Timothy G. Ford, University of Oklahoma

The Weight of Care: Vicarious Trauma and Self-Efficacy Among Head Start Educators - Elizabeth Urgell, Florida International University; Rashmi Sharma, Western Illinois University; Hongwei Yang, University of West Florida

Re-centering Relational Pedagogy: A Case Study of Affective Touch and Attachment in Infant Care - Na Ra Yun, dongshin christian preschool

Early Childhood Leaders’ Sleep Quality: Associations with Well-being and Working Conditions - Timothy G. Ford, University of Oklahoma; Eleanor Su-Keene, Texas A&M University; Kyong-Ah Kwon, University of Oklahoma; Alison Wilson, University of Houston

Examining Classroom Quality as a Moderator in the Association between Teacher Well-being and Teacher-Child Relationships - Junghyun Min, University of Oklahoma; Kyong-Ah Kwon, University of Oklahoma; Timothy G. Ford, University of Oklahoma

A Phenomenographic Study on Professional Agency of Kindergarten Teachers Working with Socio-Economically Disadvantaged Children - Chrysa Pui Chi Keung, Education University of Hong Kong; Yinuo Wang, The Education University of Hong Kong

Bouncing Back and Moving Ahead: A Meta-Analysis of Resilience and Motivation in Second Language Learning - Xinjie Chen, Chinese University of Hong Kong; Zhenyi ZHOU, Chinese University of Hong Kong

Living the Language: Student Engagement and L2 Learning Resource Use through Lens of Experiential Learning - Xiaole Shan, Fordham University

Motivation for Learning L2, Goal-Setting, and Self-Regulated Learning Among Arab Students with Learning Disabilities - Randa Khair-Abbas, Arab Academic College for Education in Israel - Haifa; Vered Vaknin-Nusbaum, Western Galilee College; Zaki Kamal, Arab Academic College for Education in Israel - Haifa

Shame and Growth Mindset in Second Language Learning: Mediating Roles of Motivation, Self-Efficacy, and Self-Regulation - Pengpeng Cai, Trinity College Dublin; Xuhong Li, City University of Hong Kong; Xin Guan, Hong Kong Baptist University

The Role of Native English-Speaking Volunteers in Ecuador’s EFL Classrooms: A Qualitative Case Study - Ligia Fernanda Espinosa-Cevallos, Kansas State University; Eder Intriago Palacios, Kansas State University; Antonieta Morales, Kansas State University; Maria Jose Hernandez, Universidad Regional Amazonica Ikiam

Tuba Yilmaz, University of Utah

Looking for help: A test to see if AI can help create social studies scaffolds that provide key assistance for ELLs - Tierney B Hinman, Auburn University; Jesus Tirado, Auburn University; Jamie Harrison, Auburn University; Matthew F. Summerlin, Auburn University; Megan Andrews, Auburn University; Sarah I. Bailey, Opelika City Schools; Anna Poole, Auburn University

Use of AI-based Scaffolding in Writing: Longitudinal Impact on Critical Thinking - Qi Sun, University at Albany - SUNY; Alanda Joseph, University at Albany - SUNY; Cong Wu, University at Albany - SUNY; Gabriel Schlomer, University at Albany - SUNY; Tianlin Wang, University at Albany - SUNY

A Multi-Paradigmatic Perspective Towards the Adoption of Artificial Intelligence in Education - Haidee A. Jackson, University of Texas - Permian Basin; Suman Rath, Montclair State University

AI Scaffolding for Self-Regulated Learning in Graduate Research: A Mixed-Methods Study - Jiahui Qi, East China Normal University; Jun Xu, East China Normal University; Yutian Gao, East China Normal University

Achievement Goals and Creative Research Engagement: Investigating Motivational Processes in Germany and Türkiye - Martin Daumiller, Ludwig Maximilian University of Munich; Merve Zayim-Kurtay, Middle East Technical University

Beyond Retirement: Institutional Logics and Governance of Faculty Rehiring in China’s Double First-class Universities - Tianyu Wang, Xiamen University

Perceived Institutional Support, Motivation, and Expectation Clarity: Indirect Pathways to STEM Faculty Research Success - Percy Chris Kpodo, University of North Dakota; Godwin Ahiase, University of North Dakota; Robert H. Stupnisky, University of North Dakota

Scholarship Re Re-Considered: Taking Stock of “Boyer-ness” in Contemporary U.S. Higher Education - Laura Cruz, Pennsylvania State University; Scott Greenberger, Grand Canyon University

