Madeleine Kingan, Harvard University

Examining Fidelity of Implementation in an Early Algebra Effectiveness Study - Despina A. Stylianou, City College of New York - CUNY; Maria Blanton, TERC; Barbara M. Brizuela, Tufts University; Angela Gardiner, TERC; Mathias Agustin Lopez, Tufts University; Nicole Shields, The City University of New York; Susanne Strachota, Tufts University; Rena Stroud, Merrimack College

Operationalized Criteria For Textbook Analysis: Using Cognitive Demand Level Framework - Boram Lee, Utah State University; Seyedehkhadijeh Azimi Asmaroud, Virginia State University

Textbook, Teacher, and AI-Generated Word Problems and Third Graders’ Evaluations of Them - Laura Bofferding, Purdue University; Yi Zhu, Purdue University; Sezai Kocabas, Purdue University

The Impact of the Illustrative Math Curriculum on Middle School Math Achievement - Noman Khanani, WestEd; Kirk Walters, WestEd; Rebecca R. Perry, WestEd

Making Sense of Curriculum Change: Supporting Teacher Sensemaking Through Professional Learning - Margaret T Ellis, University of Delaware; Kelly A. McKie, University of Delaware; Erica Litke, University of Delaware; Lynsey K. Gibbons, University of Delaware; James Hiebert, University of Delaware

Lybrya Kebreab, California State University - Pomona

Beyond Balance: Dynamic Interactions and Mathematical Learning in a Play-based Kindergarten Classroom - Jingyi Chen, Vanderbilt University

Mathematical Creativity as a Unifying Lens: A Case Study of Instructional Shifts in Elementary Classrooms Through Sustained Professional Development - Ali Bicer, Texas A&M University; Fay S. Quiroz, University of Wyoming; Aysenur Bicer, Texas A&M University; Tugce Aldemir, Texas A&M University; Micayla Gooden, Texas A&M University; Zulal Melek, Iowa State University

Productive Mathematical Dispositions and Curricular Creativity: Sharing Mathematicians’ Stories in K-12 Classrooms - Nasriah Morrison, Teachers College, Columbia University; Terika Harris, Teachers College, Columbia University; Nicole Fletcher, Fairfield University; Erica N. Walker, University of Toronto - OISE; Robin Wilson, Loyola Marymount University; Anisha Clarke, Queens College - CUNY; Nathan Dilworth, Teachers College, Columbia University

Supporting Mathematical Creative Development through Dialogic Assessment - Meghan Riling, Vanderbilt University

Teaching and Learning with Nondigital Fraction Games - Jenny Goldberg, University of California - Santa Barbara; Rachel Lambert, University of California - Santa Barbara

Navigating Research Pathways: The Role of Social Networks in Latinx STEM Students’ Access to Undergraduate Research Opportunities - Katherine Arias Garcia, University of California - Irvine

Navigating STEM Fields: How Historically Marginalized Professionals Construct Disciplinary Identities Through Bourdieu's Theory of Practice - Ufomanefe Shola Kayode, Texas Tech University; Weverton Ataide Pinheiro, Texas Tech University; Joshua M. Cruz, Texas Tech University; Fatimah Rabiu, Texas Tech University; Rachelle M. Pedersen, Texas Tech University; Isiaka Ayobi Raheem, Texas Tech University; Adedayo Olatunde Afolabi, Texas Tech University

STEM Identity Negotiations of First-Generation Latinas - Rocio Vaneza Quiroga Velasquez, George Mason University

The Role of Cultural Expectations in Middle Eastern/North African Students’ Mathematics Identity - Sara Mia Elakesh, Michigan State University

Catherine Kramarczuk Voulgarides, Hunter College - CUNY

Inclusive Leadership Is Not Optional: Why Principal Prep Must Change - Catherine E. Olver, Gonzaga University

What’s Missing? Reviewing Conceptual Discourse of Inclusive Education in Indonesia - Ikfina Maufuriyah, Indiana University

Held in Contradiction: What Special Educators Report—and What They Really Say - Katherine Lee, Saint Michael's College

Navigating Postsecondary Possibilities for Students with Intellectual Disabilities: Case Manager Perspectives - Sarah Dubin, Rowan University

