Dawn Marie Hathaway, George Mason University

A Virtual Professional Development Program for Computational Thinking During COVID-19 - Hilary Mead, University of Delaware; Diane Codding, Northwestern University; Scott Sheridan, University of Delaware; Minji Kong, University of Delaware; Chrystalla Mouza, University of Illinois at Urbana-Champaign; Lori Pollock, University of Delaware

Development of Preservice Teachers' TPACK for Online Teaching in Online Environment: Learning Trajectories Approach - Irina Lyublinskaya, Teachers College, Columbia University; Xiaoxue Du, Teachers College, Columbia University

Educational Technology Coaches, Coordinators, and Specialists' Lessons Learned and Role Changes During the COVID-19 Pandemic - Natalie B. Milman, The George Washington University; Jessa Henderson, George Washington University

Retreat to Online? Adapting to Online Professional Development and Curriculum Development to Promote Geospatial Inquiry - Kate L. Popejoy, Popejoy STEM LLC; Thomas C. Hammond, Lehigh University; Alec M Bodzin, Lehigh University; Douglas Leeson, Lehigh University

Jennifer Suzanne Darling-Aduana, Georgia State University

Nina Bascia, University of Toronto - OISE

Paradoxes of Professionalism: A Critical Discourse Analysis of Policy Recommendations to Attract Quality Teachers - Alison Milner, Aalborg University

Teacher Perspectives on Classroom Conditions, Pathways, and Racial Equity - Arlo Kempf, University of Toronto, Ontario Institute for Studies in Education; Lena Shulyakovskaya, University of Toronto

Teaching the Teacher Movements: Theorizing Teacher Organizing as Curricula for Justice-Oriented Teacher Education - Dana Morrison, West Chester University of Pennsylvania

Voices of Teacher Activists: Exploring Educational Advocacy Within a Framework of Alliances, Assemblages, and Affect - Trudy Lynn Keil, University of Regina; Pamela Janie Osmond-Johnson, University of Regina

Kristin Sinclair, Georgetown University

Flows of Anticolonialism: (Re)Configurations and Emplotments of More-Than-Witness(es/ing) in the An(thropo/glo)cene - Bretton A. Varga, California State University - Chico; Sarah B. Shear, University of Washington - Bothell

Inside Out: Being Insider-Outsider Teaching and Researching African American History in Teacher Professional Developments - Yonghee Suh, Old Dominion University; Chrystal S. Johnson, Purdue University

The Curriculum and Cultural Pedagogy of Medievalism Across Mediated Spaces - Mark Helmsing, George Mason University

"This Is for Us, Not Them": Reimagining Who Constitutes the Public Through Youth Organizing and Activism - Ryan Oto, University of Minnesota - Twin Cities

Transformative-SEL: Examining the Relationship Between Adolescent Black Males' Race, Afro-Centric Values, and School-Based Prosocial Behaviors - Johari Harris, University of Virginia; Ann C. Kruger, Georgia State University

Kristin Sinclair, Georgetown University

Parental Factors and Students' Reading Attitude, Strategies, and Achievement: Evidence From PISA 2018 Hong Kong - Ren Liu, Shandong University of Economics and Finance; Fanya Wu, University at Buffalo - SUNY

The Effect of Choice in Reading on Students' Intrinsic Motivation - Abbey Bachmann, Texas A&M University

Construction and Validation of Three Noncognitive Measures for K–2 Students - Julio Caesar, Bloomington Public Schools; Rik Lamm, University of Minnesota - Twin Cities; Michael C. Rodriguez, University of Minnesota; Qian Zhao, University of Minnesota; David J. Heistad, Bloomington Public Schools

Principals' Knowledge and Practices of Literacy Instruction: Impact on Teachers' Perceptions and Student Reading Achievement - Hannah Mose Harvey, Houston Baptist University

Tomika Ferguson, Virginia Commonwealth University

Joyce Olushola Ogunrinde, University of Houston

Unpacking the Academic Experiences of Black Women Student-Athletes - Ezinne Ofoegbu, Santa Clara University

Toward a Critical Socio-Ecological Understanding of Black Girls' School Sport Participation - Joyce Olushola Ogunrinde, University of Houston

