Lakshmi Jayaram, University of Central Florida

Collaborative Autoethnography and Academic Identity - Jarrett Gupton, University of South Florida - Tampa; Cecile Huynh Sam, Rowan University

Creating the Conditions for Meaning-Making and Collective Power: Creative Participatory Research Practices - Kristen P. Goessling, The Pennsylvania State University - Brandywine

No Deadnaming: Methodological Assumptions for Liberation, Autonomy, and Privacy With LGBTQ+ Co-Researchers - Hannah K. Miller (she/her), Northern Vermont University; Gabriel Ely, Northern Vermont University; Delilah Jane Kramer, Northern Vermont University; Heather Ann O'Dell, Fairfield Center School; Nicole R Wallace, Northern Vermont University; Rhy wepāloki

Qual, Me? Maybe: An Autoethnographic Account of How Qualitative Enquiry Is Leveraged in STEM Education - Sreyoshi Bhaduri, McGraw-Hill; Cherie D Edwards, Virginia Commonwealth University; Cass McCall; Cynthia Hampton, University of Colorado - Boulder

Speculative Analytic Participation Structures: A Critical Imaginary of Contribution, Intergenerationality, and Multi-Sitedness in Microgenetic Research - Interaction Analysis and Learning @ New York University, New York University; Ali Blake, Boston College; Colin Hennessy Elliott, University of Colorado - Boulder; Karis Michelle Jones, Empire State College - SUNY; Sasha Karbachinskiy, New York University; Molly Louise Kelton, WA; Rishi Krishnamoorthy, Rutgers University; Jasmine Y. Ma, New York University; Christopher Ostrowdun; Sarah C. Radke, The Town School; Asmalina Saleh, Indiana University

Breanna Catherine Lawrence, Brandon University

Inner Speech in College ESL Reading Performance: A Mixed-Methods Study - Na Yang, University of Cincinnati

The Role of Mixed Methods in Design-Based Research: Developing Intervention for Teaching Historical Reasoning in Special Education - Eric Claravall, California State University - Sacramento; Robin Irey, University of California, San Francisco

University Climate, Culture, Support, and Chinese International Students' Psychosocial Well-Being: An Explanatory Sequential Mixed-Methods Study - Xinxin Wang, Fudan University

Using Mixed-Methods Approaches to Design Educational Interventions: A Heuristic Example - Julie Corrigan, Concordia University - Montreal; Ingrid Stockbauer, Concordia University - Montreal; Anthony J. Onwuegbuzie, University of Cambridge; Elena Forzani, Boston University

Catherine Kramarczuk Voulgarides, Hunter College

Theory to Praxis: Analyzing Diverse, Equitable, and Inclusive Teaching Practices in Higher Education - Kerry Cormier, Rowan University

Campus Attitudes Toward Academic and Social Inclusion of Students With Intellectual Disabilities - Alyssa Sanabria, Florida Gulf Coast University; Douglas Carothers, Florida Gulf Coast University; Katie Curwick

Predictors of Service Usage and Outcomes for Students With Disabilities at Two-Year Institutions - Melinda L. Maconi, University of South Florida - Tampa

Am I Good Enough to Be Here? A PhotoVoice Project Examining Students' Experiences of Ableism - Sylvia Mac, University of La Verne; Niki Elliott, University of La Verne

Amber M O'Shea, Pennsylvania State University

Sanaz Farhangi, Florida International University

Against the Grain: Refugee Family's Learning Through the Land During the Pandemic - Miwa Takeuchi, University of Calgary; Raneem Elhowari, University of Calgary; Jenny Yuen, University of Calgary

Bilingual Student Teachers' Digital Peer Learning Mentorship During COVID-19: A Virtual Change Laboratory - Sharon Chang, Teachers College, Columbia University

Boundary Spanning and Transformative Agency for Addressing Inequalities and Iniquities Exacerbated by COVID-19 - Therese Laferriere, Laval University

Mike Cole, University of California - San Diego

Margaret R. Beneke, University of Washington

Braiding Early Childhood Stories: Therapeutic Counternarratives to Slow Violences - Will Parnell, Portland State University; Angela Molloy Murphy, The University of Melbourne; Elizabeth P. Quintero, California State University - Channel Islands; Larisa Callaway-Cole, Oklahoma State University - Stillwater

Eight Minutes and 46 Seconds: Black Boys and Policing - Brian L. Wright, The University of Memphis

Learning With Place: Teaching and Learning Toward Environmental Justice - Catherine Hamm, University of Melbourne; Jeanne Marie Iorio, The University of Melbourne

The Young Child as Activist: A Playful Community of Practice - Jen Bradley, Swarthmore College

