Robert Jason Lynch, Appalachian State University

First-Year Students' Experiences of Online Studying: Association Between Approaches to Learning and Study-Related Burnout - Henna Asikainen, University of Helsinki; Nina Katajavuori

Re-Evaluating the Factor Structure of an Academic Resilience Scale-ARS-30 Using Engineering Students - Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia

University Students' Burnout Profiles and Changes in Psychological Flexibility and Well-Being - Kristiina Räihä, University of Helsinki; Nina Katajavuori; Henna Asikainen, University of Helsinki

Tyler Derreth, Johns Hopkins University

A Meta-Analysis of Collegiate Service-Learning Teaching Strategies - Ashley K. Vaughan, Northern Arizona University; Kira Joy Carbonneau, Washington State University - Pullman

Digital Solidarity: Engaging With Literature to Explore Virtual Service-Learning in Higher Education - Qianhui Hub, DePaul University

Disproportional Suspension and High School Graduation Rates: A Potential Pedagogical Strategy to Narrow the Gap - Nicole DeVillier, University at Buffalo - SUNY; Shuyi Zhao, University at Buffalo - SUNY; Richard Lamb, East Carolina University

Junling Zhu, University of Massachusetts Amherst

Caregivers' Choice Against: A Case Study of Caregivers' Denial of Language Services in Central Texas - Barbara Page, Midway Independent School District; Jessica Meehan, Baylor University; Bradley W. Carpenter, Baylor University

Multilingual Children Positioning for Learning: Parents and Children Working Together on Mathematics - Melinda E. Martin-Beltran, University of Maryland - College Park; Rachel J. Pinnow, University of Missouri; Heather Lindfors-Navarro, University of Missouri - Columbia; Fany Salazar, The University of Arizona; Tarik Buli, University of Maryland - College Park; Michael W Krell, University of Maryland - College Park; Erin Turner, University of Arizona; Claudia Lucia Galindo, University of Maryland - College Park; Marta Civil, The University of Arizona; Kathryn B. Chval, University of Illinois at Chicago; Beatriz E. Quintos, University of Maryland

Pedagogy of Newcomer Belonging: A Case Study of Multilingual Learners' Experiences in High School - Kristen McInerney, The George Washington University

Positioning an Emergent Bilingual Through Discourse and Multimodal Analysis - Martha Garrett Sandstead, Oregon State University; Sara Wiger, Oregon State University; Amanda Kibler, Oregon State University

Transforming the Lives of Immigrant Families Through Sustained Advocacy: A Case Study of One Community Nonprofit Organization in North Carolina - Lan Quach Kolano, University of North Carolina - Charlotte; Sil Ganzó, University of North Carolina - Charlotte; Anna Sanczyk, University of North Carolina - Charlotte; Leslie Clement Gutierrez, Johnson C. Smith University

Todd Twyman, Pacific University

Can Models of Distributed Leadership Mobilize Networked Generated Innovation in England's Schools? A Case Study - Chris Brown, Durham University; Stephen W. MacGregor, University of Calgary; Jane Flood, Durham University

Examining Knowledge Mobilization Among District Research Leaders - Samantha Jo Shewchuk, University of Delaware; Elizabeth N. Farley-Ripple, University of Delaware

High-Need Areas in the Use of Evidence-Based Interventions: Baseline Findings From an EBI Training Program - Ann A. O'Connell, The Ohio State University; Natasha K. Bowen, The Ohio State University - Columbus; Marsha S. Lewis, Ohio University; Tracey Stuckey, The Ohio State University - Columbus; Anirudh Virender Singh Ruhil, Ohio University; Krisann Stephany, The Ohio State University - Columbus; Kevin Gowdy, The Ohio State University - Columbus

Using the Absorptive Capacity Framework to Understand and Explore Research Use - Mindy L. Crain-Dorough, Southeastern Louisiana University; Adam C. Elder, Southeastern Louisiana University

