Victoria Pavlou, Frederick University

Arts-in-a-Box, Futures-in-e-Making: Reimagining Online Arts Teacher Education for Sustainability and Social Engagement - Victoria Pavlou, Frederick University

From Gesture to Meaning: Cultivating Musicality Through Culturally Sustaining Erhu Pedagogy in Higher Education - WEN LI, Newcastle University

Plays and Scripts: How Integrating Computational Thinking into Literacy Lessons Promotes Student and Professional Learning - Robert Macias, Northern Arizona University; Samuel Severance, Northern Arizona University

Sensing the Algorithm: A Multisensory Dialogic Pedagogy for AI-Integrated Art Education - Jiayi Guo, University of Georgia; Hsin Fang, Florida State University

Anastasia L. Betts, Learnology Labs

Agency and Accountability: How Professional Relationships Shape Teacher Agency - Christopher Carter, University of Kansas

Discipline Dilemmas: How Memphis Charter School Teachers Navigate Culturally Responsive Practices Amid Exclusionary Policies - Emily Hannah McFarland, Baylor University; Anne J. Steketee, Baylor University

Teachers’ Well-Being and Innovative Behavior: A Moderated Mediation Model of Insider Status and Authentic Leadership - Zeqing Xu, East China Normal University

Teacher Agency in School‑Based Youth Participatory Action Research - Kampanart Chaiyarat, Teachers College, Columbia University; Noa Ovadia, Teachers College, Columbia University; Beth C. Rubin, Teachers College, Columbia University; Maya Berrol-Young, Teachers College, Columbia University

Reclaiming Teacher Agency through Teranga: A Culturally Grounded Participatory Action Research Study in Senegal - Oumar Moussa Djigo, Michigan State University

Emilee A Baker, University of Minnesota

ADHD and Inclusive Teaching: Exploring Knowledge, Self-Efficacy, and Embodied Educational Practices in Italy - Anna Maria Mariani, Università Telematica Pegaso; Eugenia Treglia, Università Telematica Pegaso

Infusing Disability Justice in General Education Teacher Preparation Settings: An Imperative for Inclusion - Maria Mavrides Calderon, Hunter College - CUNY; Isabel Mavrides-Calderon, Barnard College

Sustaining Teacher Candidates with Disabilities: A Call to Action Across All Teacher Preparation Programs - Jolan Smith, California State University - Long Beach

Emilee A Baker, University of Minnesota

Kelly Davis, University of Houston

Influence of Teacher Observer Content and Pedagogical Knowledge on Their Content-Focused Observations and Feedback Quality - Elizabeth R Goldberg, Texas Tech University; Jian Wang, Texas Tech University

Learning to Listen with Curiosity and Generosity: New Approaches to Science and Math Interviews - Mallika Scott, California State University - Fullerton; Kathryn Lanouette, William & Mary

Sources of Preservice Elementary Teachers’ Integrated STEM Teaching Self-efficacy: A Multi-institutional Study - Deepika Menon, University of Nebraska - Lincoln; Jeanna R. Wieselmann, Southern Methodist University; Grace Morison, Southern Methodist University; Sarah A. Haines, Towson University; Sumreen Asim, Indiana University - Southeast; Allison Johnson, University of Nebraska - Lincoln

Influences of Elementary Science Preservice Teachers’ Content Understanding on Their Use of Pedagogical Content Knowledge - Yanhong Moore, McGregor Independent School District; Jian Wang, Texas Tech University

I Love You: Centering Critical Love to Disrupt Oppression in Teacher Education - Kristen Schaffer, Mount Royal University; Daniela Quintero, Mount Royal University; Kodie Rollan, Chromatic Theatre; Reggie San Jose, Mount Royal University

Tamara Handy, Teachers College, Columbia University

Constructing a Migration-centered Approach to Teacher Preparation: Revisiting Ethnographic Puzzles from Dialogues with Immigrant Youth - Brian Tauzel, Western Washington University; Saraswati Noel, Western Washington University; Elizabeth E. Schuster, University of Washington

Lessons in Contradictions: Reinforcing Equity and Justice-oriented Teacher Dispositions in the Trump Era - Terry Stockton, Grand Valley State University; Sarah Chase, Grand Valley State University

Navigating Challenges, Naming Supports in Teacher Education: A Case Study of Justice-Oriented Instructors - Cheetara A Hudson, Loyola University Chicago

