Designing a Low-Inference Measure to Capture High-Quality Language and Literacy Instruction in Early Childhood - Paola Andrea Guerrero-Rosada, University of California - Irvine; Inez Montserrat Medina Caro, University of California - Irvine; Tomoko Wakabayashi, Oakland University; Melissa A. Bishop, Oakland University

Reviving Teacher Evaluation: A Latent Variable Analysis of Marzano Teacher Effectiveness and School Achievement - Lindsey Devers Basileo, Instructional Empowerment; Merewyn E. Lyons, Instructional Empowerment; Michael David Toth, Instructional Empowerment; Robert Marzano, Marzano Evaluation Center; Lorah Neville, The Marzano Evaluation Center

Virtual Observation of Small-Group Reading Instruction: Reliability and Validity of a Scalable Measure - Mary Bratsch-Hines, University of Florida; Yihua Hong, RTI International; Julianna Banks, University of Florida; Rui Xu, University of Florida; Heather H Aiken, University of North Carolina - Chapel Hill; Robin Wisniewski, RTI International

AI for Civic and Social Inquiry: Examining Student Understanding and Use - Kelsey Leigh Stokes, Baylor University; Kevin R. Magill, Baylor University; Millicent Weber, Baylor University; Maggie Bryant, Baylor University

Students Discussing Civic Issues Online with Politically Diverse Peers: Fostering Open-Minded Political Engagement - Brett L. M. Levy, University at Albany - SUNY; Alina Lewis, University at Albany - SUNY; Christopher Wegemer, University of California - Los Angeles

Teacher Subjectivity Toward AI in Addressing Controversial Issues for Civic Education - Hyelin Kim, University of Georgia

Ingrid A. Nelson, Bowdoin College

Creating Spaces for LGBTQ+ Belongingness in Rural Areas: A Study of Safe Spaces and People - Karen Schreder, California State University - Chico; Waylon C Miller, California State University - Chico; Veronica Ulloa, California State University - Chico

How Does Marital Conflict Influence Chinese rural Students’ Mental Health? - guan di, Beijing Normal University

Inclusive Design for Emancipatory and Liberatory Education (IDEAL): Foundations and Implementation in Rural Elementary Schools - Robert White, ECSU

The impact of an emergent bilingual professional development experience on teachers in rural districts - Chrissy J Cross, Stephen F. Austin State University; Marisol Diaz, California State Polytechnic University - Pomona; Heather K. Olson Beal, Stephen F. Austin State University

They’re blossoming: Cultivating care in a rural kindergarten classroom - Stephanie Oudghiri Scherer, Purdue University

Jackielyn Domingo Ruiz, New York University

From Training to Teaching: The Impact of UDL Faculty Professional Development on Student Perceptions - Christopher D. Hromalik, SUNY Oswego; Elnara Mammadova, Purdue University

Learning through Composite Narratives: Inclusive Teaching Experiences for Teacher Education Programs - Emilee A Baker, University of Minnesota; Rebekah Wallis, Syracuse University; Christine Elaine Ashby, Syracuse University

UDL Takes a Village: University Faculty Reflections on Accountability and Infrastructure - Amy Accardo, Rowan University; Brie Morettini, Rowan University; Erin B. Hedges, Rowan University

Sarah A Caroleo, Brown University

A Review of the Education and Stigmatization of Students with Emotional and Behavioral Disorders - Karly Conroy, University of Texas at Austin

Methodological Issues in Research on Mental Health and Wellbeing of Parents of Children with Developmental Disabilities: A Literature Review - Jing Su, University of California - Santa Barbara

Exploring the Prevalence of Co‑occurring Externalizing and Internalizing Problems in Students with Learning Disabilities - Nayoung Yoon, University of Texas at Austin

