagher, Los Angeles County Office of Education

Elevating Practice from Within: The Impact of Teacher Leaders on Instruction - Handrea A. Logis, National Institute for Excellence in Teaching; Tanee Hudgens, National Institute for Excellence in Teaching; Rhea Rong Ren, National Institute for Excellence in Teaching; Joshua H. Barnett, National Institute for Excellence in Teaching

Extending the Short Critical Consciousness Scale: Measuring Critical Action Among K–8 In-Service Teachers - Shannon O. Sampson, University of Kentucky; Susan Cantrell, University of Kentucky; Olukemi Olubunmi Kolawole, University of Kentucky; Kristen H. Perry, University of Kentucky

“It’s a Good Struggle”: Supporting Critical Professional Development, Teacher Agency and Activism in Hostile Times - Alison G. Dover, California State University - Fullerton; Kira LeeKeenan, California State University - Fullerton

Teacher-led Trauma-informed Professional Learning Communities as Models of Care and Reflective Action - Carly Berwick, Montclair State University

Sheila Stefany Coli, District 428

A Principle-Based Knowledge Building Approach to Teacher Professional Development for Innovative Teaching - Cing-Sin Lin, National Chengchi University; Guo-Tsai Hung, National Taichung University of Science and Technology; Chih-Hsuan Chang, National Kaohsiung University of Science and Technology; Mei-Ju Chen, National Tsing Hua University; Huang Yao Hong, National Chengchi University

Collaborative Inquiry Communities: Teachers’ Stories for Professional Development - Nneka Ebele Nwaokeafor, University of North Dakota

Empowering In-Service Teachers: A Career-Stage–Tailored Professional Development Model to Enhance Self-Efficacy in Teaching Multilingual Learners with Disabilities - Jocelyn Belden, Georgia State University

Imagining the Future of Teacher Professional Development: Academic Summer Camps as Catalysts for Teacher Growth - Robert B. Marsteller, Delaware State University; Tina Mitchell, Deleware State University

Inequitable Access to Professional Development Opportunities for Teachers of Students with Disabilities - Wynta Korin Nivens, Brooklyn College; Fritzy Sannon-Brown, Brooklyn College

Huriya Jabbar, University of Southern California

Defending Educational Justice Through Critical Research-Practice-Policy Partnerships: Reflections from a Visioning Process - Danfeng Soto-Vigil Koon, University of San Francisco; Joseph J. Ferrare, University of Washington Bothell; Huriya Jabbar, University of Southern California

The Networks and Organizing Efforts of Far-Right Movements in California Schools - Huriya Jabbar, University of Southern California; Danfeng Soto-Vigil Koon, University of San Francisco; Michael Grigsby, University of Southern California; Tara Blagg, University of Southern California; Daniel Espinoza, University of Southern California; Cecelia Jordan, University of Texas at Austin

White Christian Nationalism: A Framework for Understanding Ideological Resistance - Katelin G. Trautmann, Pennsylvania State University

Organizing to Resist the Far Right - Natosha Folarin Daniels, University of Texas at Austin; Lisa Vahey, Honesty for Ohio Education; Liv Cook, Statewide Organizing for Community Empowerment; sharon Kirsch, Save Our Schools Arizona Network

Huriya Jabbar, University of Southern California

Gary L. Anderson, New York University

Leah Watson, American Civil Liberties Union

Hyesun Cho, University of Kansas

Becoming-STEMM Educator-With a Haunted Kindergarten Classroom Apparatus - Katherine Ayers, St. Jude Children's Research Hospital; Robyn Pennella, St. Jude Children's Research Hospital; Hailey Wolfe, St. Jude Children's Research Hospital

Listening vs. Storytelling: Effects of Narrative Modes on Pre-Service Teacher Identity and Neural Mechanisms - Lisha Liu, Beijing Normal University; Saidi Yu, Beijing Normal University; Mengyuan Liu, Beijing Normal University

Navigating Emotion and Agency in Study Abroad: Identity Journey Mapping as a Tool - Hyesun Cho, University of Kansas; Josh Hayes, University of Kansas