An Examination of Black Women Student-Athletes Experiences With Identity at Predominantly White Institutions - Ezinne Ofoegbu, Santa Clara University

Ali H. Hachem, Stephen F. Austin State University

Conducting Ethnographic Research in Turkish Mosque Classrooms in the Netherlands: Methodological Considerations - Semiha Sözeri, Utrecht University

Critical Reflections of Dharmic* Scholar-Practitioners on Supporting Dharmic* Students in Higher Education - Sachi Edwards, Soka University, Japan; Simran Kaur, Miami University - Oxford; Funie Hsu, San José State University; Vineet Chander, Princeton University

Promoting Educational Change in Religious Enclave Schools: Comparing Radical and Moderate Haredi Activists - Shai Katzir, University of Haifa; Lotem Perry-Hazan, University of Haifa

Revisiting the Aim of Missionary Education in Bangladesh: The Case of Holy Cross Congregation - Md Shaikh Farid, The University of Dhaka

Belén Hernando-Lloréns, San Diego State University

An Anticolonial and African Feminist Approach to Education in Ghana: Perspectives of Indigenous Ghanaian Women - Phyllis Kyei Mensah, Miami University

A Theoretical Review of Decolonial Studies in Education - Jairo I. Fúnez-Flores, Texas Tech University; Ana Carolina Diaz Beltran, University of Texas, Rio Grande Valley

Decolonial Thinking in the Context of Internationalization of Higher Education - Ezgi Ozyonum, Concordia University - Montreal

Global South Perspectives: A Curriculum Analysis of a Global North Comparative International Education Graduate Program - Mariana Casellato, Teachers College, Columbia University

Tracing the Lineage of International Inclusive Education Practices in Kenya - Michelle L. Damiani, Rowan University; Brent C. Elder, Rowan University

Rafael A. Espinoza Pizarro, Universidad Nacional de Costa Rica (UNA)

Big Ideas and Beyond: ePortfolios as Evidence of Learning in a Caribbean Master's of Education Program - Laura Colket, St. George's University; Asha Lessy-Charles, St. George's University; Lisa Findley-Stroud, St. George's University; Samantha Antoine-Purcell, St. George's Institute

"Not Being Racist and Antiracist Is Not the Same": Preservice Teachers' Reflection for Social Justice - Frederick Peinado Nelson, California State University - Fresno; Elizabeth Miller, Humboldt State University; Selena E Van Horn, California State University - Fresno

Rachel L. Biritz, Clemson University

Encasement: A Neoliberal Framework for Dismantling Public Education - Michael A Seelig, Danbury Public Schools

Examining the Situative Progression of Teachers' Novice-to-Expert Development in Education Policy - Rebecca Hite, Texas Tech University; Richard Velasco, The University of Iowa; Levi Johnson, Texas Tech University; Jessica Gottlieb, Texas Tech University; Jon McNaughtan, Texas Tech University

Teachers Union Power and the Possibilities of Education Reform - David Casalaspi, Teach For America / Johns Hopkins University

Candice C. Carter, International Peace Research Association

Education and the Prefigurative: Six Pedagogies for Working Toward Peace and Justice in Troubled Times - Kevin Kester, Seoul National University

Elements and Structures of Peace Education in the United States - Candice C. Carter, International Peace Research Association

Grassroots NGO Education for African Refugees in Amman, Jordan: A Freirean and Antiracist Approach - Shireen Keyl, Utah State University

Schooling for Peace in a Time of Rising Authoritarianism - Cheryl Duckworth, Nova Southeastern University

How to Handle Students' Conflict? Narratives Inquiry From Teachers in Chinese Middle School - Li Cheng, East China Normal University; Xiaomin Shen, East China Normal University

Sandra Candel, University of Nevada - Las Vegas

Leslie M. Gauna, University of Houston - Clear Lake

A Narrative Inquiry Investigating Teacher Burnout at a Bronx, New York, Middle School in 2020 - Peter Scaramuzzo, Texas A&M University - College Station; Julia E Calabrese, Texas A&M University - College Station; Cheryl J. Craig, Texas A&M University - College Station

Navigating (and Being Navigated by) a Pandemic: A Narrative Inquiry Into Teacher Parents' Experiences - Simmee Chung, Concordia University of Edmonton

