Andrea Louise Ochoa, Brown University

Appropriate for Whom? Rethinking Equity in New Jersey's Bilingual Education Code - Claudia M. Castillo-Lavergne, Rutgers University - Newark; Swati Dontamsetti, Rutgers University; Vandeen Campbell, Rutgers University - Newark; Isabella Rojas, Rutgers University - Newark

Evaluating the Effects of Reclassification from the Four-Hour English Language Development Block in Arizona: A Regression Discontinuity Approach - Lindsey A. Brown, Arizona State University

Hundreds of Plans for California’s Million English Learners: A Statewide Review of District EL Master Plans - Isabel Clay-Frum, University of Southern California; Margaret Dawson-Amoah, University of Southern California; Junmin Byon, University of Southern California

Implementing English Language Development Standards and Transformative Practices in a Rural School District—A Case Study Approach - Hannah Park, University of Wisconsin - Madison; Timothy J. Boals, University of Wisconsin - Madison

Drew Xavier Coles, Teachers College, Columbia University

A Narrative Case Study on The Standard Bearer-Educator Perspective of Teaching African American Spirituals - Michelle Zazaax Gibson, California State University - Long Beach

Baton, Body, and Belonging: Narratives of First-Generation Asian American Women on the “Glass Podium” - Katy Ieong Cheng Ho Weatherly, University of Macau

“This Is a Win Not Just for Me”: A Multiple-Case Study of First-Generation Latiné Musicians - Nabile Galvan, Colorado State University

This Woman’s Worth: A Narrative Study on the Impact of Childhood Sexual Abuse on the Voices of Black women and Black girls - Ashira Mothersil, Teacher's College, Columbia University

Sharon H. Ulanoff, California State University - Los Angeles

Constructing a Chicana Scholar Identity Through Autoethnographic Testimonio and Anzalduan Frameworks - Genevie C. Rodríguez-Quiñones, University of Texas at San Antonio

From Roots to Branches: Mapping Educational Journeys Through Generations - Anastasia Lavrenyuk, University of Maryland

Looking Back to Move Forward: Insights from Utilizing Indigenous Research Methods - Iesha Jackson, University of Nevada - Las Vegas; Catharine Lory, University of Nevada - Las Vegas; Camisha Fagan, University of Nevada - Las Vegas; Vanessa Nunez, University of Nevada - Las Vegas

“Unforgetting” the Calling: Reclaiming Memory and Reimagining Futures in Education for Educational Research - Gia Roberts, Broward County Public Schools

Meixi *, University of Minnesota

Communities of Practice as Comprehensive Induction for Early Career Early Childhood Educators - Melissa Siller, University of the Incarnate Word

Beyond Traditional Mentoring: The Differential Effects of Dual-role Participation on Early-career Teachers' Efficacy and Teaching Practices - Moonyoung Eom, Seoul National University

Supporting Secondary Novice STEM Teachers through a Mentor-Mentee Yearlong Induction Program - Karen E. McIntush, University of Houston; Karla Adelina Garza, University of Houston; Paige K. Evans, University of Houston

Jenny Quintana, University of Louisiana at Monroe

Maria A. Flores, University of Minho

Wendy Pfrenger, University of Mississippi

A Critical Content Analysis of Rural Education Research Pre- and Post-2016 - Karen Eppley, Pennsylvania State University; Mara C. Tieken, Bates College; Maya Eppley, Aston Carter

Opening Rural Pathways to Computational Thinking and AI: Exploring Motivation Among Economically Disadvantaged Primary Students - Chun-Ping Wu, National University of Tainan; Fu-Yun Yu, National Cheng Kung University

Reimagining Civic Trust in Rural Higher Education: Institutional Rural Consciousness and Stewardship of Political Place - Katie L. Kleinhesselink, University of Colorado - Boulder

The Impact of COVID and Learning Support Services on Students’ Academic Outcomes and Postsecondary Enrollment - Jui-Teng Li, Appalachian State University; Catherine Parks, Appalachian State University; Corinne Smith, Appalachian State University; James Beeler, Appalachian State University; Kathryn Watson, Appalachian State University; Hayden Laws, Appalachian State University; Shawn McNulty, Appalachian State University