Looking Back, Moving Forward: Pre‐HEOA Inclusive Postsecondary Education and the Road Ahead - Sara Jo Soldovieri, The IDEAL School; Beth Myers, Syracuse University

Faculty Insights on Teaching Self-Determination Skills in Postsecondary Education to Students with/without Disabilities - Jacqueline Lubin, Quinnipiac University

Mismatched to Needs and Not Evidence-Based: A Literature Review of Postsecondary Autistic Student Supports - Amy Hoffman, University of California - Riverside; Katherine Meltzoff, University of California - Riverside

Inclusion of adults with Intellectual Development Disability in educational programs - Heidi Flavian, Achva Academic College

A Narrative Inquiry into International Doctoral Students’ Emotional Experiences in Navigating Their Researcher Identity Development - Ngoc Kim Tuyen Pham, Texas Tech University; Jeasik Cho, Texas Tech University

Becoming Researchers Together: Mentorship, Identity, and Belonging in an Online Graduate Research Collective - Laila Y. Sanguras, Baylor University; Heather Bailie Schock, University of Tampa; Rachel Coussens, Baylor University; Norm Reinhardt, Baylor University; Kerstin Marie Cornell, Baylor University; Melissa J. Allen, Alpine School District

Self-perceived identities of female doctoral students in mobility: Empowered transformation or eroding academic commitment? - Jialu Wang, Peking University; Fengyi Lin, Peking University; Wenqin Shen, Peking University

Sense of Belonging: A Longitudinal Study of Minority Engineering Doctoral Students - Mayra S Artiles, The Ohio State University; Jordan Peyton, Ohio State University; Rachel Figard, University of Georgia; Holly M. Matusovich, Virginia Tech; Juan Manuel Cruz, Rowan University; Stephanie G. Adams, University of Texas at Dallas

Unsettling Silences: Exploring Imposter Syndrome Among African International PhD Students and Its Implications for Belonging, Integration, and Academic Self-Efficacy - Mohammed Ibrahim, Arizona State University

Audrey Lucero, University of Oregon

“It would have only taken 527 different votes.” Analyzing Justifications for English as Official Language - Kate Arnold

Deconstructing dominant listening practices in oral language assessment settings - Juan Bueno Holle, California State University - Sacramento; Nadxieli Toledo Bustamante, California State University - Sacramento

Trapped by The System: An Analysis of Resistance to EL Re-Categorization - Maneka Deanna Brooks, Portland State University; Katherine C. Rodela, Washington State University

Whose Benefit? Disrupting Discourses on DEI and the Positioning of Racialized International Graduate Students - Tanya R. Manning-Lewis, Thompson Rivers University

Applying a Critical Discourse Analysis to Reimagine Classroom Participation - Jonathan Desmon Russell Pérez, The School of The New York Times

Kwangok Song, University of Kansas

The Role of Korean Church in Korean American Youth’s Cultural and Linguistic Identity Development - Hye-In Yang, Michigan State University

Encountering Diversity through Young Adult Literature: Preservice Teachers’ Empathic Engagement in Book Club Discussions - Kwangok Song, University of Kansas; SoonAh Lee, Gwangju National University of Education

Centering and Amplifying Asian American Histories and Voices in Dual Language Bilingual Education - Wenyu Guo, University of South Florida; Zhongfeng Tian, Rutgers University - Newark

Embracing Critical Literacy Epistemology: Honoring Histories through Culturally Sustaining Pedagogies - Isela Almaguer, University of Texas - Rio Grande Valley

Implementing Indigenous Studies Curriculum Standards: Case Studies of a Complicated Curricular Process - Sage Hatch, University of Oregon

Navigating the Education of Indigenous Students in Rural Schools: Toward Culturally Responsive Practices Across Educational Levels - Cailen O'Shea, North Dakota State University; Amber M. O'Shea, University of Nebraska - Omaha; Sashay Schettler, Bismark Public Schools; Hollie Mackey, North Dakota State University

Results of the New Mexico Native American Capstone and Graduation Profile Study: Leveraging Edu-Local Goals and Values - Wendy S Greyeyes, University of New Mexico; Kim Lanoy-Sandoval, Future Focused Education; Lisa Harmon-Martínez, Future Focused Education

Patience Amadu, University of Colorado - Colorado Springs