Queer Misfits: Disruption and Joy in Higher Education Design - Sage Mauldin, University of Oklahoma; Quan Phan, University of Oklahoma; Lindsey Churchill, University of Central Oklahoma; Kirsten Edwards, Florida International University

The Stories Griots Tell: Black Women Storytellers at an HWI - M. Yvonne Taylor, Self-employed

Cynthia L Wagoner, East Carolina University

Effects of the COVID-19 Pandemic on Imposter Feelings Among Music Education Graduate Students - Baker Lee Purdon, Temple University

Preservice Music Educators' Perceptions of Online Synchronous Fieldwork: A Case Study - Emily Mercado, University of Utah

Understanding the Social and Emotional Characteristics of Students in Grades 4–12 as a Goal in Instrumental Music Teacher Education - Colleen M. Conway, University of Michigan; Michael Vecchio, University of Michigan - Ann Arbor; Rebekah Weaver, Ball State University

Evangela Q Oates, Westchester Community College

Designing Culturally Relevant Hip-Hop Curriculum to Support Participation of STEM Students of Color - Jessica McClain, Indiana University - Bloomington; Rebecca Colina Neri, Indiana University Bloomington

The Revolution Will Not Be Without Critical Hip-Hop Pedagogy: Disrupting Traditional Social Studies - Delandrea Hall, Georgia Southern University

Hip-Hop You the Love of My Life: Hip-Hop Leadership in Pre-K–20 School Contexts - Asif Wilson, University of Illinois at Urbana-Champaign; Maurice L Johnson, Florida State University; Vanessa Ochoa, East Los Angeles College

Your Favorite Scholar's Favorite Scholar: A Bibliometric Social Network Analysis of Hip-Hop Education - Marti Cason, Texas A&M University - Commerce; Jamaal Young, Texas A&M University

Dana Michelle Harris, Rutgers University

Homeless Not Hopeless: Understanding How Graduate Students Who Experience Housing Instability Successfully Navigate Their Education - Dena Lane-Bonds, Vanderbilt University

How Postdoctoral Fellows View Immigration and Can Support Undocumented Students - Elizabeth Jach, University at Albany - SUNY

Intentional Silences Around Doctoral Student Status: Doctoral Students and the Search for Belonging - Corrine M. Wickens, Northern Illinois University; Zoe A Cassady, Northern Illinois University; Laura Crisp, Northern Illinois University; Alison Douglas, Elgin Community College; Eric Junco, Northern Illinois University; Kristen Walsh, Northern Illinois University

Returning Back to Love: A Black Graduate Student's Autoethnographic Journey With the Theory of Intersectionality - Lashawn Washington, University of Wisconsin - Madison

Exploring STEM Doctoral Students' Metacognitive Knowledge and Regulation: A Consideration of Gender Differences - Soojeong Jeong, Utah State University; Randall Haws, Utah State University; Linyu Luo; David F. Feldon, Utah State University

Tatiana Padilla, Cornell University

Bribes, Bonuses, and Best Intentions: Creating Equitable Financial Incentives for Coming to Work - Raymond A. Lauk, Eastern Kentucky University

Feasibility of Collecting School Pension Data: Evaluation of Data From the Pilot School Pension Survey - Stephen Quin Cornman, U.S. Department of Education; Phillip Vidal; Melinda Caskey; Osei Ampadu, U.S. Census Bureau

Indian Students in the United States and GATS: An Empirical Analysis of Brain-Drain or Brain-Gain Theories - Narender Thakur, University of Delhi; Matthew A. Witenstein, University of Dayton

Wesley Edwards, University of North Texas

Sheila R. Vaidya, Drexel University

Considering the Use of Objectives in Dissertation Rubrics - Aaron S. Zimmerman, Texas Tech University; Mihwa Park, Texas Tech University; Jin Kyeong Jung, Texas Tech University

Educational Criticism as an Approach to the Study and Design of Curriculum - Todd M Hodgkinson, Drake University

