Christopher P. Brown, University at Buffalo - SUNY

[Reading Application]™ supports Achievement of Early Literacy Skills among students with IEPs - Amanda Siebert-Evenstone, Age of Learning; Eric H. Setoguchi, Age of Learning, Inc.; Hee Jin Bang, Age of Learning

Examining Preschool Teacher Nutrition Teaching Efficacy and Practice Changes: A Mixed Methods Case Study - Eleanor Churchland, MetriKs; Casey E Hanna, Binghamton University - SUNY; Toni A. May, Binghamton University - SUNY; Kathleen Provinzano, Binghamton University - SUNY; Kristin L.K. Koskey, Drexel University

A Case Study Examining Second Grade Teachers and Their Students in Texas Sensemaking of Instruction - Christopher P. Brown, University at Buffalo - SUNY; Lauren C. McKenzie, University of Texas at Austin

Preschool Teachers’ Application of Scaffolding Strategies that Support Extensions in Children’s Mathematics Learning - Fei Xu, Oakland University; Tomoko Wakabayashi, Oakland University; Jill Claxton, HighScope Educational Research Foundation

What Drives Professional Fulfillment for Early Childhood Educators of Color? Workplace Relationships Are the Key - Xiangyu Zhao, University of Virginia; Lieny Jeon, University of Virginia

Nicole King, University of Rhode Island

Zhongfeng Tian, Rutgers University - Newark

Translanguaging Myths Deconstructed and Reconstructed - Nicole King, University of Rhode Island; Zhongfeng Tian, Rutgers University - Newark

Translanguaging in a culturally and linguistically diverse Mandarin FLES program - Xinyue Lu, Howard University; Zhongfeng Tian, Rutgers University - Newark

“Context matters!”: A cross-national comparative study on world language teachers’ perceptions and practices of translanguaging - Ying Xiong, Pennsylvania State University

(Trans)bordering as Pedagogy in World Language Education - Gengqi Xiao, University of Wisconsin-Madison; L.J. Randolph, University of Wisconsin - Madison

Nicole King, University of Rhode Island

Li Wei, UCL Institute of Education

Mary Klehr, University of Wisconsin - Madison

An Instructional Architecture for Promoting Productive STEM Identity in Underrepresented Minoritized Secondary Mathematics Students - Michele Mahady Haberlach, Washington State University - Vancouver

Let the Children Lead: A Teacher Action Research Study on Student Agency and Values as Curriculum - Margo Brooke Pellmar, Gideon Hausner Jewish Day School; Allison JoAnn Lester, Arizona State University

Of Discourse and Demerits: One Teacher’s Experience Implementing Discourse Moves in an Urban Post-COVID Classroom - Kanushri Wadhwa, Phoenix Charter Academy

Writing Out Loud: Investigating the Impact of Dialogic Conversation on Students' Writing Agency and Identity - Kristen Walsh, Northern Illinois University; Kenneth Lakowski, Northern Illinois University

Brandon M. Butler, Old Dominion University

Growing Through Friendship: A Co/Autoethnographic Self-Study of Two Women Scholars in - Donna Volpe, Ramsey Board of Education; Shanna Dawn Anderson, Montclair State University

Mindful resistance: Utilizing textual critical friends to (re)establish our footings amid a polycrisis - Laura C. Haniford, University of New Mexico; Laurie A. Ramirez, Appalachian State University; Valerie A. Allison, Susquehanna University

Norms, and Roles, and Personalities, Oh My!: Our Journey as Best Friends into Critical Friendship - Katie Brkich, Georgia Southern University; Kristen L Shumbera, Texas A&M University

Success in the Shadow: Critical Duoethnography of Learning, Refusal, and Resistance - Charlton Long, Arizona State University; Tipsuda Chaomuangkhong, Arizona State University

Arturo Rodriguez, Boise State University

Changing the Course: Coalitions, Educational Reforms and Shadow Policymaking in Education in India - Anurag Shukla, Indian Institute of Management Ahmedabad; Aishwarya Sharma, National Institute of Educational Planning and Administration

From Disruption to Imitation: Rethinking Innovation in the Charter School Movement - Robert Niewiadomski, Fordham University