Charlene Montano Nolan, Western Washington University

Carolyn D. Herrington, Florida State University

Leading in Liminality: Implications on Individual and Collective Identity and Knowledge Creation for Catholic Schools - Melodie M. Wyttenbach, Boston College; John Reyes, Boston College; David Sorkin, Boston College

"Life Giving Experience" and Learning Transfer for Educators in Underresourced Roman Catholic Schools - Peggy Brun, University of Dayton; Corinne Brion, University of Dayton; Davin Carr-Chellman, University of Dayton; JoAnna MP Schofield

Text Censorship in Catholic Schools: Framing of Consensus and Resistance Arguments - Kierstin M Giunco, Boston College

Transformational Racial Justice Education: The Impact of Racial Equity Training in Catholic Schools on the Equity Mindset of Practitioners - Donna Kiel, DePaul University; Tina Curry, Chicago Public Schools; Caitlin Meyer, DePaul University; Stephanie Donna Bennett, DePaul University

Remembering Our Students' Dignity: Developing Asset Orientations Through Participation in Freirian Culture Circles - John L. Beltramo, Santa Clara University

Andrew F. Miller, Boston College

Angelica Amezcua, University of Washington

Long-Term English Learners in Texas: Increasing Trends Across the State - Daniel Potter, Rice University; Elizabeth B. Cashiola, Rice University

Let's Talk About the Future: Newcomer Youths' Underexplored College-Career Aspirations - Sophia L Angeles, University of California - Los Angeles

Examining the LTEL Designation in the Academic Trajectories of Latinx High School Students - Victoria Melgarejo, Stanford University

Toward Equitable Educational Opportunities: The Global Seal of Biliteracy - Reka C. Barton, California; Cristina Alfaro, San Diego State University

Tamara Wilder Linkow, Abt Associates Inc.

Ban the Discipline Box? How University Applications That Assess Prior School Discipline Experiences Relate to Admissions of Students Disciplined in High School - Chris Curran, University of Florida

Expectations, Aspirations, and the Achievement Ideology: Re-Examining Social Reproduction Within the Transition to College - Shawn Richard Coon, University of Utah

"You Cannot Change Policy Without Community Input and Change": Passing a Mandatory FAFSA Completion Policy - Elisabeth Kim, Rutgers University - Newark

How White Educators Struggle Beyond Tools of Whiteness in a Black History Course - Morgan Mayer-Jochimsen, University of Wisconsin - Madison

Leveraging Vulnerability to Redress White Fragility and Promote Antiracist Praxis in White Antiracist Affinity Groups - Diane Codding, Northwestern University

White Mentor Teacher Learning About Equity and Social Justice Through Sustained Professional Development - Amy R. Guenther, Michigan State University; Lindsay Joseph Wexler, North Central College

White Teachers, Equity Professional Development - Andrew Matschiner, University of California - San Diego; Mica Pollock, University of California - San Diego

Douglas B. Larkin, Montclair State University

A Practice-Based Opportunity for Preparing Elementary Teachers for Instruction of English Learners - Felice Atesoglu Russell, Central Connecticut State University

Reinventing the "Field" in Field Experiences: An Innovative Approach to Urban Science Teacher Preparation - Marisa Olivo, Boston College; Reid Jewett Smith, Boston College

Supporting Equitable Participation Through Project-Based STEM Learning at the Elementary Level - Yi-Jung Lee, University of Arkansas at Fayetteville; Lisa Taylor, University of Arkansas at Fayetteville; Shawn Bell, University of Arkansas at Fayetteville

Supporting Virtual STEM Micro-Teaching Experiences: Abolitionist Teaching and Research-Practice Partnerships - Vanessa Nizeyimana Louis, Georgia State University; Natalie S. King, Georgia State University

Understanding ESL Preservice Teachers' Metaphorical Epistemology in the Teaching Practicum Context: Insights From Social Realist Theory and Practice Architectures - Gang Zhu, East China Normal University; Aidong Zhang, Louisiana State University Shreveport

Kirsti Klette, University of Oslo

Quantification and Agnosticism in Instructional Observation Systems - Sean P. Kelly, University of Pittsburgh

Instructional Quality Traveling Across Contexts: Possible Biases in Conceptualizing Instructional Quality in Observation Systems - Jennifer Maria Luoto, University of Oslo

Assessing and Supporting Common Core Aligned English Language Arts Instruction - Julie Jackson Cohen, University of Virginia

Considerations in Revising a Widely Used Standardized Observation System - Bridget Kathleen Hamre, University of Virginia; Robert Pianta, University of Virginia

Measurement Invariance and Generalizability of Instructional Quality Observer Ratings Using Observation Systems in Mathematics Classroom - Armin Jentsch, University of Cologne