(Re)Imagining Curriculum for Equity: Analyzing a STEM Curriculum Through a Critical Aesthetic Lens - Amy Masko, Grand Valley State University; Kristofer Pachla, Grand Valley State University; Julie Henderleiter, Grand Valley State University; Lisa Anne Kasmer, Grand Valley State University; Tamara L. Shreiner, Grand Valley State University; Paul Woo Dong Yu, Grand Valley State University; Janet Vigna, Grand Valley State University; Keith Oliver, Grand Valley State University; Greg D Warsen, Grand Valley State University; David Coffey, Grand Valley State University

Using Poetry to Look Outside Ourselves - Angelo J. Letizia, Notre Dame University of Maryland

What Waldorf Schools Can Teach Us About Eliot Eisner's Insights - Liane R. Brouillette, University of California - Irvine; Kimberly M. Telfer-Radzat, University of California - Irvine

Ayana Kee Campoli, DeKalb County School System

Operationalizations of the Effective Weights of Indicators in State Accountability Systems - Kaitlin Mork, University of Colorado - Boulder; Benjamin R. Shear, University of Colorado - Boulder

A Cautious Statistical Look at Using Family Factors to Predict Educational Outcomes - Binh Chi Bui, University of Houston

Tabu Search for Variable Selection in Multiple Regression With Higher-Order Terms - Eric Wright, University of Florida; Walter L. Leite, University of Florida; Katerina M. Marcoulides, University of Minnesota - Twin Cities; Corinne Huggins-Manley, University of Florida

Identifying Number of Curves in Longitudinal Growth Models - Randall E. Schumacker, University of Alabama

Lydiah Nganga, University of Wyoming

Science Teacher Education: Using Conceptual Change Model to Promote Preservice Teachers' Conceptual Understanding of Electrostatics - Johannes Addido, University of Wyoming; Andrea C. Burrows, University of Wyoming

Action Research as a Method to Understand Bilingual Student Teachers' Implementation of Translanguaging Classroom Practices - Beverly L. Troiano, Elmhurst University; Simeon M. Stumme, Elmhurst University

Health Literacy Using STEM-Themed Graphic Novelettes: An Action Research Study - Jiling Liu, Texas A&M University - College Station; Sandra T. Acosta, Texas A&M University - College Station; Lina Shu, Texas A&M University - College Station

Global Readiness Through Action Research: Why It Matters to Be a Globally Competent Teacher - Alina Slapac, University of Missouri-St. Louis; Sarah A. Coppersmith; Jingxin Cheng, University of Missouri - St. Louis

Valerie J. Shirley, University of Arizona

Jeremy Garcia, University of Arizona

Piloting a Tool to Assess Culturally Responsive Principles of Instruction in Schools Serving Indigenous Students - Darold H. Joseph, Northern Arizona University; Angelina E. Castagno, Northern Arizona University; Pradeep Max Dass, Northern Arizona University

Storying to Understand: Exploring Indigenous, Environmental, and Sustainability Education With Teacher Candidates - Katie Tremblay, Trent University

Tensions in Arab Teachers' Discourse of Student Motivation in Light of Third Space Theory - wisam Sedawi, Ben-Gurion University of the Negev; Livat Eshchar-Netz, Ben-Gurion University of the Negev

The Dine Family Resource for Culturally Responsive Curriculum and Pedagogy - Louise Lockard, Northern Arizona University; Velma M. Hale, Northern Arizona University

Barbara L. Bales, University of Wisconsin

Adapting Through the Pandemic: Educators' Micro-Innovations to Support Ninth-Grade Transition During COVID-19 - Bianca Licata, Teachers College, Columbia University; Thomas C. Hatch, Teachers College

Build Back Better? High School Teachers Reflect on Schooling During the COVID-19 Pandemic - James Badger, University of North Georgia

Three-Wave Survey of Teachers' K–12 EdTech Use Before and During COVID-19 Pandemic - Micaela Keating, WGBH; Elizabeth R. Myers, Bright Horizons; April Wang, WGBH

Barbara L. Bales, University of Wisconsin

Lama Alharbi, Teachers College, Columbia University

Building a One-Dimensional Teacher: Technocratic Trends in U.S. Teacher Education Policies - Elena Aydarova, Auburn University

Qualitative Meta-Analysis on Overrepresentation in Special Education - Nicholas Steven Bell, University of Delaware