Daniel Laitsch, Simon Fraser University

Randy Wayne Hetherington, University of Portland

Equity Concerns During the Pandemic: Rural Women Superintendents' Perspectives - Kelly Ann Brown, Lamar University; Kathryn Washington, Lamar University; Janice L. Taylor, Prairie View A&M University; Sharon Ross, Tarleton State University

Perceptions About the Relational and Operational Practices of African American Female Chief Executive Officers - Theodicia D. Collins, Fordham Graduate School of Education

School Leadership Reform for Equity: Implications for Superintendents - Kathleen B. King, North Central College; Mary Beth Ressler, North Central College; Alexandra Escobar, North Central College

Yvette Bynum, The University of Alabama - Tuscaloosa

Colin Hennessy Elliott, University of Colorado - Boulder

Embrace Spirituality in Qualitative Research: Buddhism-Informed Ethical Research Practices - Pei-Jung Li, Indiana University - Bloomington

Lines of Research Sites: A Relational Worlding Practice in Environmental Education Research in South Africa - Joanne Kelly Peers, University of Oulu

Post-Qualitative Methodology and Its Relationship to Psychoanalytic Theory - Nikki Rotas, University of Western Ontario

The Scholarship of Skateboarding: New Methods for New Times - Stefani Robin Relles, University of Nevada - Las Vegas; Zoe Corwin, University of Southern California; Neftalie Williams, University of Southern California; Jordan N. Harper, University of Southern California; Alan G. Green, University of Southern California

Linda A. Catelli, City University of New York - CUNY

The Impact of Shared Resources in Professional Development School Partnerships: An Investigation of Teaching Fellowships - Marcy Kennedy, Ohio University; Christopher Kennedy, Ohio University

Online Professional Learning Communities in Pre-School Education: Toward a New Culture? Reflections on COVID-19 - Alexia-Evgenia Koumarianou, European University Cyprus; Loucas T. Louca, European University Cyprus

Culturally Relevant Computer Science Education for Historically Underrepresented Students: A Research-Practice Partnership With a School District - Feiya Luo, The University of Alabama; Amanda Walker; André R. Denham, The University of Alabama; John Walker

The Past Is Prologue Part III: An Analysis of Comparison PDS Dissertations Focused on Learning - Eva Belle Garin, Bowie State University; Diane Yendol-Hoppey, University of North Florida

Cathy A.R. Brant, Rowan University

Clarisse Halpern, Florida Gulf Coast University

Expat Perspectives on Higher Education in a Public University in the United Arab Emirates - Jenny Eppard, Zayed University; Fatima Hasan Bailey, Zayed University; Herveen Singh, Zayed University; Kara Mckeown, Zayed University

Exploring the Schooling Experiences of "Multicultural" Students in South Korea Using Critical Race Theory - Sarang Kim, University of California - San Diego

International Students' Voices on the Internationalization of U.S. Higher Education: Is Intercultural Competence Possible? - Clarisse Halpern, Florida Gulf Coast University; Bruno Halpern, Florida Gulf Coast University; Hasan Aydin, Florida Gulf Coast University

Engaging the Lived and Linguistic Barriers to Education of the Rohingya Refugee Youths in Ontario - Hnin Pwint Phyu, York University

Robin Brandehoff, University of Colorado - Denver

Peer Mentorship: Understanding the Agency of Student Mentors to Affect Change in Their School Communities - Brittany R. Closson-Pitts, Florida State University; Carla P. Wellborn, Vanderbilt University; Stacey A. Rutledge, Florida State University; Marisa A. Cannata, Vanderbilt University; Stephen Bunn, Florida State University

Place-Based Social Justice: Anchor Institution Impact on Local High School Mentoring Program - Lisa May Norton, Touro University - California; Camilo Pardo, Touro University California; Jessica Lopez; Salvador Lopez, Touro University California

The Influence of Culturally Specific Mentoring for At-Risk Black and Latino College-Bound Male Youth - Christina Nicole Porter, Baylor University