Kevin Cataldo, Newark Board of Education/Montclair State University

Authentic Spaces for Teacher Collaborative Inquiry: Examining Peer Partners Through an Improvement Science Lens - Huy Quoc Chung, University of California - Irvine; Michael Hebert, University of California - Irvine; Elizabeth Harrington, University of California, Irvine-Writing Project; Emily McCourtney, University of California, Irvine-Writing Project; Melissa Galvan, University of California, Irvine-Writing Project

Echoes in the Code: A Teacher-Researcher’s Reckoning with Black Archives and AI Texts - Abdul-Qadir D. Islam, Teachers College, Columbia University

Integrating Teachers’ Cultures and Children’s Inquiry to Develop a Culturally Appropriate Curriculum - Hyejin Do, San Francisco State University; Mina Kim, San Francisco State University

"You Should Not Judge, You Should Understand": The Effects and Perceptions of an Empathy Embedded Teacher Inquiry Framework - Erica J Milor, University of South Florida - Tampa

Christopher C. Martell, University of Massachusetts - Boston

History Teachers' and Historians' Beliefs about Presentism - James Miles, University of Alberta; Lindsay S. Gibson, University of British Columbia; Rachel Moylan, University of British Columbia

History Teachers’ Understandings of Rightwing Movements and How to Teach Them - Rob Martinelle, Boston University; Lightning Jay, Binghamton University - SUNY; Christopher C. Martell, University of Massachusetts - Boston

Learning to Contextualize: Modelling and Teaching a Complex Skill in History Education - Marc-Andre Ethier, Université de Montréal; Kevin Péloquin, University of Montréal; David Lefrancois, University of Quebec - Outaouais

Solidarity Dreaming: Participatory Inquiry into Baltimore’s Histories and Geographies Toward Black-Im/migrant Futures - Soo Bin Jang, University of Delaware; Amanda Man, University of Delaware; Keondra A Prier, University of Delaware

“I Have Doubts”: Examining Imposter Syndrome and Its Relationship to Motivation - Sharmin Rahman, University of North Dakota; Bijaya Shrestha, University of North Dakota; Nathan C. Hall, Government of Canada; Robert H. Stupnisky, University of North Dakota

Intrinsic Motivation is Not Enough to Reach Full Professor – A Qualitative Exploration of Mid-Career Faculty - Margaret L Roberts, University of the Pacific

Understanding Faculty Job Satisfaction through Self-Determination Theory: Exploring Direct and Indirect Effects of Perceived Support, Psychological Needs, and Employment Status - Yi Leaf Zhang, University of Texas - Arlington; John Connolly, University of Texas at Arlington

Tying the Legs Together: Making the Case for Service to Professional Societies as High Impact Faculty Development - Jonathan S. Toccoli, University of the Pacific; Robert Bartsch, University of Houston - Clear Lake; Laura Cruz, Pennsylvania State University; Ted Murcray, California Baptist University; Lisa A Lambert Snodgrass, Purdue University

Addressing Translingual Turn and the Knowledge Diaspora Across Disciplines - Suok Kwon, Stetson University

Integrating Universal Design for Learning (UDL) in postgraduate education: A mixed-methods study - Ning Ren, The Chinese University of Hong Kong; Gary Lam, The Chinese University of Hong Kong; Ronnel B. King, Chinese University of Hong Kong; Anthony MC So, The Chinese University of Hong Kong; Vivian WY LEE, The Chinese University of Hong Kong

Mapping the Invisible Currents: Emotional, Social, and Organizational Influences on First-Generation PhD Career Trajectories - Jesse McCain, University of Virginia; Charlotte Hayes, Florida State University; Annie M. Wofford, Florida State University; Josipa Roksa, University of Virginia

Nurturing Scholar-Practitioner Identities: A Case Study of Socialization in a CPED-aligned Ed.D. Program - Alexios Rosario-Moore, Northern Illinois University; Marissa Bamberger, Northern Illinois University

Well-Being and Belonging: Creating Transformative Graduate Student Learning Environments - Shelley Price-Williams, University of Northern Iowa