Strategic Planning in Modern Higher Education: Bridging Gaps through New Instruments and Insights - Christopher Adrian Thomas, San Diego State University

Culture as Strategy: How Community College Leaders Depict the Institutional Conditions for Innovation - Julius Fleschner, Georgia Highlands College; Michael Lanford, University of North Georgia

In the Aftermath: Institutional Support as a Moderator of Faculty & Staff Mental Health After Hurricane Helene - R. Jason Lynch, Appalachian State University; Chauntee Thrill, Appalachian State University; Ashley J. Carpenter, Appalachian State University; Stacey D Garrett, Appalachian State University; Candice Peters, Appalachian State University

Predicting the First Black Presidents in U.S. Historically White Institutions, 1980–2018 - Hannah K. D'Apice, Stanford University; Christine Min Wotipka, Stanford University

Senior Leadership Teams and Team Leadership in Colleges of Education: A Descriptive Analysis - Kurt S. Sudbrink, University of Maryland

Manifesto for Decarbonizing Scholarship and Research: A Political and Pedagogical Intervention - Michelle Jordan, Arizona State University; Carrie Karsgaard, Cape Breton University; Andrea E. Weinberg, Arizona State University; Iveta Silova, Arizona State University; Victoria Desimoni, Arizona State University; Sandra Nabulega, Arizona State University

Operationalizing Public Scholarship: Empirical Approaches to Reimagining Academic Engagement - Mary K. Littlepage, University of Kentucky; Kelly D. Bradley, Marshall University

Temporal Transformation of Dead and Dying Colleges: From Funerals to Rising Phoenix - Ryan M. Allen, Soka University of America

Speaking the Unspeakable: Emotional Labor and the Struggle for Equity in Assessment - Yi-Chin Wu, Georgia Institute of Technology; Mary K. Thompson, University of Wisconsin - Madison; Beth Janetski, University of Wisconsin - Madison

An Evaluation of The Math for All Professional Learning Program: A report on teacher Outcomes - Babette Moeller, Education Development Center, Inc.; John H. Hitchcock, Westat; Jason Schoeneberger, ICF International; Teresa Garcia Duncan, Deacon Hill Research Associates LLC

In Their Hands: Multimodal Learning Analytics as Reflective-practice Resources Empowering Mathematics Teachers’ Professional Development - Alik Palatnik, Hebrew University of Jerusalem; Catalina Lomos, Luxembourg Institute of Socio – Economic Research; Dor Abrahamson, University of California - Berkeley

Reimagining Equity in Science Education Professional Development Programs - Ufomanefe Shola Kayode, Texas Tech University; Ali Ahmed, Texas Tech University; Isiaka Ayobi Raheem, Texas Tech University; Halkano Michael Hargura, Texas Tech University

The Impact of Workshops and Graduate Coursework on Mechatronics on STEM Teachers' Efficacy and Beliefs - Ruthmae Sears, University of South Florida; Stephanie A. Arthur, University of South Florida; Alfredo Rodriguez Vera, University of South Florida; Robert Potter, University of South Florida; Kelley Schuler, University of South Florida; Aizhan Bakytbek, University of South Florida; Alexandro Castellanos, University of South Florida; Brandy Jackson, Aecern

What Enables Integrated STEM? Rethinking Readiness for Transdisciplinary Teaching and Learning - Jessica Yusaitis Pike, Teachers College, Columbia University; Yingxin Ye, Teachers College, Columbia University; Caron M. Mineo, Teachers College, Columbia University; Madalina Ciocanu, Teachers College, Columbia University; Bryan Keller, Teachers College, Columbia University; Ellen B. Meier, Teachers College, Columbia University

Kolawole Kushimo, University of Massachusetts - Dartmouth

Exploring Teacher Perceptions of Generative Design Questions in Elementary Mathematics Instruction - Kolawole Kushimo, University of Massachusetts - Dartmouth; Walter M. Stroup, University of Massachusetts - Dartmouth

Middle School Science Teachers’ Views on Scripted Curriculum in Linguistically Diverse Classrooms - Sissy S. Wong, University of Houston; Samuel Katende, University of Houston; Maria Alexandra Walsh, University of Houston; Raju Ahmmed, University of Houston; Jie Zhang, University of Houston

The Effectiveness of an Online Epistemic Game on Professional Teacher Identity Development - Nur Cakir, Middle East Technical University; Hürriyet Sarıdemir, Middle East Technical University; Neslihan Gok Ayyildiz, Middle East Technical University; Aroutis N. Foster, Drexel University; Diler Oner, Bogazici University

Sarang Kim, University of Oklahoma

A Case for Culturally Relevant Pedagogy in Developmental English Classrooms at Hispanic-Serving Community Colleges - Delaney Rood, Michigan State University; Adrienne Hill, Michigan State University

Cultivating Criticality: Teacher Intentions, Student Experiences, and Possibilities for Futuristic Impact - Brandi N. Hinnant-Crawford, Clemson University; Emily E. Virtue, Western Carolina University; Liz Bergeron, New Tech Network; Morohunkeji Y Orija, Clemson University

Exploring Language and Deculturalization of Native Americans in Teacher Preparation - Andrew Habana Hafner, Westfield State University

Using Helm’s White Racial Identity Development Model (WRIDM) to Empower Culturally Responsive and Sustaining Preservice Teachers - Kristina M. Valtierra, Colorado College

Arpita Sarker, University of Iowa

Can ChatGPT Help International Students Integrate Socially and Academically in U.S. Universities? A Case Study - Hasan Aydin, Florida Gulf Coast University; Clarisse Halpern, Florida Gulf Coast University

Navigating Value Education in Multicultural Societies: Insights from Isaiah Berlin's Theory of Value Pluralism - Xuan Tang, The University of Sydney; Tian Fu, Capital Normal University

Tracing Scientific Cultures as Social Epistemologies in Multi-/Intercultural Educational Research through Citation Practices - Barbara Gross, Free University of Bozen-Bolzano; Edwin Keiner, Goethe-Universität Frankfurt am Main

Commitment Issues: Ideological Clarity, Pedagogical Content Knowledge, and the Necessity of Critical Commitment - Mathew Baker, Georgia Southern University; Cinthia S. Salinas, University of Texas at Austin; Kevin R. Magill, Baylor University

Cultivating Justice: Curriculum Features That Support K-2 Learners’ Justice-Oriented Argumentation in Social Studies - Ryan E. Hughes, University of North Carolina - Greensboro; Beth Meyer, The Experiential School of Greensboro

Identity in the Making: Oral History and Teacher Learning in the Teaching of Difficult Histories - Yonghee Suh, Old Dominion University; Brian J. Daugherity, Virginia Commonwealth University; Joanna K. Garner, Old Dominion University

“Telling Stories of the People Who Lived Them”: Teachers’ Classroom Implementation of Historic Site-Based PD - Rachael E. Rudis, Michigan State University

The familial curricula of current events - Nancy Ku Bradt, Queens College