Martha Irene Martinez, SEAL

Sharpening the focus: Using domain-specific tools for coaching to improve classroom quality for DLLs - Alexandra Figueras-Daniel, National Institute for Early Education Research; Christina Stephens, National Institute for Early Education Research

Examining Language Supports for Dual Language Learners (DLLs) in Transitional Kindergarten Classrooms Using the COLES-DLL - Lisa Jean White, American Institutes for Research; Leanne Elliott, American Institutes for Research

Developing and Piloting an Observation Tool for Multilingual Learners in Preschool and Kindergarten Classrooms - Camille Whitney, Sobrato Early Academic Language (SEAL); Martha Irene Martinez, SEAL; Guadalupe Diaz Lara, California State University - Fullerton

Martha Irene Martinez, SEAL

Claudia Rodriguez-Mojica, University of California - Davis

Anastasia L. Betts, Learnology Labs

Family-Centered Approaches to Supporting Kindergarten Transitions at a Preschool in Hawaiʻi - Taryn Ashlee Nakagawa, University of Hawaii - Manoa

“Smart” Nudges, Real Gains: Family Engagement for Kindergarten Math Readiness - Anastasia L. Betts, Learnology Labs; Benjamin Ryon, Learnology; Elida V. Laski, Boston College

Family Engagement as Pathway to Equity? Racial and Linguistic Differences in Head Start Children's Outcomes - Yijie Wang, University of Washington

Exploring the experiences and expertise of Early Care and Learning Professionals to develop tools to support families with young children experiencing homelessness and/or housing insecurity. - Katherine Kresin Delaney, University of Toledo

Parental Satisfaction with Child Care under Canada’s Low-Cost Policy: A Thematic and LLM-Based Analysis - Esther Yu, University of Toronto - OISE; Yunqi Xie, University of Toronto - OISE; Samantha Burns, University of Guelph; Joel Wiebe, University of Toronto - OISE; Jesseca Perlman, University of Toronto - OISE; Michal Perlman, University of Toronto - OISE

Nan Xiao, University of California, Irvine

Profiling Preschoolers' Social-Emotional Behaviors and Their Academic Outcomes in China - Jing Li, The Chinese University of Hong Kong; Barry Bai, Chinese University of Hong Kong; Hongfang Li, Baicaoyuan Kindergarten; Qiuyun Chen, Jiabaotian kindergarten; Qin Ji, QingXiu kindergarten

English Language and Social-Emotional Skills of Preschool-Aged Children: Profiles, Home Linguistic Environments, and School Readiness - Jun Wang, The Ohio State University; Rachel Hur, Johns Hopkins University; Lieny Jeon, University of Virginia

Understanding the Pathways Between ACEs and Early Social-Emotional Development: A National SEM Study - Chin-Chih Chen, Virginia Commonwealth University; Fa Zhang, Open University of China; Yaoying Xu, Virginia Commonwealth University; Yuyan Xia, University of Kentucky; Jamie L. Cage, Virginia Commonwealth University

Early Elementary Classroom Climate Universally Predicting Academic Gains Through Gains in Social-emotional Skills - Nan Xiao, University of California, Irvine; Kimberly R. M. Osborne, Arizona State University; Sabina Low, Arizona State University

Emotion Regulation Strategy Knowledge and Social-Emotional Skills in Early Childhood: Linking Self-Reports to Teacher Ratings - Catie Connolly, Stanford University; Emma Strouse, Stanford University; Jelena Obradovic, Stanford University

Huanshu Yuan, Marshall University

Linguistic Justice Through Storytelling: Multilingual Voices in Academic Spaces - Maria Elizabeth Garza, Stony Brook University - SUNY; Joy Janzen, Stony Brook University - SUNY

Supporting Culturally, Linguistically, Economically Diverse learners in Gifted and Talented Programs - Camille Austin Henderson, Texas Christian University

Supporting Heritage Speakers of Spanish by Unforgetting No-Child-Left-Behind: Mediating Linguistic (In)Security Through Multilingual Education - Scarlet Peterson, University of Illinois at Urbana-Champaign

Cheng Chang, Binghamton University - SUNY

From Access to Affirmation: The Transformative Benefits of Ethnic Studies on Transfer Students at a Minority-Serving Institution - Chang Wang, University of California - Santa Barbara

From Awareness to Action: Multicultural Literature as a Tool for Inclusive, Cross-Cultural Teacher Preparation - Elsie Solis, California State University - San Marcos; Nirmla Griarte Flores, California State Polytechnic University - Pomona; Isabel Badilla Zamora, Universidad Nacional of Costa Rica

Toward Equity-Centered STEAM Talent Development: Reconceptualizing Opportunities for Culturally and Linguistically Diverse Learners - Emma H. Cho, University of Washington

Rupam Saran, Medgar Evers College - CUNY

Children’s Visual-Numerical Reasoning in Partitioning: A Framework Grounded in Gestalt and Scheme Theories - Maryam Zolfaghari, Kent State University; Hadi Rahmati, Kent State University; Karl W. Kosko, Kent State University

“¿De qué otra forma lo podemos hacer?” The elevation of cognitive demand in preschool - Nicholas C. Johnson, San Diego State University; Carlos Alejandro de Alba, San Diego State University

Math Coaching Practices in Early Childhood and Elementary Education: A Systematic Review - Isabelle Eng, University of Michigan

Student Engagement in an Advanced Mathematics Program: A Case Study of Young Gifted English Learners - Jenny Yang, St. John's University; Gulnur Ozbek, St. John's University; Vinh Quang Tran, St. John's University; Seokhee Cho, St. John's University

“Who Am I?”: How Do Young Children Represent Their (Mathematical) Identities? - Dawn Woods, Oakland University; Fei Xu, Oakland University

Developing an ECE-based research-practice partnership for educational leadership development and knowledge sharing in Los Angeles - Allison Mattheis, California State University - Los Angeles; James Goodrich, California State University - Los Angeles; Katia Barone, California State University - Los Angeles; Vanessa Perez, California State University - Los Angeles; Janaina Maudonnet, California State University - Los Angeles; Jorge Ramirez, Pacific Oaks College

Navigating Complexities of Co-design: Researchers’ Insights from a Translanguaging-Focused Science Professional Development. - Araceli Enriquez-Andrade, University of Houston; Mimi Miyoung Lee, University of Houston; Haemin Kim, University of Houston; Jie Zhang, University of Houston

Research-Practice Partnership Evaluation of a Novel Non-Instructional Support Model in an Urban District - Autumn Horne, Rice University - Kinder Institute; Annie Pham, Rice University - Kinder Institute; Gabriela Sanchez-Soto, Rice University - Kinder Institute

Janna Dresden, University of Georgia