The Ecology of US Education Nonprofits - Jose Eos Trinidad, University of California - Berkeley

“I feel most authentic teaching in Hmong”: Hmong heritage speakers’ experiences as heritage language teachers - Lee Her, Lehigh University

(Re)membering and (Re)imagining: A Collective Autoethnography of Transnational MotherScholars Raising Bi/Multilingual Children - Mariana Lima Becker, University of Georgia; Xiaochen Du, Independent Scholar; Koeun Park, University of Hawai'i - West O'ahu; Tairan Qiu, Stanford University

Against Erasure: Indigenous Sites of Possibility in Multilingual Practices across the Maya Diaspora Yucatan-California - Patricia Baquedano-Lopez, University of California - Berkeley

Bilanguaging Love as Resistance Praxis in Brazilian Transnational Families in the United States - Rosangela Araujo Silva, University of Georgia; Mariana Lima Becker, University of Georgia

Bilingual Identity and Emotional Expression: Language Preferences of Arab Teachers in Jewish Schools - Eman Abo-Zaed Arar, Texas State University

English Language and Social-Emotional Skills of Dual Language Learners: Understanding the Role of Linguistic Environments - Jun Wang, The Ohio State University; Rachel Hur, Johns Hopkins University; Lieny Jeon, University of Virginia

Latina Immigrant Mother Perspectives from a Parent Literacy Class at a Bilingual Dual-Langauge Elementary School - Reena Valvani, San Leandro Unified School District; Cati V. de los Rios, University of California - Berkeley; Sindy Quiroa, San Leandro Unified School District; Dinora Cibrian Soto, San Leandro Unified School District; Kelly Anabella Tellez Ortega, San Leandro School District

Head Start and Early Head Start Teachers’ Beliefs About Bilingualism: A Convergent Mixed Methods Study - Jisun Rachel Oh, University of Illinois Urbana-Champaign; Marie Wagner, Rockhurst University

Exploring School Readiness Profiles at Kindergarten Entry Among Latine Dual Language Learners - Monica Romero, University of Texas at Austin; Mariana Davila, University of Texas at Austin; Daisy Barrientos, University of Texas at Austin

Teaching for Equity: Translanguaging as a Transformative Practice in Early Childhood Language Education - Lijuan Shi, Bard High School Early College; Jiaxuan Zong, University of Maryland

Angela Barbour, University of Oklahoma

Vandana Sharma, University at Buffalo - SUNY

Disability Justice Dreams and Loving Corrections of IPSE - Sara Jo Soldovieri, The IDEAL School; Teukie Martin, Syracuse University; Nikkia D. Borowski, Syracuse University

Exploring Autism Support Programs in U.S. Postsecondary Education: Practices, Decision-Making, and Perceived Effectiveness - Angela Barbour, University of Oklahoma

Reimagining Postsecondary Inclusion: Emergency Preparedness Planning for Students with Intellectual Disabilities in Higher Education - Allie J. Boquet, Louisiana State University; Paul Mooney, Louisiana State University

The Experiences of Queer and Trans Students with Intellectual Disability within Inclusive Post Secondary Education - Morgan Jacobs, Syracuse University; Beth Myers, Syracuse University

Witnessing the Ableist Campus - Katie E. Ducett, SUNY - College at Cortland

Krisanna L. Machtmes, Ohio University

Reimagining Equity in a Borderland District: Lessons from a Comprehensive Equity Assessment - Katarzyna Razynska, MAEC; Kelly Ocasio, University of Texas at Austin; Miranda Best, Mid Atlantic Equity Consortium; Karmen Rouland, MAEC

Unforgetting Bias through a Neuroscience‑Informed Mixed‑Methods Critical Consciousness Training (CCT) for Special Education Decision-Making - Faith Olivia Lynn Garrington, University of Minnesota; LeAnne Johnson, University of Minnesota; Philip Da Zelazo, University of Minnesota

The Impact of Teacher Performance Pay Programs on Student Academic Achievement: A Meta-Analytic Review - Ran Zhao, Beijing Normal University; YUHONG DU, Beijing Normal University