The Role of Grit in STEM Faculty Research Success: A US Longitudinal Study - Godwin Ahiase, University of North Dakota; Robert H. Stupnisky, University of North Dakota

Kavya Sree Mariboyina, Little Priest Tribal College

A Collaborative Vision for a Proposed Special Issue on Indigenous Education Initiatives in Texas - Marissa Munoz, University of Texas - San Antonio; Pablo Montes, Texas Christian University; Marleen Villanueva, Texas Christian University

Socioenvironmental Crisis and Childhood in Mapuche Land: Children’s Maps and Narratives in Rural Education - María Isabel Reyes, Pontificia Universidad Catolica de Valparaiso; Rukmini Becerra-Lubies, Pontificia Universidad Catolica de Chile

Title: Participatory Needs Assessment: Biocultural Knowledge and Conservation Education in the Colombian Amazon. - Carolina Simon-Pardo, University of Florida; Jose Zafiama, Casa del conocimiento Education Institution K-12; Julie Brown, University of Florida; Yue Li, University of Florida

Transformations in Social Technologies of Ribeirinhos Communities in the Brazilian Amazon in the Face of Climate Change - Inny Accioly, Universidade Federal Fluminense; Arlete Gomes dos Santos, Universidade Federal Fluminense

Change in Chinese Language Classroom Practices in Singapore: Evidence from the CORE Research Programme - Hock Huan Goh, National Institute of Education - Nanyang Technological University; Dennis Kwek, National Institute of Education - Nanyang Technological University; Hwei Ming Wong, National Institute of Education - Nanyang Technological University

From Refugee Camps to College Classrooms: How the Past Informs the Present and Shapes the Future for Refugee Students - Yacoub Aljaffery, Augsburg University

Incremental Pathways to Educational Transformation: Transcultural Dialogue as a Tool to Develop Critical Cultural Competence - Kristen L. Pratt, Western Oregon University; Ya-Fang Cheng, Western Oregon University; Bogum Yoon, Binghamton University - SUNY

KnowledgeMatters for Educating Multilingual - Claudia Peralta, Boise State University

Spatializing language policy pluralities: A Comparative Case Study of two Estonian Upper Secondary Schools - Kara D. Brown, University of South Carolina; Kadri Koreinik, University of Tartu

Exploring Structured GenAI Applications in Bilingual Multicultural Education: Opportunities from Student Experiences and Reflections - Nesma Ragab Nasr, Northern Arizona University; Tonia F Bauer, University of South Carolina - Upstate; Chih-Hsiung Tu, Northern Arizona University; Laura Esthela Sujo-Montes, Northern Arizona University

Inmersión e Identidad: Enfoques Translingüísticos En La Creación De Espacios Virtuales Educativos Multilingües - Lourdes Cardozo-Gaibisso, Mississippi State University; Georgia Wood Hodges, University of Georgia

The Development of Digital Identity Texts in Online Mandarin Classrooms: A Multiple Case Study - Chuan Liu, Western University; Zheng Zhang, Western University; Rachel May Heydon, University of Western Ontario

Utilizing translanguaging and AI to support intercultural competencies during learner exchange in Azerbaijan: A self-study - Rashad Khalilov, Azerbaijan University of Languages; Emma R. Britton, University of Missouri - St. Louis

“We should speak 100 percent Nepali:” Translanguaging Perspectives and Practices of a Bhutanese Refugee Family - Tirtha Karki, Purdue University; Wayne E. Wright, Purdue University

Building Inclusive Capacity in Chinese Immersion Early Childhood Settings - Chu Hsi Tseng, San Francisco State University

Child Agency in Family Language Policy: Reimagining Immigrant Parents' Perspectives and Educational Futures - Izolda Savenkova, University of Maryland, College Park; Xinhang Hermione Hu, University of Maryland; Yige Zou, University of Washington

Do We Align? Parents' and Teachers' Perceptions of Dual Language Learners' Social Competence in Preschool - Jun Wang, The Ohio State University; Rachel Hur, Johns Hopkins University; Lieny Jeon, University of Virginia

Engaging Families of Multilingual Learners: Co-Creating an Online Caregiver Course with Diverse Stakeholders - Hazel Vega, Clemson University; Emily S. Howell, Clemson University; Lindsey W. Rowe, Clemson University; Katie Crook, Clemson University; C.C. Bates, Clemson University