We Knew… We Should Have Known. Troubled Stories of Rural College Closure. - Josh Montgomery, Northland College; Dani O'Brien, Northland College

Yilang Zhao, University at Buffalo - SUNY

Cultivating Positive Emotions through Choral Instruction: An Empirical Study in Rural Chinese Primary School - Yinyi Luo, East China Normal University; Shuhan Qiu, East China Normal University

Education and spatial reproduction: How does education perpetuate rural–urban spatial inequality in China? - Yuan Teng, Central China Normal University

Innovative development research of rural small schools: A Fujian elementary school study - Jiani Wu, Fujian Normal University; Vincy Ruan, Fujian Normal University; Qiaowa Zeng, Fujian Normal University

Intercultural Bilingual Border Schools: A Case Study of Misiones, Argentina-Brasil - Alfredo Andres Villalba, Ministry of Education in Misiones and Hertford County; Charles L. Lowery, Virginia Tech

Understanding Two Targeted Teacher Education Policies in China: A Person-Centered Study of Teaching Intention - Yuwei Luo, Beijing Normal University; Naiyi Wang, Beijing Normal University

Mbuh G Payne, Rowan University

How Home Language(s) Shape Early Intervention Exit: Unpacking Equitable Access - Maiko Hata, University of Oregon

Teacher Talk During Interactive Read-Aloud with Preschoolers with Autism: A Descriptive Analysis - Xiaoning Wang, Denison University; Phuong Ta, University of Alabama - Birmingham

Rethinking What You Think You Know: Early Childhood Special Educators’ Critical Reflection on Their Practice - Yoon-Joo Lee, Brooklyn College - CUNY; Susan L. Recchia, Teachers College, Columbia University

From Self-Efficacy to Systems Change: Understanding the Challenges Facing Inclusive Preschool Education Initiatives - Kaitlin K. Moran, Saint Joseph's University; Mary E. Sheppard, Saint Joseph's University; Cindy Collado, California State University - Sacramento; Andrea Golloher, San José State University

Chelsea Tracy-Bronson, Stockton University

Intersectional-Coalition-Building through Cross-Generational Conversations for the Future of IDEA: A Duo-Autoethnographic Study - Barbara L. Pazey, University of North Texas; David I. Hernandez-Saca, University of Northern Iowa

Becoming Change Agents: Stories of Pre-Service Special Educators of Color - Jemma Kim, California State University - San Bernardino; Sherri Franklin-Guy, California State University - San Bernardino; Young Suk Hwang, California State University - San Bernardino

Assemblages of Marginality: Exploring the Geographic and Structural Displacement of Homeless Students with Disabilities - Yehyang Lee, Syracuse University; Dian Mawene, University of Wisconsin - Madison; Dosun Ko, Santa Clara University

Teachers’ Emotional Landscapes & Attitudinal Frameworks: A Cross-Cultural Study of SEND Pedagogical Practices - Litong QI, Hong Kong Shue Yan University; Luis Miguel Dos Santos, Hong Kong Shue Yan University, Hong Kong; Hongyan Wang, Binghamton University - SUNY; Ying Li, Binghamton University - SUNY

Elizabeth Harkins, William Paterson University

Figuring Inclusion: School-Based Discourses and the Construction of Disability and Agency - Katie Baulier, Endicott College

"I Push Myself": How a (Dis)Abled Black Girl Navigated Mathematics Identity Socialization in Middle School - Camille Griffin, Saint Xavier University

Remembering “Christina” Black Students with Learning Disabilities: A New Vision for Teaching Writing - Latesha Watson, Temple University; Ayodele Patience Aborishade, University of Nevada - Las Vegas; Lola Aneke, University of North Texas

Centering Students with Intellectual Disability in IPSE Research: A Secondary Analysis - Katie E. Ducett, SUNY - College at Cortland; Beth Myers, Syracuse University; Sara Jo Soldovieri, The IDEAL School; Nikkia D. Borowski, Syracuse University; Cam MIchael Powell, Syracuse University; Rebekah Wallis, Syracuse University; Ethan W Jackson, Syracuse University

From Plans to Possibility: Centering the Lived Futures of Young Women with Disabilities - Kara Hirano, Search Institute; Lauren Lindstrom, University of California - Davis