Kate T. Anderson, Arizona State University

Educators' Orientations to Standardized English: Framing Pedagogical Strategies via Language Ideologies - Kate T. Anderson, Arizona State University; Jieyu Jiang, Arizona State University

Equitable Language Processes in an Inequitable School System - Tanya R. Manning-Lewis, University of Victoria

Equity and Agency in World Language Education: A System of Failure or Work in Progress? - Beth A. Wassell, Rowan University; Cassandra Glynn, Concordia College - Moorhead; Esra Sevinc, Rowan University; Beatrice Carey, Rowan University

Whiteness as the "Standard": Raciolinguistic Ideologies in Adult ESOL Over Time - Kelsey Swift, Graduate Center, City University of New York

Rina Manuela Contini, University of Chieti-Pescara (Italy)

Nice White Teacher: How Niceness and Whiteness Prevent Antiracist Pedagogy in the Classroom - Megan L Ruby, Oklahoma State University - Stillwater

The Paradox of Becoming White Antiracist Educators in Predominantly White Institutions - Caroline T. Clark, The Ohio State University - Columbus; Ashley Summer Boyd, Washington State University - Pullman; Michael Cook, Auburn University; Stephen Adam Crawley, The University of Texas at Austin; Rachel Skrlac Lo, Villanova University; Ryan M. Rish, University at Buffalo - SUNY

The Tree of Oppression: Mapping Out the Ideologies That Sustain Unexamined Benevolent White Allyship - Delma M Ramos, University of North Carolina Greensboro; Jesse Randall Ford, University of North Carolina - Greensboro; Cathryn Bennett, University of North Carolina - Greensboro

Whiteness as Territoriality: Understanding the Identity-Territorality Dialectic in a White Supremacist Social Structure - Ricky Lee Allen, Independent Scholar

Jennifer Keys Adair, The University of Texas at Austin

Anthony Dominick Miserandino, Fordham University

A Semester of Service-Learning and Catholic Social Teaching in Philadelphia - Michelle M. Ohanian, Mount St. Mary's University

Examining the Status of Diversity, Equity, and Inclusion in U.S. Catholic Colleges and Universities - Edward Garcia Fierros, Villanova University

Discipline in Early Childhood: Perspectives on Suspension and Expulsion - Courtney O'Grady, University of Alabama; Michaelene Ostrosky, University of Illinois at Urbana-Champaign

The Impact of COVID-19 on Teacher Practice: Before, During, and Now - Kierstin M Giunco, Boston College; Audrey Anne Friedman, Boston College; Myra Rosen-Reynoso, Boston College; Cristina Joan Hunter, Boston College; Charles Tower Cownie, Boston College

Navigating the Hidden Curriculum During COVID-19: How Parents Experienced School Expectations During Remote Learning - Julie W. Dallavis, University of Notre Dame

Antuanette Marie Mester, St Augustine

Portia M. York, University of North Carolina - Charlotte

Preservice Elementary Teachers' Exploration of Ratio by Creating Mondrian Art - Song An, The University of Texas - El Paso; So Jung Kim, The University of Texas - El Paso; Josefina V. Tinajero, The University of Texas - El Paso; Daniel Tillman, The University of Texas - El Paso

New Directions for the Arts Through the Connected Arts Learning Framework - Kylie A. Peppler, University of California - Irvine; Maggie Dahn, University of California - Irvine; Lora Cawelti, University of California - Irvine; R. Mishael Sedas, University of California - Irvine

Why Art Learning Matters: Parents' Perspectives on Outside-of-School Art Program - Meng-Jung Yang, Northern Illinois University

Yongmei Ni, University of Utah

Timothy G. Ford, University of Oklahoma

Does Including Standards-Based Observation Scores Improve the Quality of Teacher Evaluation Systems - Mark White, Univerity of Oslo; Bridget Leigh Maher, University of Michigan - Ann Arbor