It’s Personal and Professional: A Reflection on Supporting Teachers in Baltimore City - Paul Koh, Towson University; Stephanie Mojibola, Baltimore City Public Schools

Reflective Praxis for Collective Liberation: Teacher Educator Inquiry Toward Justice - Ayesha Rabadi-Raol, Sonoma State University; Lisel A. Murdock-Perriera, Sonoma State University

Hengyi Liu, University of Southern Indiana

From Theory to Empowerment: Advancing HBCU Teacher Preparation through Integrative Literacy Theory - Cheron Hunter Davis, Florida A&M University

"Sitting With" the Past to Move Into the Future: Aufarbeitung as Disruptive Force in Teacher Education - Jocelyn A. Glazier, University of North Carolina - Chapel Hill; Taylor William Schmidt, University of North Carolina - Chapel Hill; Abigail Paquin, University of North Carolina - Chapel Hill; Anja Wilken, University of Hamburg; Andreas Bonnet, University of Hamburg

Supporting Pre-service Teachers in Critical and Antiracist Teaching: Complexities and Contradictions about Neutrality - Noah Jefferson, Westfield State University; Juliet Lee, Westfield State University

Utilization of Minority-Serving Status in Teacher Preparation Programs: Towards a Framework for Minority-Serving Programs - Lillie Ko-Wong, University of California - San Diego

Weaving Equity and Artificial Intelligence in Preservice Teacher Education: One Assignment Across Four Courses - Ardavan Eizadirad, Wilfrid Laurier University; Keri Ewart, Wilfrid Laurier University; Ryan Neepin, Wilfrid Laurier University; Steve Sider, Wilfrid Laurier University

Maria Luisa Garcia Underwood, University of Pennsylvania

Jawanza Kalonji Rand, Teachers College, Columbia University

Contested Commitments: A Content Analysis of Equity Policies Framing Leadership Diversity Goals Despite Backlash - Kimberly Clarida, Michigan State University; Kait Ogden, University of Texas at Austin; Ja'Miya Grace, Michigan State University

Staffing Matters: Comparing Coach Staffing Models and Their Influence on Coaching Practice - Angela Marie Hardy, Digital Promise; Lauren H. McMahon, Digital Promise Global; Nicola Hodkowski, Digital Promise Global; Mai Chou Vang, Digital Promise

Symbolic Reform, Radical Hopes: A Critical Look at NYC’s Implicit Bias Training Rollout - Abby C. Emerson, Touro University

The Impact of Teacher Professional Learning Designed to Support Effective Use of High-Quality Instructional Materials - Andrew J. Wayne, American Institutes for Research; Sami Kitmitto, American Institutes for Research; ChenYu Hung, American Institutes for Research; Cheryl Graczewski, American Institutes for Research

Halleli Pinson, Ben Gurion University of the Negev

From Protest to Policy: How Gen-Z Activists Build Power Across Boundaries - Tara Lynn Bartlett, Arizona State University

Is It Critical Social Analysis? Conservative and Liberal Youth Social Media Posts During an Election - Sara Wilf, California Polytechnic State University; Samantha Quiroz, California State Polytechnic University - Pomona; Kendall Reed, Bates College; Elena Maker Castro, University of California - Los Angeles

“You think big originally”: Exploring student perceptions of civic engagement within a civic action curriculum - Joshua Littenberg-Tobias, GBH; Rob Martinelle, Boston University; Kaylene Mae Stevens, Boston University; Kensy Jordan, GBH

Minsun Shin, Montclair State University

Exploring the Social Architecture of Peer Engagement in Preschool Classrooms: A Social Network Analysis - Taehee Kim, University of Georgia; Mihyun Kim, University of Georgia; Kristen L Bub, University of Georgia

Let Them Play: A Social-Emotional Play Intervention to Negate Adverse Behaviors of Kindergarten Students - Kyler P. Leiter, Mount Saint Mary's University; Molly S. Dunn, Notre Dame of Maryland University

Killing Elsa and bubble parties: Enduring lessons about navigating crisis through play - Minsun Shin, Montclair State University; Victoria I. Puig, Montclair State University

Symbolic Interaction Theory-Based Spatial Language and Action Representation of Young Children During Block Play - xiaoli Yang, The Open University of Sichuan

Distinctive Pictures of Practice in a Play-Based Prekindergarten Program - Kristin L. Whyte, DePaul University