Tara Kirton, Hunter College - CUNY

An Asset-Based Approach to Building Equitable Systems that Retain Educators in Title I Schools - Nicole Duran-White, Los Angeles Unified School District

Beyond Vulnerability: Resilience of Novice Teachers in China’s Educational Reform—A Qualitative Study of an AWaRE Model Analysis - Wenxin Gao, East China Normal University

“Grow Your Own” in Action: Cultivating Future Teachers Through Community-Driven Pathways in California’s Central Valley - Ana Robles York, California State University - Stanislaus

Strengthening the Teacher Pipeline: Combining Grow Your Own and Residency Models to Empower Paraprofessionals - Katrina Duarte-Meng, University of Texas - El Paso; Erika L. Mein, University of Texas - El Paso; Angelica Monarrez, University of Texas - El Paso; Jennifer Stefania Herrera Lozano, University of Texas - El Paso

We Were Taught Why We Matter”: Exploring an HBCU-Based Alternative Teacher Residency Program - Larkin Page, Xavier University of Louisiana; Jimmy Caldwell, Xavier University of Louisiana

Melody May Yin Isabela, Arcadia Unified School District

Terri L. Hubbard, Polk State College & University of South Florida

Bridging the Gaps: A Kindergarten Teacher’s Identity Amid Digital Pressures and Developmental Practice - Terri L. Hubbard, Polk State College & University of South Florida; Jolyn Blank, University of South Florida

Early Learning, Uneven Ground; Transitional Kindergarten and Pre-Kindergarten from the Teachers’ Perspectives - Cheralen Arroyo Valdez, University of California - Santa Cruz

K-1 Teacher Experiences with Multilingual Learners in US Public Schools - Maria José A. Dias, Ball State University

Men in a Woman’s World? Understanding Professional Identity and Learning Differences in ECE Teacher Preparation - Endale Fantahun Tadesse; Chunhai Gao, ShenzhenUniversity; Sabika Khalid, Zhejiang Normal University

Sara Staley, University of Colorado - Boulder

At the Center of Care: Exploring Early Childhood Educators’ Trauma-Informed Practices in a Post-Earthquake Context - Fatma Merve Yozgatli, Indiana University; Ela Sumeyye Secim, The Ohio State University

Contemplative Practices and Teacher Stress: A Narrative Study of Head Start Educators - Candice McKinnon, California State University - Channel Islands

Depathologizing First-Year Teachers’ Negative Feelings Through Collectivity: A Case Study On Feeling Bad - Sara Staley, University of Colorado - Boulder; Zander Nowell, University of Colorado - Boulder; Bethy Leonardi, University of Colorado - Boulder

Exploring the Multilayered Nature of Teacher Isolation: An Interpretative Phenomenological Analysis - Selahattin Turan, Bursa Uludag University; Firdevs Ozturk, Bursa Uludag University; Gulsah Yavuz; Damla Zumbul, Bursa Uludag University

Preservice Teachers’ Positive Mental Health Literacy, Openness to Psychological Help-seeking, and Well-being - Ma. Jenina N. Nalipay, The Education University of Hong Kong

Katrina Struloeff, University of Pennsylvania

“Are You Really a Writer?”: Writing, Identity, and Transformation in a Korean Women’s Writing Group - Minkyung Choi, Montclair State University

Critical Everydays: A Narrative Inquiry into a Teacher’s Daily Pedagogies - Heather J. Pinedo-Burns; Dana Frantz Bentley, Buckingham Browne and Nichols School

Three Disabled Queers Enter an R1: One Strange Story Leaves - Leia K. Cain, University of Tennessee; Anna Teitt, University of Tennessee; Leah Oakes, University of Tennessee

“Open the Door and Then They Will Blossom”: Translanguaging, Emotion Labor, and Emotional Capital - Min Wang, SUNY New Paltz; Kerri McFadden, 216 Ryan School

Samuel Otten, University of Missouri

Mathematics Coaching that Supports Incremental Improvements Toward More Equitable Mathematics Teaching - Erica Litke, University of Delaware; Jonee Wilson, University of Virginia