School-Based Mentors Becoming Teacher Educators: The First Meeting on the Boundary in a Third Space - Karen Birgitte Dille, The Norwegian University of Science and Technology

Teacher Candidates as Entrepreneurial Technicians: Emphasized and Diluted Discourses Within the edTPA - Angela Leigh Masters, CUSD #3; Meghan A. Kessler, University of Illinois Springfield

Tacit Knowing and Implicit Learning in Teaching Practice - Rico Hermkes, Goethe University Frankfurt; Gerhard Minnameier, Johann Wolfgang Goethe University; Manon Heuer-Kinscher, Goethe University

Christine Clark, University of Nevada - Las Vegas

Reimagining Spaces of Learning for Youth of Color: A Model of Emancipatory Pedagogy - Raquel Y Saenz Ortiz, Southwestern University

Engaging the Complexities in Justice-Oriented Teacher Education Practice: Phenomenological Exploration of Hegemonic Insider-Outsider - Younkyung Hong, Ball State University

(Re)Humanizing Education: A Case Study Examining Teacher Educators' Racial Identities and the Influence on Course Design - Allison DeVoe Karcher, University at Albany - SUNY

Home-School Partnerships a Fundamental Path to Providing Equitable Education and Services for Children With Disabilities - Tracy A. McLeod, Westfield State University

Affirmation and Tension in Social Justice Teacher Education: Course Experiences of Preservice Teachers of Color - Claudia Rodriguez-Mojica, Santa Clara University; Katherine C. Rodela, Washington State University

Daniella Ann Cook, University of South Carolina - Columbia

Rossina Zamora Liu, University of Maryland

Rhetorically Speaking: On White Preservice Teachers' Failure to Imagine an Antiracist English Education - Stephanie R Toliver, University of Colorado - Boulder; Heidi L Hadley, Missouri State University

"What Am I Without Being Black?" Youth Rupturing Anti-Blackness in Black English Outer Spaces - Justin Avery Coles, UMass Amherst College of Education; maria soto

Black Living for Black Liberation: Black Students' Creative Multimodal Renderings of Resistance to Anti-Blackness - Autumn A. Griffin, University of Pennsylvania; Jennifer Danridge Turner, University of Maryland - College Park

Once Upon an Anti-Black Time: Unpacking the Counter Fairy Tales Framework to Engage Black Girls in Culturally Responsive Literacy Instruction - Jemimah L Young, Texas A&M University

Elizabeth Tetu Bohl, University of Colorado - Boulder

Advancing Racial Equity Through Extended Clinical Practice - Andrew Pau Hoang, Hong Kong University; Joonkil Ahn, University of North Dakota; Laura Vernikoff, Touro College; Rachel Roegman, University of Illinois at Urbana-Champaign; Emilie Mitescu Reagan, Claremont Graduate University; A. Lin Goodwin, Teachers College, Columbia University

Preparing Preservice Teachers for Justice Work: The Role of Critical Social Justice Teacher Education - Charlene L Evans-Smith; Meredith Wronowski, University of Dayton

"Social Justice, What?" Why Two Equity-Oriented Teachers Critiqued Social Justice and Their Alternative Pedagogical Perspectives - Laura A Taylor, Rhodes College

Relational Capital as a Cultural Resource for Solving Mathematics Problems - Deena Khalil, Howard University

Avneet Hira, Massachusetts Institute of Technology

Agency at Scale: Engaging Teacher Choice and Collaboration Through Online Experiences With Project-Based Learning - Emma Anderson, Massachusetts Institute of Technology; Peter Jacob Woods, Massachusetts Institute of Technology

Shifting From Vulnerability to Agency in the Co-Design and Implementation of Arts-Integrated Data Literacy Units - Anna Amato, New York University; Ralph Vacca, New York University; Kayla DesPortes, New York University; Camillia Matuk, New York University; Megan Silander, Education Development Center, Inc.; Marian Tes, New York University; Veena Vasudevan, University of Pittsburgh; Peter Jacob Woods, Massachusetts Institute of Technology

New Meeting Routines to Support Maker Educators - Peter Samuelson Wardrip, University of Wisconsin; Jeffrey Evancho, Quaker Valley School District

