Sandra Barrueco, The Catholic University of America

Contextual Factors and School Adjustment of Multicultural Elementary Students: A Longitudinal Study in South Korea - Yeseul Doo, University of Chicago

Racialized and Administrative Burdens in IDEA: Examining the Experiences of Im/migrant and Refugee Families - Adai A. Tefera, University of Arizona; Melissa J. Cuba, University of Maine

Strategic Inclusion: Interest Convergence in Higher Education Policy for Immigrant Students - Deyaneira Daniza Chic, University of California - Berkeley

Towards a Critical College Choice Model for Undocumented Students - Diego Castro Gomez, University of California - Los Angeles

Karie C. Brown, Georgia State University

Empathy-Driven Lesson Study: The Case of the Community Garden Design-based Lesson - Gloriana Gonzalez, University of Illinois at Urbana-Champaign; Sourabh Garg, University of Illinois Urbana-Champaign; Jane Pak, University of Illinois at Urbana-Champaign

Lesson Study: Unpacking a Lesson on Cultural Icebergs Through a Critical Friend Lens - Lisa Rose Johnson, Old Dominion University

Teacher and Leader Insights on the Core Components of Lesson Study - Meghan Smith Durkin, Stanford University; Marley Angelita Murrell, Stanford University; Hilda Borko, Stanford University

Jennifer M. Bondy, Arizona State University

Emotional Belonging in Transnational English Language Teaching: A Black American Woman Teacher's Experiences in Korea - Jihea Maddamsetti, Old Dominion University

Navigating Racial and Ethnic Barriers: Experiences of an International Graduate Student TA-ing and Supervising Pre-Service Teachers in a Midwestern U.S. University. - Charity Ulunma Okpara, UW Madison

The Futures We Bring: Cultural Worldviews and the Reimagining of Academic Belonging - Ya-Li Wu, Fo Guang University; Yanty Wirza, Indonesia University of Education; David Bwire, The College of New Jersey

Meghan Moore-Hubbard, Kennesaw State University

Building Rural K-12 Leadership Pipeline: Outcomes of a Teacher Leadership Academy - Hamada Elfarargy, South Dakota State University; Anne Karabon, South Dakota State University; Patrick D. Hales, South Dakota State University

Known Face, New Role: A Qualitative Case Study of a Homegrown Rural Teacher - Caiden Webb, University of Missouri; Laura Zangori, University of Missouri; Laura Cole, Colorado State University

Remedy & Renewal in Northern California's Rural Teacher Residencies - Imelda Nava-Landeros, University of California - Los Angeles; Sheila Rocker Heppe, State Residency Technical Assistance Center

Teacher Preparation Influences on New Teachers’ Decisions to Teach Rural: Insights from a Multi-Institutional Study - Devon G. Brenner, Mississippi State University; Diana Cumings Outlaw, Mississippi State University; Dana P. Franz, Mississippi State University

What Keeps Rural STEM Teachers Teaching? A Multiple Regression Analysis - Woongbin Park, Purdue University; Jung Han, Purdue University; Yu-Chieh Wu, University of Hawai‘i at Mānoa; Todd R. Kelley, Purdue University

Andrea Louise Ochoa, Brown University

Beyond Fixed or Growth - Uncovering Diverse Mindset Profiles in Language Learners - Pengpeng Cai, Trinity College Dublin; Xuhong Li, City University of Hong Kong; Xin Guan, Hong Kong Baptist University

Developing Dual-Language Materials for Science Classrooms: Psychology-Informed Approaches - Onur Ramazan, Chinese University of Hong Kong; Yuliya Ardasheva, Washington State University - Tri Cities; Lindsay K. Lightner, Washington State University; Shenghai Dai, Washington State University; Anne Marie Guerrettaz, Washington State University; Gamze Karaer, Washington State University; Danica Garcia, Washington State University - Tri-Cities; Gladys C. Suarez, Washington State University; Yun-Ju Hsiao, Washington State University - Tri-Cities

Personality-Driven Acceptance of ChatGPT in Language Learning: An Extended TAM Approach - Mi Tang, Chinese University of Hong Kong; Yiran Du, University of Cambridge

The Emotional Equation: A Mixed Methods Approach into Affective Factors Shaping AI-Assisted ESL Writing Through a Positive Psychology Lens - Xiangning Li, University of Cambridge; YUNAN ZHANG, University of Hong Kong; Belle Li, Purdue University

Christine Montecillo Leider, University of Massachusetts - Lowell

The Impact of Visual Literacy Instruction on EFL Students’ Comprehension of Multimodal Texts - Daibao Guo, Boise State University; Lin Gou, Boise State University; Eun Hye Son, Boise State University; Qizhen Deng, Boise State University; Michelle A. Satterfield, Boise State University

Visual Narratives to Stimulate English Reading in Colombian Adults: A Pedagogical Intervention Based on the Four-phase Model of Interest. - Aura Caterine Quilismal Prieto, Universidad Nacional de Colombia; Andy Parra Martinez, Mississippi State University

Group Size Effects on English Production in Young Japanese Learners - Hee Jin Bang, Age of Learning; Alison Mackey, Georgetown University; Akiko Fujii, International Christian University

Heather M. Dulas, University of Houston

Understanding Personalization and Individualization from Education Policy Perspectives: Towards an Integrated School-Wide Implementation System - Ling Zhang, University of Wyoming

A Tale of Two States: Educational Service Agencies, Access, and Outcomes for Students With Disabilities - Julia M. White, Syracuse University; Qiu Wang, Syracuse University; Christine Elaine Ashby, Syracuse University; Rebekah Wallis, Syracuse University

More than Rhetoric: A Case Study of Inclusive Education Policy and Practice - Megan Murray, University of Massachusetts - Boston

Amanda Banks, East Tennessee State University

Preliminary Teaching Manual for Classroom IEP Support: An AI-assisted, Collaborative Delphi Inquiry - Laurie Faith, University of Toronto - OISE; Qiyuan Zheng, University of Toronto - OISE; Lisa VanderKuip, University of Toronto - OISE; Nadine Masengi, Edvance; Samantha Price, Edvance; Rebecca Dam, Edvance

Optimizing Embedded Assessment in (*Masked) Gaming Intervention: Thresholds and Patterns of Response Time and Accuracy - Sam Choo, University of Minnesota; Jechun An, University of Minnesota; Nancy J. Nelson, Boston University; Derek Kosty, Oregon Research Institute

Cognitive Offloading in the Age of Generative AI: What Does It Mean for Students with Learning Disabilities? - Yerin Seung, University of Kansas; James D. Basham, University of Kansas