Elisabeth Graf, TU Dortmund University

8th-graders’ Expressions of Civic Efficacy Upon Completion of a Yearlong Student-led Civics Curriculum - Natalie Sew, Harvard University; Ariana Zetlin, University of Pennsylvania

“I Don’t Love This, But …”: How Middle Schoolers Practice Democratic Citizenship During Action Civics - Michelle Bauml, Texas Christian University; Victoria Smith, University of North Texas; Jerrett Lyday, Texas Christian University

Vanessa Hammler Kenon, University of Texas - San Antonio

Collective Witnessing and Committing to Action: Enhancing Student Reflection in Short-Term Study Abroad - William Pryor, University of North Carolina - Chapel Hill

Engaging Teenagers in Community-Centered Edge AI Projects - Andrea Ramirez-Salgado, University of Florida; Lauren Eutsler, University of North Texas; Anany Sharma, University of Florida; Woorin Hwang, University of Florida; Yessy Eka Ambarwati, University of Florida; Talar Terzian, University of Florida; Megan Barnes, University of North Texas; Nicole Dominguez, University of Florida; Dillon Donihue, University of Florida; Swarup Bhunia, University of Florida; Tamzidul Hoque, University of Kansas; Pasha Antonenko, University of Florida

Exploring Experiential Learning: A Duoethnographic Study on US Preservice Teachers in Costa Rica - Katya Koubek, James Madison University

Implementing Community-engaged Learning as a Campus-wide Initiative at an R-1 Institution - Mellinee K. Lesley, Texas Tech University

Amy Belinda Lewis, University of Wisconsin - Madison

Activism Through Queer Joy: A Collaborative Autoethnography of Queer & Nonbinary Music Teacher Educators - Justin M. Caithaml, University of Bridgeport; Austin Norrid, Ohio University

Beyond Binaries: Agency and Musical Identity in Chinese American Immigrant Children’s Ecological Systems. - Xin Xie, Macau University of Science and Technology

Considering The New Trail: Survivance, Music Education, and the Phoenix Indian School - Shawn T. Kimbrel, Arizona State University

The Lived Experiences of Chinese Older Adults in an Invented String Instrumental Classroom - Cancan Cui, Guangzhou University

Troubling Binaries, Imagining Futurities: Toward Non-Binary Thinking in Music Education in Polarized Times - Saleel Menon, Michigan State University; Lorenzo Sánchez-Gatt, Boston University; Juliet Hess, Michigan State University

Mentoring High School Researchers: An Examination of the Experiences of University Faculty as Mentors - Jilliane McCardle, Eastern Kentucky University; Christopher Budano, Eastern Kentucky University; Peter Edwards, Eastern Kentucky University

Transforming Students’ School Experiences through Teachers’ Sustained Professional Learning - Yun-chen Yen, Pennsylvania State University; Danielle Butville, Pennsylvania State University

Developing Teachers’ Perceptions, Practices, and Self-efficacy of Culture-Teaching through School-University Partnership - Wai Ming Cheung, University of Hong Kong; Serene Chan, University of Hong Kong; Lanfang Sun, University of Hong Kong; Hector W. H. Tsang, Hong Kong Polytechnic University

Matt DeRoo, Florida International University

Bicultural Identity Integration and Ideal L2 Self: Influencing Chinese L2 Learning in Multilingual Hong Kong - Wanru Pang, The Hong Kong Polytechnic University; Siyu Zhu, The Hong Kong Polytechnic University; Xinhua Zhu, Hong Kong Polytechnic University; Ziqi Zhang, Hong Kong Polytechnic University

International College Students’ Perceived English Language Competence and Academic Self-Efficacy in the U.S. Midwest - Maria Zaman, University of North Dakota

Pseudo-Translanguaging: Raciolinguistic Perspectives on White Supremacy in English Language Teaching in Asia - Yin Lam Lee-Johnson, Webster University; Yi-Ju Lai, University of Minnesota

Reframing Assessments for Emergent Bilinguals: A Holistic Biliteracy and Translanguaging Pedagogy Approach - Angeles Munoz, University of North Texas / Texas Woman’s University

Christine Montecillo Leider, University of Massachusetts - Lowell

Matt DeRoo, Florida International University

Access to linguistic inclusion? A critical discourse analysis of Oregon’s HB 2056 - Jaclyn B. Bovee, Oregon State University

Stories of Displacement: Analyzing War, Refugees, and Immigrants in Children’s Picture Books with English as a Glocal Language - Robby Anggriawan, Illinois State University

Enhancing Cultural Awareness in Teaching Effectiveness of Situation-bound Utterances: A CSL Textbook Analysis - Ying Kong, University at Albany - SUNY