Learning Through Role-Play in Digital Teacher Education - Karis Michelle Jones, Empire State College - SUNY; Sasha Karbachinskiy, New York University; Alexandra Salom, New York University

Deborah D. Dailey, University of Central Arkansas

Leveling the Playing Field for Doctoral Students, Through Explicitly Mentored Science Educator Preparation - Yvonne Franco, University of Tampa; Stephanie Tannenbaum, University of South Florida

Exploring Avenues for Social Justice and Environmental Sustainability Using the Arts in Science Education - Sheliza Ibrahim, University of Toronto Mississauga; Dave Del Gobbo, Peel District School; Sarah El Halwany, ntario Institute for Studies in Education, Toronto OISE; Majd Zouda, Ontario Institute for Studies in Education (OISE), University of Toronto; Minja Milanovic, University of Toronto; Nurul Hassan; Mirjan Krstovic, Peel District School Board; John Lawrence Bencze, OISE/University of Toronto

Virtual Lesson Study Model for Accessible and Equitable Science Teacher Professional Learning Across Geographic Boundaries - Anita T. Kreide, Discovery Learning Partners; Virginia M. Oberholzer Vandergon, California State University - Northridge; Jon Kovach, University of California - Los Angeles

Exploring LIGO SEC Science Saturdays, Concept Mapping, and Retrieval Practice for Improving Science Education - Rahul Sharma, Southern University - Baton Rouge; Luria Young, Southern University and A&M College; Albertha Lawson, Southern University and A&M College

In-Process Learning. A Critical Sociocultural Multiple-Case Study: Teachers of MLLs in Science PD - Sarah Ansari, San Leandro Unified School District; Kathryn J. Strom, California State University - East Bay; Kathryn N. Hayes, California State University - East Bay

Tyler Hallmark, Sloan Foundation

Fully Engaged: Examples of Strong Relationships Between Place and Research - Ashley N. Stone, Southern Methodist University; Kathleen E. Gillon, University of Maine

International Higher Education in the Age of Global Reason: A Poststructural Perspective - Ryan P. Deuel, St. Lawrence University

The Ontological Turn in Higher Education Research: Implications for Justice and Equity - Ryan Evely Gildersleeve, University of Denver; Brenda J Sifuentez, Lewis & Clark College

Erendira Rueda, Vassar College

Connecting Culturally Engaging Campus Environments and Belonging for Black Women in College - Michael Steven Williams, University of Missouri; Ekaete Udoh, University of Missouri - Columbia; Amand L. Hardiman, Utah State University; G. Preston Wilson, University of Missouri - Columbia; Marjorie L. Dorime-Williams, MDRC

Early Undergraduate Research Experiences for Persistence and Belonging - Ashley R Vaughn, Northern Kentucky University; Cori Henderson, Northern Kentucky University; Bethany Bowling, Northern Kentucky University; Madhura Kulkarni; Ellen Hokannen, Northern Kentucky University

Reimagining Sense of Belonging in Community Colleges: Student Perspectives - Selena Cho, Community College Research Center; Susan Bickerstaff, Teachers College, Columbia University; Elisabeth Barnett, Teachers College, Columbia University; Andrea Lopez Salazar, Teachers College, Columbia University

Relationships Between Sense of Belonging and Engagement on a University Campus - Christine L Lancaster, Eastern Michigan University

Emily E. Virtue, Western Carolina University

"Hack My Support Networks" App: Enhancing Student Support Provision in Higher Education - Rille Raaper, Durham University; Chris Brown, Durham University

Making the Transition: The Academic, Social, and Affective Development of First-Year Summer Bridge Students - William B. Armstrong, University of California - San Diego; Karla Barron Galvan, University of California - San Diego; Samantha Prado, University of California - San Diego; Laura Kertz, University of California - San Diego; Shannon Milligan, University of California San Diego

Professionalizing Student Success in Higher Education: A Scoping Review - Jillian L. Kinzie, Indiana University

Supporting Systematically Marginalized Students in Higher Education Using Analytic-Driven Advisor Action - Tray Geiger, Arizona State University; Lisa Rodrigue McIntyre, Arizona State University; Abigail Colburn, Arizona State University