"Just Like K–12": New Accountability Systems in Teacher Education - Elena Aydarova, Auburn University

The Impact of a Licensure Exam Change on Black Elementary Teachers in Arkansas - Tina L. Fletcher, University of Pennsylvania

Are Equity and Justice Possible? Examining Free Appropriate Public Education in the IDEA - Susan Larson Etscheidt, University of Northern Iowa; Catherine Kramarczuk Voulgarides, Hunter College; David Isaac Hernandez-Saca, University of Northern Iowa

Exploring the Use of Witness Testimony in Special Education Due Process Hearings - Samantha Riggleman, Saint Joseph's University; Mary Erin Sheppard, St. Joseph's University; William Blackwell, Sam Houston State University

The Effect of District and Student Characteristics on California's Special Education Due Process Hearing Decisions - Tiina Itkonen, California State University - Channel Islands; Bryan Tomlin, California State University - Channel Islands; Luis Sanchez, California State University - Channel Islands; Manuel Correia, California State University - Channel Islands; Tracie Schneider, California State University - Channel Islands; Karmyn Luong, California State University - Channel Islands

Jessica Gottlieb, Texas Tech University

Cross-Sector Governance of Early Learning: The Case of North Carolina's Birth Through Grade 3 Interagency Council - Megan Kathryn Rauch Griffard, University of Nevada - Las Vegas; Lora A. Cohen-Vogel, University of North Carolina at Chapel Hill; Michael H. Little, North Carolina State University

For States, by States: Examining State-Level Approaches for Advancing Ambitious Elementary Science Education - Angela Lyle, University of Michigan - Ann Arbor; Christa Haverly, Northwestern University; James P. Spillane, Northwestern University

No More School Resource Officers: Using School Participatory Budgeting to Reimagine High School Safety Programs - Tara Lynn Bartlett, Arizona State University - Tempe; Marisol Juarez Diaz, Arizona State University; Lara Law, Arizona State University; Daniel Schugurensky, Arizona State University; WENDY WOLFERSTEIG, Arizona State University

Laura Sara Agrati, University of Bergamo - Bergamo

Coaching to Strong Instruction: Examining the Efficacy of Instructional Coaching for Early Career Teachers - Genine L. Blue; Doug McNamara, University of Maryland - College Park; David Blazar, University of Maryland - College Park

Facilitating Professional Development for Coaches Through Cross-District Collaboration - Tiffany L. Gallagher, Brock University; Arlene Grierson, Brock University

Identifying Productive One-on-One Coaching Practices - Nicholas M. Kochmanski, University of North Carolina - Greensboro; Paul A. Cobb, Vanderbilt University

Investigating the Impact of Virtual Mentoring and Coaching on In-Service Teachers - Yessenia Gamez, Texas A&M University - College Station; Mayra Danielle Vargas, Texas A&M University - College Station; David Daniel Jimenez, Texas A&M University - College Station; Valerie Choron, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University - College Station

Instructional Coaching in Professional Development: Challenges to Implementation of Scaffolding Elements in Secondary Literacy Instruction - Camilla Gudmundsdatter Magnusson, University of Oslo; Marte Blikstad-Balas, University of Oslo

Xiangyuan Feng, University of Groningen

Building Our Collective Capacity: An HBCU Research-Practice Partnership for Increasing the Engineering Efficacy of Teachers of Color - Deena Khalil, Howard University

Exploring Montessori Teachers' Knowledge of Pedagogical Constructs and Their Teacher Self-Efficacy - Laura Flores Shaw, Johns Hopkins University; Ranjini Mahinda JohnBull, Johns Hopkins University

Interpersonal Relationships and Organizational Behavior: The Mediating Role of Teachers' Self- and Collective Efficacy - Caterina Mamprin, Université de Moncton; Louise Clément, Université Laval; Alice Levasseur, Université Laval