Kelly Slay, Vanderbilt University

Academic Advisors' Leadership Style and Student Satisfaction With Academic Advising - Michelle Kechichian; Lu Liu, University of La Verne

Characteristics Associated With Growth and Decline of Campus Childcare Centers: An Event History Analysis - Jessica Kathryn Ezell Sheets, University of Arkansas

Googling for Sports: How NCAA Programs Advertise Online Through Paid Search - Guillermo Ortega, Idaho State University; Zach Taylor, University of Southern Mississippi; Jase Kugiya, The University of Texas-Austin; Joshua Childs, The University of Texas at Austin

Racialized Labor in Enrollment Management: Tensions at the Intersection of Race and Professional Identity - Kelly Slay, Vanderbilt University; Christine Dickason, Vanderbilt University; Amanda Addison, Vanderbilt University

Leslie D. Gonzales, Michigan State University

Understanding the Colonial Underpinnings of Identity Capitalism: Implications for Diversity-Related Research - Leslie D. Gonzales, Michigan State University; Sanfeng Miao, Michigan State University; Regina Hidalgo Gong, Michigan State University

Problematizing Racialization Within Identity Capitalism: Chinese American Weaponization of Identity Against "Equity" Policies - OiYan A. Poon, Spencer Foundation

Dualities of Identity Capitalism in the Institution: A Conceptual Discussion of Systems and Subversion - Derek A. Houston, Southern Illinois University - Edwardsville

Does Status Matter When Commodifying Race? - Román Liera, Montclair State University

Mehmet "Dali" Ozturk, College of the Sequoias

Academic Library Power Dynamics as Experienced Through the Pandemic Response - Sarah Rose Fitzgerald, University of Massachusetts; Sarah Hutton, University of Massachusetts - Amherst; Rebecca Reznik-Zellen, University of Massachusetts - Amherst; Charlie Barlow, Boston Library Consortium; William Oldham, Colby College

Dissolving Ethnic Studies: A Case Study of Miami University - Katherine S. Cho, Miami University; Hanah Bloom, Miami University - Oxford

Promise, Potential, Opportunity: Successful Historically Black College and University Presidential Fund-Raising Strategies - Felicia Blow, Hampton University; Felecia E. Commodore, Old Dominion University

The Direction of Travel: (Not) Explaining the Liberal Arts Turn in English Higher Education - Kathryn Telling, University of Sussex

Shihua Chen Brazill, Montana State University

Easing Transitions in a Time of Crisis: Undergraduate Perceptions of CURE Instructional Adaptations at a Hispanic-Serving Institution During the COVID-19 Pandemic - Heather Haeger, University of Arizona; Quentin Sedlacek, Southern Methodist University; Corin White, California State University - Monterey Bay; Corin Slown, California State University - Monterey Bay; Lily Anna Amador, California State University - Monterey Bay; Krysta Malech, California State University - Monterey Bay; Viviana Vigil, California State University - Monterey Bay

Integration by Design: How Learning Communities Impact Friendship Networks Within College Majors - Wesley Jeffrey, UC Irvine; David Schaefer, University of California - Irvine; Di Xu, University of California - Irvine; Peter McPartlan, DreamBox Learning; Sabrina Solanki, University of California - Irvine

(Supervised) Practice Makes Progress: Student Meaning-Making and Development Through Internship Experiences - Matthew Joseph Smith, Valdosta State University; Katie Burr, University of Georgia; Laura A. Dean, University of Georgia

Workplace Learning in Dual Higher Education: Perception of Learning and Work Tasks and Predictors of Competence Development - Alexander Brodsky, University of Mannheim; Juergen Seifried, University of Mannheim

Virginia W. Snodgrass Rangel, University of Houston

Repercussions of a Raid: Education and Health Outcomes of Children Entangled in Immigration Enforcement - Carolyn Heinrich, Vanderbilt University; Monica Hernandez, Universidad EAFIT; Mason Shero, Vanderbilt University

Revisiting the Turnaround Challenge: New Evidence Regarding the Effectiveness of Its Zone Model - Sarah Phillips, Mass Insight Education & Research; Anna Braet

What Is the Impact of New Hampshire's SAT Policy on Four-Year College Enrollment Rates? - Sheri K. Dion, Harvard T.H. Chan School of Public Health; Suzanne E. Graham, University of New Hampshire

Jennifer L. Kobrin, The University of Kansas

Evaluation of a Low-Intensity Maintenance Strategy for Students Who Successfully Responded to Reading Intervention - David Parker, ServeMinnesota; Peter Nelson, ServeMinnesota; David Klingbeil, University of Texas at Austin

Examining the Efficacy of Restorative Practices on School Safety and Student Outcomes - Roger Jarjoura, American Institutes for Research; Christina LiCalsi, American Institutes for Research; Melissa Yisak, American Institutes for Research; Andrew P. Swanlund, American Institutes for Research; Amelia Auchstetter, American Institutes for Research

