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Englishes as a Site of Colonial Conflict: (In)Congruence Between Former Teachers' Ideologies and Literacy Practices - Crystal Dail Rose, Texas Tech University; Patriann Smith, University of South Florida; Tala M Karkar Esperat
"I Teach How I Talk": Positioning Black Teachers as Uniquely Linguistically Skilled - Danielle Greene, Stanford University
Language Self-Identification in the International Reading Literacy of Black American and Immigrant Youth - Patriann Smith, University of South Florida; Jaehoon Lee, Texas Tech University; Rong Chang, University of Houston; Tressia Venessell Thompson, Texas Tech University; Alex Kumi-Yeboah, University at Albany - SUNY
"What Do I Stand For?" Examining Youth's Multimodal Narratives of Positionality in a Youth Participatory Action Research Project - Joanne E. Marciano, Michigan State University; Vivek Vellanki, Michigan State University
A Dose of Whose Medicine? Competing Agendas Behind the Teacher Residency Model - Emilie Mitescu Reagan, University of New Hampshire; Joonkil Ahn, University of Illinois at Urbana-Champaign; Rachel Roegman, University of Illinois at Urbana-Champaign; Laura Vernikoff, Touro College
Closing the Backdoor to Deprofessionalization: A Policy Critique (Re/ap)proach - Todd A. Bates, Columbia University College of Physicians and Surgeons
New Words, Old Injustices: Vocabularies of Equity in Teacher Education Policy and Praxis - Caryn C. Park, Antioch University - Seattle; Rachel Oppenheim, Antioch University Seattle; Julia R. Daniels, Antioch University - Seattle
Insights From Australia's Numeracy Test for Initial Teacher Education Students: Comparing High and Low Achievers - Simone Zmood; Jennifer Hall, Monash University
Choice or Chance? Preferences and Opportunities in Principal Turnover - Andrew Pendola, Auburn University; Ed Fuller, The Pennsylvania State University
Leaky Pipes and Labor Pools: Predicting Teacher Turnover Using Preparation Pathway and Initial School Type - Sarah Guthery, Texas A&M Commerce; Lauren P. Bailes, University of Delaware
Principals Making Sense of Teacher Labor Market Policies: Shortages, Salaries, and Strikes - Andrene Castro, The University of Texas at Austin
Safe Rebellious Places: The Value of Informal Spaces in Schools to Counter the Emotional Silencing of Youth of Color - Katherine Clonan-Roy, Cleveland State University; Nora Gross, University of Pennsylvania; Charlotte E Jacobs, University of Pennsylvania
Paths 2 the Future for All (P2F4A): Foundations for Developing a College and Career Readiness Intervention for Underserved Adolescents - Kevin A. Gee, University of California - Davis; Lauren Lindstrom, University of California Davis; John Lind, University of Oregon; Kara Hirano, Illinois State University; Cindy Post; Carolynne Beno
"The Only Thing Different About Us Is Our Life Story": High School Students Refute Misperceptions - Jenny Sperling, University of California - Santa Barbara
Crayons, Goldilocks, and the Big Bad Wolf: Young Children Making and Remaking Global and Local Worlds Through Play, Art, and Story - Anne Valauri, The Ohio State University
Critical Racial Literacy and Intersectionality: Undoing Multiple Oppressions in Developmental English - Ramon Vasquez, SUNY - College at New Paltz
Developing a Pipeline for Increasing Diversity in STEM Careers - Cleveland O'Neal Lane, Texas A&M University - College Station; Pamela T. Barber-Freeman, Prairie View A&M University
Pushing Back Against Deficit Narratives: Mentoring as Scholars of Color - Caroline Sotello Viernes Turner, California State University - Sacramento; Stephanie J. Waterman, University of Toronto
Their Time: Understanding and Supporting the Self-Directed Learning Goals of Minority College Students - George Nantwi, Teachers College, Columbia University; Hui Soo Chae, Teachers College, Columbia University; Gary J. Natriello, Teachers College, Columbia University
Assessing Equity-Driven Leadership: A Candidate Preparation Program's Perspective on the California Administrator Performance Assessment (CalAPA) - Maritza Lozano, California State University - Fullerton; Daniel Sung-Yeol Choi, California State University - Fullerton
Educational Leadership Program Development: Taking Educational Leadership Beyond the School and Toward Social Justice - Joseph Levitan, McGill University; Lisa Joanne Starr, McGill University; Blane Harvey, McGill University
Growing Disruptive and Interruptive Leadership: The (Im)Possibilities of One Course Disrupting the Principalship as Usual - Brian C. Gibbs, University of North Carolina - Chapel Hill
Reflecting on the Intent and Impact of Developing Equity-Oriented School Leaders: A Dual Narrative Approach - Erin Atwood, Texas Christian University; Trevon R Jones, Fort Worth Independent School District