What Is More Important in Predicting Instructional Quality and Commitments to Teaching: Self-Efficacy, General Pedagogical Knowledge, or an Integration of the Two? - Äli Leijen, University of Tartu; Margus Pedaste, University of Tartu; Liina Malva, The University of Tartu; Aleksandar Baucal; Katrin Poom-Valickis

Reimagining Classroom Management: What Preservice Teachers Need to Know to Bring Peace, Justice, Equity, and Inclusion to the Classroom - Antoinette S. Linton, California State University - Fullerton; Toni Williams, University of South Carolina - Columbia

Brit Toven-Lindsey, California State University - East Bay

Continuing Professional Development: A Threat to Teacher Professionalism - Lill Langelotz, University of Borås; Anita Norlund, University of Borås; Magnus Levinsson, University of Borås

Professional Development Tune-Ups: Costs and Teachers' Use of Follow-Up Supports - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd; Jessica Triant, WestEd; Bryan Matlen, WestEd

Teacher Growth Across the Career Spectrum in Lesson Study With Video Club Professional Development Model - Yuzhu Xia, University of California - Santa Cruz; Adria Patthoff, University of California - Santa Cruz; Liana Balloffet, University of California - Santa Cruz

Does Teacher Training Matter? Differences in Teaching Quality Between Alternatively Cer-tified and Traditionally Certified Teachers - Christin Lucksnat, University of Potsdam; Eric Richter, Universität Potsdam; Sofie Henschel; Lars Hoffmann, Humboldt University - Berlin; Stefan Schipolowski, Humboldt University; Dirk Richter, University of Potsdam

Boosting Teachers' Self-Efficacy and Use of Inquiry in Science Through Follow-Up Professional Development Supports - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd; Jessica Triant, WestEd; Bryan Matlen, WestEd

Walter Aminger, University of California - Santa Barbara

Building Pedagogies of Undergraduate Teacher Education for Equity and Justice - Daniel E. Ferguson, George Mason University; Christan G. Coogle, George Mason University; Sarah Nagro, George Mason University; Seth A. Parsons, George Mason University; Emil Majetich, George Mason University

Developing Culturally Responsive Teaching Through Diverse Texts in Preservice Teacher Education - Suzanne L. Porath, Kansas State University; Della Ruth Perez, Kansas State University

Developing Preservice Teacher Self-Efficacy Through Peer Tutoring - Dayna Jean DeFeo, The University of Alaska - Anchorage; Behailu Mammo, Hofstra University; Trang C Tran, University of Colorado Boulder

Early Childhood Preservice Teachers' Beliefs and Attitudes Toward Teaching Dual Language Learners - Chengcheng Zhou, Vanderbilt University

Shifting the Spotlight: Centering Writer-Driven Feedback in a Preservice Teacher Peer Mentoring Writing Program - Sharon Diane Matthews, Texas A&M University - College Station; Ambyr Ruth Rios, Texas A&M University - College Station; Susan Fields, Texas A&M University - College Station

Gail Buffalo, City College of New York

COVID-19 Teaching Stories: A Critical Analysis of Narratives of Teaching During a Pandemic - Cassie J. Brownell, University of Toronto

From the Frying Pan to the Fire: Teacher Experiences as Schools Emerge From COVID Closures - Jeffrey Keese, Mercer University; Karen McIntush, Texas A&M University - College Station

Experiencing Inquiry: What Professionals in Science Education Say in the Midst of the COVID-19 Pandemic - Yanhong Moore, Texas Tech University; Jeasik Cho, Texas Tech University; Jianlan Wang, Texas Tech University; Emily Lahr, Texas Tech University

Reimagining Human Connections During the Pandemic-Forced Remote Student Teaching Experiences - Minsun Shin, Montclair State University

Charity M. Dacey, Felician University

Jennifer Jo Baumgartner, Louisiana State University

"A Raised Drawbridge" or "A Spare Tire": What Teachers' Metaphors Reveal About Coping in the COVID-19 Pandemic - Gabriella Schuhe, Inflexion; Ross C Anderson, University of Oregon