Multimodal Discourse as Colonial Control: An Analysis of Japanese Language Textbooks for Chinese Students in 1935-1936 - Yuqing Sun, New York University

Una Paraeducadora Bilingüe en ELA: A Bilingual Paraeducator Mediates a Library-based Reading Group - Elizabeth Castro, Central Washington University

When Hearts Beat in Two Languages: Elementary Biliteracy Pathways Recognitions for Latine Linguistically Expanding Learners - Mayra C Orozco, Claremont Graduate University

Translanguaging Pedagogies in Linguistically Diverse, Newcomer-serving Secondary Classrooms: Implications of Educators’ Conceptions of Equity - Kelley Riffenburgh, University of California - Irvine

“El Lenguaje Se Queda En La Casa”: Family Literacy and HL Preservation in a Spanish and Kaqchikel Immigrant Household - Esmeralda Cartagena Collazo, Texas Woman's University

Mapping Multilingual Opportunities For Black Multilingual Youth Via Critical Race Spatial Analysis - Reka C. Barton, University of Maryland; Malik Stevenson, California State University - Dominguez Hills; Aisha Haynes Young, Prepared To Teach/New York University

How Are Emergent Bilinguals Supported? Insights from Observations of Business-as-Usual Social Studies Instruction - Erin K. Hogan, University of Louisville; Leticia Martinez, University of Texas at Austin; Daniel Espinas, Vanderbilt University

Illusion of Choice: Immigrant Latine Caregivers Navigating Educational Decision-Making in New York City - Emmeline Ortiz, New York City Department of Education

Perceptions of bilingual education and bilingualism among parents and educators in the U.S. borderlands - Christian E. Zuniga, University of Texas - Rio Grande Valley; GoMee Park, University of Texas - Rio Grande Valley

Reframing Promotion: How Multilingual Learner Tenure and Proficiency Shape Secondary School Progression - Simone Wilkinson, DC Public Schools

Support or Segregation? Student Perspectives on the English Learner Label and English Language Development Classrooms - Thaina Ferrari Deolindo, University of Arizona

Gal Harpaz, The Open University of Israel

Emerging Technologies for College Student Mental Health: Scoping Review Addressing Implementation Challenges and Future Directions - Pearl Omolara Oladele, Washington State University; Deborah G. Fabiyi, Washington State University; Taiwo Feyijimi, University of Georgia; Olusola Olalekan Adesope, Washington State University

Persistent Disparities in Mental Health Service Utilization Among First-Generation College Students: Evidence from the Healthy Minds Study, 2021–2024 - Stephanie Bobbitt, Monmouth University; Steven Michael Carlo, Monmouth University

Reframing Stillness in STEM: First-Year Students’ Experience with Mindfulness Practice to Cope with Stress - Terrie Bradshaw, University of Central Florida; Steven Haberlin, University of Central Florida

The Confidence to Cope: Building Well-Being Tools in a University Mindfulness Course - Linda Yaron Weston, University of Southern California

"Time to Thrive": Design and Evaluation of a Positive Psychology–Based Online Program to Foster Well-Being and Resilience Among University Students in Germany and the UK - Ianina Scheuch, TU Dresden; Baerbel Fuerstenau, Dresden University of Technology; Gisele Dias, King's College London; Patricia Zunszain

Alexandre Cavalcante, University of Toronto

From Symbols to Systems: Currency as a Tool for Global Citizenship Learning - Rosalia Cha, University of Toronto - OISE; Emmanuelle LePichon-Vorstman, University of Toronto; Alexandre Cavalcante, University of Toronto

Why should I trust this number? Re-mathematizing inflation in financial education - Deborah Benhamu, University of Toronto - OISE; Annie Savard, McGill University; Alexandre Cavalcante, University of Toronto

Financial numeracy education in informal settings: insights from designing a museum exhibition installation - Andrew Jingyuan Li, University of Toronto - OISE; Mark Argo, Toronto Metropolitan University; Alexandre Cavalcante, University of Toronto

Unschooling wealth: reimagining financial literacy through immigrant lived experience and currere - Jin A Jung, University of Toronto - OISE; Molade Osibodu, York University; Alexandre Cavalcante, University of Toronto

Fostering Equitable Math Learning Classrooms Through NICs: Middle School Students’ Perspectives - Pallavi Chhabra, Washington University in St. Louis; Jennifer Burris, University of Kentucky; Mitchelle M Wambua, Washington University in St. Louis; Rachel Ruggirello, Washington University in St. Louis; Alison Brockhouse, Washington University in St. Louis

Alexandre Cavalcante, University of Toronto

Alexandre Cavalcante, University of Toronto