Lindsay Byron, University of Florida

Reframing Graduating “On-Time”: Institutional Factors Affecting in the Transfer Journey - Caitlin P. Ng, University of California - Santa Barbara; Tate Universe, University of California - Santa Barbara; Yasmine Dominguez-Whitehead, University of California - Santa Barbara; Malaphone Phommasa, University of California - Santa Barbara; Vanessa Woods, University of California - Santa Barbara

Quantitative Exploratory Study on Students’ Navigation Experiences with Transfer Policies in Illinois - Jeongsan Hwang, University of Illinois at Urbana-Champaign; Karla Velasco, University of Illinois at Urbana-Champaign; Gianina R Baker, University of Illinois at Urbana-Champaign; Lorenzo D. Baber, University of Illinois at Urbana-Champaign

Fostering Transfer Student Belonging and Success in Liberal Studies - Rosie Ojeda, California Polytechnic State University - San Luis Obispo; Dayanara Ramirez, California Polytechnic State University - San Luis Obispo; Blanca Arias, California Polytechnic State University - San Luis Obispo; Briana Barbosa, California Polytechnic State University - San Luis Obispo; Deisi Sinco, California Polytechnic State University - San Luis Obispo; Paola Gomez Maldonado, California Polytechnic State University - San Luis Obispo

Invisible on Campus: Experiences of Post-traditional Transfer Students in Online Engineering Bachelor’s Degree Programs - Jingjing Liu, Florida International University

Latent Trajectory Classes of College Students’ Team Health Perceptions: Exploring Demographic and Contextual Predictors - Qichuan Zhou, University of Michigan; Rebecca L. Matz, University of Michigan; Robin Fowler, University of Michigan

The Role of Coping in the Relationship Between Academic Distress and PTSD Symptoms in College Students - Danae Gaytan Sanelias, Washington University in St. Louis; Andrew C. Butler, Washington University in St. Louis; Rachel S. Martin, OneGoal

Troubling First-Generation Status: Examining Internship Participation by Levels of Parental Education - Hee Song, University of Wisconsin - Madison; John Zilvinskis, Binghamton University - SUNY; Kelli K Smith, Binghamton University

Unpacking Diversity: Heterogeneous and U-Shaped Relationships between Team Diversity and Learning Outcomes - Zhonghan Xie, University of Michigan; Rebecca L. Matz, University of Michigan; Robin Fowler, University of Michigan

Who Feels Safe? Students’ Perceptions of Campus Safety and Handgun Carry Through an Intersectional Lens - Lee H. DeBoer, Collin College; JoHyun Kim, Texas A&M University; Katie K. Koo, University of Georgia

Krista Galleberg, Harvard University

Condescending Esteem and the Contradictory Status of Teaching: How Educators Navigate Mixed Social Evaluation - Krista Galleberg, Harvard University

Seeing Failure Through Teachers’ Eyes: How Teachers Define Student Failure in the Classroom - Xinyu S. Pan, Bank Street College of Education

The Impact of Social Recognition Deficits on Teachers’ Professional Perceptions and Practices - Jeong-a Kim, Korean Educational Development Institute

Teacher-Parent Power-Dynamics Overshadowing Other Dimensions in Teacher PD Discourse about Conflicts with Parents - Dana Vedder-Weiss, Ben-Gurion University of the Negev; Idit Fast, Ben-Gurion University of the Negev; Karin Sarfati-Shaulov, Ben-Gurion University of the Negev

Danielle Sutherland, Towson University

Problematizing teaching competition for student teachers’ professional identity formation: A Dynamic-System-Model-of-Role-Identity perspective - Yue Peng, The Chinese University of Hong Kong; Wenting Zhou, The Chinese University of Hong Kong

Rethinking Initial Teacher Education Work Integrated Learning in Light of the Needs of Supervising Teachers - Lucie Zundans-Fraser, Charles Sturt University; Will Letts, Charles Sturt University

Revisiting the Two-Worlds Pitfall: Student Teachers and Scripted Curriculum - Danielle Sutherland, Towson University; Stephanie Michelle Moody, Towson University; Bethany M. Rice, Towson University; Laura Jacobs, Towson University

Rooted in Justice: Preparing future teachers to integrate Climate Justice Education in a community of practice - Sumer Seiki, University of British Columbia

Promoting Pre-Service Teachers’ Professional Socialization Through Field Experiences: A Multiple-Case Study in Chinese Normal Universities - Wenxin Gao, East China Normal University

A Critical Ethnographic Case Study on ELPAC Standardized Testing and Fifth-Grade Latinx Emergent Bilinguals: Teacher Pedagogy, Perceptions, and Attitudes that Transform Classroom Learning - Nancy Madrid, Los Angeles Unified School District

Beyond the Test Scores: Is Standardized Testing a Tool or a Tyrant for Global Education? - Yuan Cui, Beijing Normal University; Qian Zhao, Beijing Normal University

English Learner Identification of Kindergarteners: Case Study of a U.S. District with High Student Enrollment - Alicia Kim, University of Wisconsin - Madison; Pauline Ho, Reed College; Mark Chapman, University of Wisconsin - Madison; Haeun Kim, University of Melbourne; Jeanne Beck, ETS

