William Zhou, The George Washington University

Affective Capacities of ASMRtistry for Qualitative Inquiry - Erin Bailey, Reading Is Fundamental

(Art)icu(late) multiself narratives: An autoethnography of (be)coming - Arisandy Johnson, Arizona State University

Becoming unproductive sensemakers - Kathryn M. Bateman, Pennsylvania State University - Harrisburg; Erin Bailey, Reading Is Fundamental; Natalie Purves, Deakin University; Kathleen Pleasants, University of Melbourne; Maarten Klene, Vrije Universiteit Amsterdam; Lisa Siegel, Southern Cross University; Jonathan Lynch, Ara Institute of Canterbury

Pretty Pictures, Deeper Meanings: Youth Art Education and Transformative Encounters with Expression - Jennifer Jervis, California State University East Bay

Topologies of Subjectivation: Epistemic, Temporal, and Political Foldings of Migrant Becoming - William Zhou, The George Washington University

Do They See the Connection? Teacher Perceptions of Trauma-Informed Practices for Emergent Bilingual Learners - Ofelia Castro Schepers, Purdue University; Kathryn S. Young, Metropolitan State University of Denver; Megan Brennan, Resilient Futures

Equity Futures from the Borderlands: Mixed‑Methods Analysis of Speculative Design for Multilingual Learner Policy Compliance - Sumin Lim, Hunter College

From Allocation to Action: Bilingual Education Budget Use Across New Mexico Districts for ELL Boys - Jenna Doane, The University of New Mexico; Wajiha Saqib, University of Texas at Austin

From Compliance to Liberatory Cariño: Unforgetting and Reimagining SEI Through the Practices of Multilingual Teachers - Vannessa Quintana Sarria, University of Massachusetts - Boston

Futuring Multilingual Classrooms: Critical Linguistic Landscapes for Justice-Oriented, Future-Facing Teacher Education - Miriam Jorge, University of Missouri - St. Louis; Dawn Thieman, University of Missouri - St. Louis; Doris Villarreal, Ohio University

All Teachers are Language Teachers: An Interpretative Phenomenological Analysis of Educators' Transformative Journey in Supporting Multilingual Learners - Emily Holtz, University of Tennessee; Taylor Weber, University of Tennessee; Stephanie Michelle Moody, Towson University

Arts-Based Pláticas: Reimagining education Research with Transnational Bilingual Latina Educators - Astrid Sierra, Metropolitan State University of Denver

Bilingual Teacher Education: A Systematic Literature Review - Roya Pashmforoosh, Texas A&M University; Amirpooya Dardashti, Texas A&M University; Yanbing Chen, Texas A&M University; Mohsen Bemani Mohammadabadi, Texas A&M University; Hessameddin Ghanbar, Islamic Azad University

Dialogical acompañamiento: Towards co-agentive coaching for biliteracy praxis - Mariana L. Sánchez, University of Maryland; Sandra Natalia Gutiérrez, University of Maryland - University College; Melinda E. Martin-Beltran, University of Maryland

Dual Language Teacher Candidates’ Reframing Language Ideologies Through Critical Reflection: A Path Toward Transformation? - Patricia M. Ferreyra, Western Washington University

Neslihan Gok Ayyildiz, Middle East Technical University

Action Research as a Tool for Pre-service Teacher Empowerment: A Two-Cycle Study - Neslihan Gok Ayyildiz, Middle East Technical University; Pervin Oya Taneri, Middle East Technical University; Gonca Cınar Bent, Middle East Technical University

Cultural Awareness in Action: A Pen Pal Program as a Pedagogical Tool for Preservice Teachers - Catherine Boggs, Texas A&M University; DaJuana Chaney Fontenot, Texas A&M University; Quinita D. Ogletree, Texas A&M University

Exploring Social Emotional Learning in Action Research: Teacher Residents’ Inquiries & Identities in Urban Contexts - Vi Trinh, University at Buffalo - SUNY; Amanda Winkelsas, University at Buffalo - SUNY; Halley A. Maza, University at Buffalo - SUNY

Using Action Research to Close the “Research Practice Gap” - Kim Lebak, Stockton University

Maggie Mnayer, Central Michigan University

Education’s Kinetic Futures - Joshua Newman, Florida State University

How Are Maryland Athletes Managed for Successful Return to the Classroom? - Edmund L. Mitzel, Notre Dame of Maryland University; Kathryn Doherty, Notre Dame of Maryland University; Angela L. Snyder, Notre Dame of Maryland University

School-Based Physical Activity Interventions among Children and Adolescents with Special Educational Needs and Disabilities: A Meta-Analysis - Jinghao SUI, The Chinese University of Hong Kong; Cindy HP Sit, The Chinese University of Hong Kong; Yijian Yang, Chinese University of Hong Kong; Jie FENG, Chinese University of Hong Kong; Ruiyuan Tao, Chinese University of Hong Kong; Jingsi WEN, The Chinese University of Hong Kong; Chang Liu, Tsinghua University