Ann E. Lopez, OISE/University of Toronto

A Time for Harvest: Centering Black Women’s Legacy of Resistance in the (Re)Building of Schools - Whitneé L. Garrett-Walker, University of Toronto

Gender and Racial Differences in Principal Evaluation: Measuring the Affective Language of Principals' Written Feedback - Karin Gegenheimer, Gwinnett County Public Schools; Ellen B. Goldring, Vanderbilt University

Principal Perspectives on Teacher-Student Race Congruence: A Mixed-Methods Study of Texas Schools - Lawrence Lowell Scott, Texas A&M University - San Antonio; Sean Kearney, Texas A&M University - San Antonio; Elisabeth M. Krimbill, Texas A&M University - San Antonio; Nicholas Hinojosa, Texas A&M University - San Antonio

The Invisible Struggle: An Exploration of Black Teachers' Experiences With Racial Microaggressions - Deborah Stubblefield, Wichita State University

The Invisible Taxation of Space Invaders: Women of Color Administrative Leaders in Colleges of Education - Noelle W. Arnold, The Ohio State University; Azadeh F. Osanloo, New Mexico State University

Jenn Ayscue, North Carolina State University

Equality Jeopardizing Equity in the Education Systems in the 21st Century. - Orpha Kemunto Ongiti, Africa Nazarene University

The Power of Equity Policy Implementation in a School District in the Rocky Mountain Region - María L. Gabriel, Thompson School District; Stephanie Sirio, Boulder Valley School District

Successes and Challenges Implementing Equitable High School Pathways for College and Career Readiness. - Lynn T. Mellor, American Institute for Research; Ginger Stoker, American Institutes for Research

The Refugee Resettlement Policy's Implications for Education: A Critical Policy Analysis - Fiza Mairaj, University of Houston

David S Woo, University of Utah

Emergence or Chaos? School Networks in Aotearoa and England Through the Lens of Complexity Theory - Toby Michael Greany, University of Nottingham; Annelies Kamp, University of Canterbury

Fostering Equitable Systems With State Leaders: Developing and Sustaining Research-Policy Partnerships - Hayley Ryan Weddle, University of Pittsburgh; Megan Hopkins, University of California - San Diego

In Solidarity: Exploring How Partners Talk in a Research-Practice Partnership - Stephanie L. Brown, York College of Pennsylvania

LaWanda W. Ward, The Pennsylvania State University - University Park

"Okay, Let Me Try Something": Black Women Navigating Interactions With College Professors - August Taylor G Smith, The City University of New York

Politicking With My Sisters: Black Women Using Cohorts as Sites of Institutional Change - Alexis Young, University of Maryland - College Park; Blake O'Neal Turner, University of Maryland - College Park; Mary Johnson, University of Maryland - College Park; Courtney A Douglass, University of Maryland - College Park

The Discipline, Surveillance, and Regulation of Black Women in White Spaces - Stephanie Masta, Purdue University; Janelle Grant, Purdue University; Jennifer Deboer, Purdue University

Veronique W. Merritt, George Mason University

Culturally Responsive Transition to Empower CELD Students in Self-Determination and SEL Skills Using Equity-Based Approaches - Rebekka J. Jez, University of San Diego; Karla Rosette Sanchez, University of San Diego

Developing a Formal Assessment of Transition Skills for Students With Significant Cognitive Disabilities - Maeghan N. Hennessey, University of Oklahoma; Kendra L. Williams-Diehm, University of Oklahoma; Tracy Sinclair; Christopher B. Sanford, SRI International; Renee Cameto, SRI International

Motivational Profiles of Postsecondary Students With Disabilities and Their Relations With Educational Outcomes - YuQing Xu, East China Normal University; Evgeniia Konorova, East China Normal University; Yue Li, East China Normal University; Linjia Zhang, East China Normal University; Yi Jiang, East China Normal University

An Analysis of Factors Related to Receipt of Supports by Postsecondary English Learners With Disabilities - Lynn A. Newman, SRI International

Self-Determination of Secondary Students With Intellectual and Developmental Disabilities - Satomi K. Shinde, University of Wisconsin - River Falls; Renáta Tichá, University of Minnesota; Brian Abery, University of Minnesota - Twin Cities