Examining the Influence of Schools’ Federal Designation on Teachers’ Workplace Stress and Self-Efficacy - Kimberly Michelle Seybolt, Arkansas State University; Ibrahim Duyar, Arkansas State University

Global Patterns of Digital Competence: Comparative Insights from ICILS 2023 - Sümeyye ARPACI, The George Washington University; Laura Christine Engel, The George Washington University

Lina Safa, Pepperdine University

Katherine Kresin Delaney, University of Toledo

The Protective Role of Low-Cost Child Care Policy in Families Navigating Child Temperament Challenges - Yunqi Xie, University of Toronto - OISE; Samantha Burns, University of Guelph; Jesseca Perlman, University of Toronto - OISE; Esther Yu, University of Toronto - OISE; Michal Perlman, University of Toronto - OISE

Two Decades of Growth in State Pre-K Investments: Is there a Tradeoff Between Access and Quality? - Casey Moran, Teachers College, Columbia University; Tyler Watts, Teachers College, Columbia University; Jade M. Jenkins, University of California - Irvine; Kenneth A. Dodge, Duke University; Mindy Lachs Rosengarten, Teachers College, Columbia University; Allison Friedman-Krauss, National Institute for Early Education Research; W. Steven Barnett, Rutgers University

Patterns of Subsidized Child Care Stability for Children Experiencing Homelessness and Their Counterparts - Kelvin T. Pompey, University of South Carolina; Qinyan Shen, University of South Carolina; Vasanthi Rao, University of South Carolina

An Examination of a State Level Policy to Support Low Income Children with Disabilities and/or Special Needs to Better Access Publicly Funded Child Care (PFCC) - Katherine Kresin Delaney, University of Toledo; Laurie A. Dinnebeil, University of Toledo; William McInerney, University of Toledo

PreK children’s readiness to learn: Potential influence of state Child Care Development Fund (CCDF) policies - Ryan Belew, University of Missouri - Kansas City

Ekaterina Novikova, University of Delaware

Drawing on the self-identified needs of early childhood educators to improve early learning program supports - Allison Boyle, Southern Education Foundation, Inc.; Max Altman, Southern Education Foundation

Early Care and Education at its Best: Listening to the Voices of Veteran ECE Teachers - Leah Schoenberg Muccio, University of Hawai‘i at Manoa; Lea Ann Christenson, Towson University; Kevin McGowan, Bridgewater State University

Characteristics of early childhood educators who participate in state-wide outdoor education professional development - Ekaterina Novikova, University of Delaware; Kristin Kelly, University of Delaware; Jessica DeWese, University of Delaware; Laura Lessard, University of Delaware

Supporting Vocabulary among Preschoolers at Risk for Developmental Language Disorder: A Teacher Professional Development Intervention - Annemarie Hindman, University of North Carolina - Chapel Hill; Barbara Wasik, Temple University

From Teacher Training to Parent Engagement: Implications for Parent-Teacher Relationship and Early Childhood Outcomes - JINGJING XU, University of Georgia; Erin E. Hamel, University of Georgia

Bridging the Divide: Community Knowledge and Rural Educators' Practices - Stephanie Oudghiri Scherer, Purdue University

Intergenerational Participation and Interpretation of Home Visits in Early Childhood Services - Peijing Qiao, The Chinese University of Hong Kong; Si Chen, The Chinese University of Hong Kong; Xuerong Wang, Chinese University of Hong Kong; Tianyu Li, The Chinese University of Hong Kong; Ming Dong Mak, The Chinese University of Hong Kong; Mai Lu, China Development Research Foundation; Zhixin Du, China Development Research Foundation; Yi Qie, China Development Research Foundation

Straight from the Workforce’s Mouth: What Practitioners in Black, Rural Communities Say About Community-University Partnerships - Kamia F Slaughter, Indiana University

The Story of One Rural School District: A Case Study for Building Success in Iowa’s Rural Schools - Erika L. Bass, University of Northern Iowa; Vicki Oleson, University of Northern Iowa

“Rural students can survive in the big city”: Exploring rural students’ successful postsecondary transitions - Kessa Roberts, Clemson University; Alycia Cole, Utah State University

Exploring Digital Communication Strategies for Global Talent Recruitment in Chinese Universities - Kexin Long, Shanghai Jiao Tong University; Haroon Hakimi, Shanghai Jiao Tong University; Xiaoqiao Zhang, Shanghai Jiao Tong University

Using LLM to Trace Public Sentiment and Policy Change Toward Canadian International Students - Ya Xuan Wang, York University; Qiang Zha, York University

What are we selling? A Content Analysis of Virtual Communication to Prospective Students - Emily A. Short, Southern Methodist University; Michael S. Harris, Southern Methodist University

Designing AI Education Ecosystem Indicators in Higher Education: A Delphi and AHP Approach - Xinyi Wu, Shanghai Jiao Tong University; Qinglin Zhang, Shanghai Jiao Tong University; Feng-Kuang Chiang, Shanghai Jiao Tong University