Reading Between the Lines: LGBTQ+ Secondary Preservice Teachers’ Navigations and Apertures of Teacher-Self - Summer Davis, Western Michigan University; Bradley Reinbolt, University of Cincinnati

Teacher Collaboration, Open and Shut - Jeremy T. Murphy, College of the Holy Cross

Jungwon Kyung, University of Massachusetts - Amherst

From Canvas to Code: Using AI to Inspire Creativity in the Art Classroom - Eun-Ok Baek, California State University - San Bernardino; Chang Liu, California State University - San Bernardino

Technology-Enhanced Arts Pedagogies: Using the Learning Designer Tool in Blended and Online Learning Environments - Nikleia Eteokleous, Frederick University; Victoria Pavlou, Frederick University

Three Case Studies of Digital Twin Museums: Investigating Educational Access and Cultural Mediation - Qianyu Zhou, Teachers College, Columbia University; Yihui Jiao, Teachers College, Columbia University

Journeys of Drama Activities in STEAM Education - Giedre Straksiene, Klaipeda University

STEAM Research and Education in the Field of Art Education - Alice Lai, Empire State College - SUNY; Yichien Cooper, Washington State University - Tri-Cities

Gayle A. Curtis, Texas A&M University

It Begins With Us: A Self-Study, Critical Friendship Exploration of Racial Literacy in Teacher Education - Tara Kirton, Hunter College - CUNY; Yvette M. Regalado, University of Texas - San Antonio

Restorying Ourselves as Transcultural Teacher Educators: Collaborative Autoethnography as a Site of Transformation - Seunghoon Han, University of Northern Iowa; Chen Su, Penn State University; Yue Qi, Pennsylvania State University

Theory Making for (Re)Conscientizing Social Justice in Teacher Education Practice - Joaquin Arguello, University of New Mexico; Mary F. Rice, University of New Mexico

Transformational Self-Care: A Higher Education in Prisons Initiative Self-Study - LaChan V Hannon, Rutgers University - Newark; Ashley N. Gwathney, Rutgers University - Newark; Chris Agans, Rutgers University - Newark; Nia Tuckson, Rutgers University - Newark; Christina Walling, Rutgers University - Newark; Latoya Hamlin, Rutgers University - Newark

M. Nathan Tanner, University of Nevada - Reno

Woven with Refusal: From Resistance to Sovereignty through Indigenous Presence and Love - Kelly Leah Stewart, University of California, Los Angeles

Relational Pedagogies and Living Sovereignty: Reclaiming Indigenous Histories in Education - Lydiah Nganga, University of Wyoming; John Kambutu, University of Wyoming; Sergio Maldonado, University of Wyoming

Creating a Sense of Belonging utilizing Indigenous theory’s four R’s: Respect, Responsibility, Relevance and Reciprocity. - Adolfo Velasquez, San Francisco State University

Native Tuition Waivers: Honoring the Sovereignty of Native Students Rights to Education - Robin Zape-tah-hol-ah Minthorn, University of Oklahoma; Natalie Rose Youngbull, University of Oklahoma; Patricia McDaniels-Gomez, University of Oklahoma; Noetta Harjo, University of Oklahoma

Anysia P. Mayer, California State University, Stanislaus

A Comparative Group Analysis of Rigorous Science and In School Suspension Odds - Kristian Edosomwan, University of Houston; Syahrul Amin, Texas A&M University; Jarrod G. Collins, Texas A&M University

Mathematical Pathways and Barriers: How Tracking Systems Affect Multilingual Learners' Access to Advanced Coursework in Utah - Marieke Timmer, University of Utah

Policy, Place, and Possibility: Dual Enrollment Access, Growth, and Equity Challenges in California’s Central Valley - Zenaida Aguirre-Munoz, University of California - Merced; Vandeen Campbell, Rutgers University - Newark; Liantao Shan, University of California - Merced

Unforgetting Educational Debt: Structural Drivers of Literacy Inequities for Multilingual Learners - Diana L. Mindrila, University of West Georgia; Robert A. Griffin, University of West Georgia

Briana L. Chang, The College Board

Kristian Edosomwan, University of Houston