Changes in Teachers' Well-Being Outcomes During the COVID-19 Pandemic - Rachel Part, University of Nevada - Las Vegas; Harsha Perera, University of Nevada - Las Vegas; Brenda Anne Pearson, University of Nevada - Las Vegas; Elizabeth Hofschulte Collins, University of Nevada - Las Vegas

Examining the Relationship Between Teaching Experience and Burnout During Remote Learning - Anthony Durr, South Dakota State University; Alison Wilson, University of Arkansas; Nicole Graves, South Dakota State University; Patrick Dean Hales, South Dakota State University

Surviving If Not Thriving: Exploring Teacher Resilience and Anxiety While Teaching During the Pandemic - David Mattson, Drexel University; Brian McCommons, Drexel University; Yiyun Fan, Drexel University; Katie Mathew, Drexel University; Kathlyn Elliott, Drexel University; Kristy Kelly, Drexel University

Sandra Quinones, Duquesne University

Stanley M. Lo, University of California - San Diego

Validating the Use of Observation Protocols and Interviews for Characterizing Inclusive Practices in Undergraduate STEM Teaching - Devarati Bhattacharya, Central Washington University; Leighanna Hinojosa, Central Washington University; Anne Egger, Central Washington University

Gendered Perceptions of STEM Faculty Workload - Frim Ampaw, Morgan State University; Courtney BrieAnn Morris, Central Michigan University; Katrina Piatek-Jimenez, Central Michigan University; Lisa Gandy, Central Michigan University; Tracy Galarowicz, Central Michigan University; Sarah Williams, Central Michigan University

Intercultural Competence in STEM Curriculum - Yukyung Lyla Bae, Michigan State University; Jesenia Rosales, Michigan State University

Underrepresented Minority STEM Faculty Members' Motivation for Research: A Multigroup Structural Equation Model Predicting Success - Mojdeh J Mardani, University of North Dakota; Robert H. Stupnisky, University of North Dakota

Andrew Herridge, University of Southern Mississippi

Do Students' Academic Capital, Knowledge, and Attitudes of Mandatory Fees Predict Their Payment Methods? - Emeka Ikegwuonu, Saint Cloud State University; Lydia Ross, Arizona State University

Effects of Employment in the Student Loan–Student Success Relationship - Binh Chi Bui, University of Houston

Stranded Credits: A Matter of Equity - Sosanya M. Jones, Howard University; Melody Yasmine Andrews, Howard University; James Dean Ward, Ithaka S+R

Kelly Slay, Vanderbilt University

Ashley J. Carpenter, Appalachian State University

Deep in the Swamp: The Experiences of Black Graduate Students - Ayanna Troutman, University of Florida; Dashana Lane, University of Florida; Jerell Blackburn, University of Florida; chanel williams, University of Florida; Kenesma John, University of Florida; Temi Alao, University of Florida; Travis C. Smith, University of Florida

Predictors of First-Generation Students' Graduate School Aspirations - Harmeet Kaur Kalsi, University of California - Los Angeles

Negotiated Belonging: Black Men's Experiences in a Targeted Doctoral Recruitment and Socialization Program - Dante Studamire, University of Illinois at Urbana-Champaign

"Conform, Transform, or Resist": Scholarly Academic Writing Advice Versus Graduate Student Needs - Karen Julien, Brock University; Vera E. Woloshyn, Brock University

Tyler Hallmark, Sloan Foundation

English Learners as Math Achievers: Using Latinx Students' High School Data to Predict College Success - David Velasquez, University of Southern California

Integrating a College Transition Curriculum Into Senior English: Increasing Access and Persistence - Janeen Erin Malatesta, San Francisco State University

Examining First-Generation Students' Transition From an Early College High School Program - Vincent D Carales, University of Houston; Ruth María López, University of Houston