Impact of Elementary Content-Based Literacy Curriculum: Quasi-Experimental Results After Three Years - Patrick D. Rich, Harvard University & Charlotte-Mecklenburg Schools; James Kim, Harvard University; Ethan Scherer, Harvard University

School-Based Intervention for Adolescents With ADHD: Predictors of Effects on Academic Performance - George J DuPaul, Lehigh University; Steven W. Evans, Ohio University; Qiong Fu, Lehigh University

Eulalia Gallegos Buitron, The University of Idaho

Against the Hegemony of Anti-Blackness: Black Youth Enactments of the Politics of Black Joy in a K–5 School - Asha Omar, University of Minnesota - Twin Cities; Ryan Oto, University of Minnesota - Twin Cities; Noah Sims, University of Minnesota-Twin Citites

From Theory to Practice: How Do DLI Schools Address Issues of Gentrification and Hegemonic Whiteness? - Vashti Lee, Michigan State University; Malik Stevenson, Georgetown University

Navigating K–12 Schools: The Experience of Latinx Parents in Rural Idaho - Eulalia Gallegos Buitron, The University of Idaho

Service, Activism, and Friendships in the High School Context: A Longitudinal Network Analysis - Christopher Wegemer, University of California - Los Angeles

"We Don't Use the Term Antiracist": Investigating How K–12 Equity Leaders Negotiate Race Work - Damaris C Dunn, University of Georgia - Athens; Jaminque Latasha Adams, University of Georgia; Alex Chisholm, University of Georgia - Athens; Elizabeth Claire Spaulding, University of Georgia - Athens; Bettina L. Love, University of Georgia

María Cioè-Peña, Penn GSE

A Chicana Testimonio to Higher Education: Cultivating Latinx Students' Equitable Educational Caminos (Paths) - Antonette M. Aragon, Colorado State University

Community-Engaged Pedagogy for Equitable Hispanic-Serving Institution Teacher Preparation: Bridging Community, School, and University Cultures - Pauli Badenhorst, The University of Texas Rio Grande Valley; Sandra I. Musanti, The University of Texas Rio Grande Valley; Veronica L. Estrada, University of Texas Rio Grande Valley

La Facultad de las Nepantleras: Bridges of Awareness and Connectivity Among Latinx Students Abroad - Jyoti H Kaneria, Georgia State University; G. Sue Kasun, Georgia State University; Beth Marks, Kennesaw State University

Using Written Poetry to Critically Examine the Schooling Conditions of Midwest Latina High School Students - Carlos R. Casanova, Arizona State University

Countering Whitestream Bilingual Education With Teachers' Racial-Literacy Practices - Laura Carolina Chavez-Moreno, University of California - Los Angeles

Engaging Multiplicity to Interrogate Racialized Settler Colonialism - Amy Wang, University of California - San Diego; Brenda J Sifuentez, Lewis & Clark College

White Innocence as Racial Microaggression - Richard A. Orozco, The University of Arizona

Veronique W. Merritt, George Mason University

Predicting Postschool Outcomes for English Learners With Disabilities: Secondary Analysis of Data From the NLTS2 - Tuba Gezer, Johns Hopkins University; Claudia P. Flowers, University of North Carolina - Charlotte

Punitive Disciplinary Practices Are Overrepresented in Students With Special Learning Needs: A Multilevel Study With Chilean Students - Verónica López, Pontificia Universidad Catolica de Valparaiso; Claudio Allende, Universidad de Chile; Sebastián Ortiz, Universidad de Playa Ancha; Juan Pablo Valenzuela, Universidad de Chile; Luis Gonzalez, Pontificia Universidad Catolica de Valparaiso; Christina Anderson Bosch, California State University - Fresno

Voices Beyond the Numbers: A Systematic Review of Qualitative Studies of Disproportionality in Special Education - Brenda L. Barrio, University of North Texas; Sarah Ferguson, Rowan University; Katrina A. Hovey, Western Oregon University; Peter Boedeker, Baylor College of Medicine; Benita Kluttz-Drye, Rowan University

What Predicts the Dyslexia Label? Investigating the Socio-Demographic Predictors of Dyslexia in England and Wales - Cathryn Knight, Swansea University; Tom Crick, Swansea University

Which Students With Disabilities Are Placed Primarily Outside of U.S. Elementary School General Education Classrooms? - Paul L. Morgan, The Pennsylvania State University; Adrienne D. Woods, SRI Education; Yangyang Wang, The Pennsylvania State University; George Farkas, University of California - Irvine; Marianne Hillemeier, The Pennsylvania State University; Cynthia Mitchell, The Pennsylvania State University