Incremental Professional Development for Fostering Small-Group Discourse - Sarah Quebec Fuentes, Texas Christian University

Incremental Change through a School-University Collaboration on Number Talks - Temple A. Walkowiak, North Carolina State University; Heather West Jerez, Amplify Education, Inc.; Briana Pelton, Oberlin Magnet Middle School Wake County Public School; Kristin Hord, North Carolina State University

Interweaving Instructional Design and Professional Development to Advance Teachers' Aspirations to Improve Their Mathematics Teaching - José Luis Cortina, Universidad Pedagogica Nacional; Jana Visnovska, The University of Queensland

Examining the Varieties of Implementation within Nudge-Based Incremental Professional Development for Secondary Mathematics Teachers - Samuel Otten, University of Missouri; Zandra de Araujo, University of Florida; Amber Grace Candela, University of Missouri - St. Louis

Samuel Otten, University of Missouri

Jon R. Star, Harvard University

Nathan Alexander, Howard University

Enacting Culturally Relevant Pedagogy: Insights from Black Women Mathematics Faculty - Reagin Taylor McNeill, Michigan State University; Brittany L. Marshall, San Diego State University

Mathematics Ability as Property: Examining Mathematics Reform as a Racial Project Through Raciolinguistic Genealogy - Dan Battey, Rutgers University; Tasha Austin, University at Buffalo - SUNY

Mathematics Teacher’s Five-Year Journey with Culturally Relevant Pedagogy: Before, During and After a Professional Development - Casedy A. Thomas, Virginia Polytechnic Institute and State University; Robert Q. Berry, Indiana University

Mathematics Teaching Practices of Culturally Relevant, Responsive, and Sustaining Pedagogy: A Qualitative Metasynthesis - Jermaine R. Howell, Michigan State University

Predictions of High School Math Achievement from HSLS: Mathematics Identity, Mathematics Self-Efficacy, and Racialized Identity - Alexis Daniels, Johns Hopkins University

High-Dosage Tutoring Program for Middle School Mathematics - Yan Wei, Southern Connecticut State University; Casey McPherson, Southern Connecticut State University; Alexandra J. Lamb, University of Connecticut; Eric J. Brunner, University of Connecticut; Stephen L. Ross, University of Connecticut

Impacts of the Workshop Model on Middle School Student Math Learning - Christina Chapman, K.B. Sutton Elementary School; Jiyoon Jung, Valdosta State University; Steve Downey, Valdosta State University; Matthew Joseph Smith, Valdosta State University

Lost in Translation: Narratives of Middle School Math Teachers’ Critical Self-Reflections on Teaching English Learners - Kristina Walshe, California State University - Long Beach; Maiyoua Vang, California State University - Long Beach

Materiality, Math, and Design: Middle School Students Prototyping Water Conservation Solutions - Sourabh Garg, University of Illinois Urbana-Champaign; Gloriana Gonzalez, University of Illinois at Urbana-Champaign; Michelle Heredia, University of Illinois at Urbana-Champaign

A Narrative Study of a CHamoru Math Teacher’s Experience with Culturally Relevant Data Science - Richard Carlos L. Velasco, University of Florida

Bridging the Gap Between the Design and Implementation of Ideational Resources for Black Mathematics Learners - Kyalamboka Brown, Stanford University

Designing and Implementing Math Tasks for Justice: A Bidirectional Framework for Rigor and Belonging - Eva Thanheiser, Portland State University; Amanda T. Sugimoto, Portland State University; Courtney Koestler, Ohio University; Mathew Felton-Koestler, Ohio University; Simon Byeonguk Han, Portland State University; Molly Robinson, Portland State University

Math Class is Like Flipping Tortillas: A Latina’s Embodied Mathematics - Marilyn Castro, University of California - Santa Barbara; Rachel Lambert, University of California - Santa Barbara; Rebeca Mireles-Rios, University of California - Santa Barbara

Somos arte: Enacting a mathematics pedagogy of rasquachismo - Melissa Adams Corral, University of Texas - Rio Grande Valley; Gladys Krause, College of William & Mary; Luz A. Maldonado, Texas State University