English Learner Students and College Access in the United States: 30-Year Evidence From NCES Longitudinal Studies - Lei Jiang, North Dakota State University

Trust in the System: College Choice and Tension Between Institutional Logics and Student Decision Making - Elizabeth Burland, University of Michigan - Ann Arbor

Socorro Cambero, University of California, Irvine

"Entangled Voices": A Multicase PhotoVoice Study of the Interrelationship Between Student Voice and Teacher Voice - Avy Dwight Hemy, Levinsky College of Education; Assaf Meshulam, Ben-Gurion University of the Negev

Exploring Overlooked Sites of Social and Cultural Capital Accrual Among First-Generation College Students - Socorro Cambero, University of California, Irvine

Minority Stress Theory's Constructs for Transgender College Students in the 2015 U.S. Transgender Survey - C. V. Dolan, The University of Vermont; Mario I Suárez, Utah State University; Jason C. Garvey, University of Vermont

Kristen P. Goessling, The Pennsylvania State University - Brandywine

Parents Advocating for an "F" School in an "A" District: Recognizing Low-Income Mothers' Equity Literacies - Christy Wessel-Powell, Purdue University; Alexandra Panos, University of South Florida

"Por Los Míos": Puerto Rican Mothering for More Inclusive Educational Spaces - Astrid Nicholl Sambolín Morales, University of Pennsylvania

Reimagining School-Community Partnerships for Justice and Equity: Self-Determination and Community Control - Kristen P. Goessling, The Pennsylvania State University - Brandywine; Caitlin E. Fritz, 215 People's Alliance; pep marie, Our City Our Schools; Shivaani Selvaraj, The Pennsylvania State University

Strengthening Family-School Partnerships in Distance Learning and Beyond: Examining Practices of Authentic Relationships-Building - Judy Nguyen, Stanford University; Amber Maria Levinson, Stanford University; Brigid Barron, Stanford University

Amir Asim Gilmore, Washington State University - Pullman

Policy in Palimpsest Time: The Role of Education in Remaking the Southern City - Rachel Williams, University of California - Berkeley

Reciprocity and Resilience: An Urban HBCU's Response to Anti-Black Community Dispossession and Displacement - Gina English Tillis, The University of Memphis

The Last Black Public High School: School Dissolution - Danielle Greene, Stanford University

Toward a Theory of Educational Marronage - Sheron Davenport, The University of Memphis; Gina English Tillis, The University of Memphis; Steven Leonice Nelson, University of Nevada - Las Vegas; D'Andrea Ashley Heggs, The University of Memphis

Hengameh Kermani, University of North Carolina - Wilmington

Child Behavior Problems During COVID-19: Associations With Parent Distress and Child Social-Emotional Skills - Jing Sun, The Ohio State University; Britt Singletary; Hui Jiang, Ohio State University; Laura M. Justice, The Ohio State University; Tzu-Jung Lin, The Ohio State University; Kelly Purtell, The Ohio State University

Educating Young Children in the Time of COVID-19: A Biological Systems Theory Approach - Carla Brigandi, West Virginia University; Nancy Spillane, West Virginia University; Jana Stone, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University - College Station

No Hugs Online! Perspectives of Kindergarten Teachers and Parents on Social Interaction During Online Learning - Deborah Cockerham, University of North Texas; Sharon Ndolo, University of North Texas; Amy Eisenmann

New Directions in the Conceptualization and Operationalization of Children's Home Learning Environment - Astrid Wirth, Ludwig-Maximilians-Universität München; Matthias Stadler, Ludwig-Maximilians-Universität München; Efsun Annac; Frank Niklas, Ludwig-Maximilians-Universität München

Parenting Cognitions' Influence on Familial Mental Health and Educational Experiences at Home During COVID-19 - Calpanaa Jegatheeswaran, University of Toronto; Samantha C. Burns, University of Toronto; Jennifer Jenkins, OISE/University of Toronto; Michal Perlman, University of Toronto