Determinants of Sports-Related Bachelor's Degrees at Power Five Institutions: Evidence of Prestige? - Molly P. Harry, University of Florida

Kim Jaxon, California State University - Chico

Bridging Confidence and Practice: Examining Teacher Self-Efficacy in Science of Reading Implementation Across Diverse Learners - Xinyan Fu, North Carolina State University; Jackie E. Relyea, North Carolina State University; Marie Himes, North Carolina State University; Dennis S. Davis, North Carolina State University; Jill F. Grifenhagen, North Carolina State University

GenAI-Assisted Growth-Oriented Feedback: Enhancing Students’ Growth Mindset, Self-Efficacy and Performance in L2 Writing - Yi Guan, Hong Kong Polytechnic University; Xinhua Zhu, Hong Kong Polytechnic University; Yuan Yao, Hong Kong Polytechnic University; Longhai Xiao, Zhejiang University; Siyu Zhu, The Hong Kong Polytechnic University; Qinzhe Zhang, University of Manchester

Mapping the Structure of Literacy Self-Efficacy: Multidimensional and Correlated Constructs in Reading and Writing - Yucheng Cao, Middle Tennessee State University; Tien Ping Hsiang, University of Macau; Steve Graham, Arizona State University; Changchun Lin, Chongqing Normal University

Reading by Ear or Eye: Examining Comprehension, Self-Efficacy, and Reading Habits Across Audio and Print - Kayla King, San Francisco State University; Anisha Singh, San Francisco State University

The Nonlinear Relationship Between ICT Self-Efficacy and English Reading Achievement: An Island Ridge Curve Perspective - Qianwen Ge, Shanghai International Studies University; Yuyang Cai, Shanghai International Studies University

Analyzing Language Skills in Persuasive Writing and AI-Generated Feedback Using Factor Analysis Methods - Heqiao Wang, Old Dominion University

Building AI Teacher Competency: Framework Development and Evaluation Through Design-Based Research - Xinyan Zhou, The Chinese University of Hong Kong; SHUHENG SHI, Chinese University of Hong Kong; Thomas K.F. Chiu, The Chinese University of Hong Kong

Evaluation of GPT-generated Readability Scores - Haiying Li, University of Pennsylvania; Xiner Liu, University of Pennsylvania; Fanshuo Cheng, University of Iowa; Zhiqiang Cai, The University of Memphis; Arthur C. Graesser, University of Memphis

Unpacking GAI’s impacts on doctoral students’ metacognitive experiences in summary writing: A mixed methods approach - Min Zou, Beijing Institute of Technology; Huiqing Quan, Beijing Institute of Technology; Liang Huang, Southeast University

Unpacking Online Feedback Uptake: How Students Use Instructor, Peer, and AI-Generated Feedback for Writing Revisions - Albert W. Li, University of California - Irvine; Penelope Collins, University of California - Irvine

Jan Lacina, Texas Christian University

Impact of Multi-source Feedback on EFL Learners’ Engagement and Writing Performance in Chinese Classrooms - Lixia Li, East China Normal University; Jia Li, East China Normal University

Student-Generated Questioning as a Formative Approach to Writing Assessment - Angelie Ignacio, University of Toronto - OISE; Hajung Kim, University of Toronto - OISE; Han Lai, University of Toronto; Eunice Eunhee Jang, University of Toronto - OISE

The Stability of Beginning Writers’ Profiles in Response to Sentence-Writing Instruction - Man Jiang, University of Delaware; David Coker, University of Delaware; Kristen D. Ritchey, University of Delaware

“20 Quiet Seconds to Think”: Positioning Pre-K Students as Writers through Collective Idea Generation - Erica Lee Payne, Vanderbilt University; Deborah Rowe, Vanderbilt University

La Toya Caton, Teachers College, Columbia University

Disrupting Eurocentric Narratives: A Comparative Analysis of High School Geometry Curricula in India, Singapore, and the United States - Kamal Chawla, University of Maine; Christina Areizaga Barbieri, University of Delaware; Srujana Acharya, University of Delaware

Understanding Math Literacy Gaps: A Cross-National Machine Learning Study of Motivational Predictors - Yiran Lin, McGill University; LUYAO XU, McGill University; Nikki G. Lobczowski, McGill University; Maria Cutumisu, McGill University

What works where? Identifying Pedagogical Practices to Optimize Data Literacy Learning in Singapore and America - Fabian Barch, University at Buffalo - SUNY; Jaekyung Lee, University at Buffalo - SUNY; Ji-Won Son, University at Buffalo - SUNY; Young Sik Seo, University at Buffalo - SUNY