Relational Teaching to Transform: Teaching in Educational Leadership Preparation Programs - Ericka Roland, University of Texas at Arlington
Linking Student Survey Results With Learning Outcomes: Teacher-Student Relationships and Student End-of-Grade Achievement - Haigen Huang, Wake County Public Schools
Perceptions of Mindful Teachers and Longitudinal Change in High School Students' Mindfulness and Self-Compassion - Blake Colaianne, The Pennsylvania State University; Brian Galla, University of Pittsburgh; Robert William Roeser, The Pennsylvania State University
Relationship Between Teachers' Emotional and Cultural Competence, Self-Efficacy in Social-Emotional Learning Beliefs, and Outcome Expectancies - Tia Navelene Barnes, University of Delaware; Kathleen Ann McCallops, University of Delaware; Emily Soriano, University of Delaware
Districts' Conceptualizations of Kindergarten Readiness - Kristin Lyn Whyte, Mount Mary University; Cynthia E. Coburn, Northwestern University School of Education and Social Policy Human Development and Social Policy
"It's Another Stage to Pass": The Kindergarten Transition Practices and Beliefs of Low-Income, Latina Mothers - Sarai Coba Rodriguez, University of Illinois at Chicago; Robin L. Jarrett, University of Illinois at Urbana-Champaign
Collectivist Approaches for Supporting Young Children's Narrative Skills - Raquel Plotka, Pace University; Xiao-Lei Wang, Pace University
Teacher-Child Interactions Around Errors in Preschool: An Exploratory Study - Carly Champagne, Temple University; Annemarie H. Hindman, Temple University; Avi Kaplan, Temple University
A Call for Radical Over Reductionist Approaches to "Inclusive" Reform in Neoliberal Times - Jessica K. Bacon, Montclair State University; Erin Pomponio, Montclair State University
Participatory Visual Methodologies in a Post-Truth Era: Why Should We Engage With the Voices of Girls and Women With Disabilities in Vietnam? - Xuan Thuy Nguyen, Carleton University; Claudia Mitchell, McGill University; Marnina Gonick, Mount Saint Vincent University
Responding to Dysconscious Ableism and Performative Accessibility: Disability Activism in (Neoliberal) Higher Education - Hester Petronella Veitch, Syracuse University; Alan R. Foley, Syracuse University
Doctoral Student Networking: Motivations, Trends, and Barriers - Blair Izard, University of Connecticut - Storrs; Omolabake Fakunle, University of Edinburgh; Mollie Dollinger, University of Melbourne; Joyceline Alla-Mensah
Unpacking Academic Merit in a Highly Stratified Country: Criteria and Processes of Faculty Hiring in Chilean Universities - Roxana Chiappa, University of Washington - Seattle
A Competitive System: Graduate Student Recruitment in STEM and Why Money May Not Be the Answer - Whitney Elaine Wall Bortz, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Timothy J Kinoshita, Virginia Polytechnic Institute and State University; Nathan Hyungsok Choe, The University of Texas at Austin; Kevin A. Nguyen, Sonoma State University; Maura J. Borrego, The University of Texas at Austin; Chelsea Haines Lyles, Virginia Polytechnic Institute and State University
Using an Intersectionality Framework to Examine Admission and Enrollment at Public Law Schools - Frank Joseph Fernandez, University of Houston; Hyun Kyoung Ro, Bowling Green State University
Coaching to Support Teachers' Collective Improvement of Practice and Systemic Change - Lynsey K. Gibbons, Boston University; Elham Kazemi, University of Washington
Practice-Based Coaching for Document-Based History: Exploring the Role of Specifications of Practice - Abby Reisman, University of Pennsylvania; Lisette Nnenna Enumah, The University of Pennsylvania; Lightning Jay, University of Pennsylvania
Practice-Based Coaching for Project-Based Learning (PBL): Bringing Practice-Based Teacher Education to PBL - Sarah Schneider Kavanagh, University of Pennsylvania; Emily C. Rainey, University of Pittsburgh; Chenelle Boatswain, University of Pennsylvania
How Responsive Coaching Mediates Elementary Teachers' Enactments of Responsive Science Teaching Practices - Carolyn Colley, University of Washington
Seen, Not Heard: A Meta-Ethnography of Scholar and Youth Perspectives on Childhood in Jim Crow - Kimberly Charis Ransom, University of Michigan - Ann Arbor
Breathing Life Into Pedagogical Ambitions: Privileging Black Children's Conceptions of Self-Determination in an Afrocentric School - Natalie R. Davis, Northwestern University School of Education and Social Policy Learning Sciences
"I'm the One Who Loses": Narratives From Black Girls on School Discipline - Alaina Neal-Jackson, University of Michigan - Ann Arbor
"Still Misunderstood and Ain't Spoke One Sentence": Listening to Black Students' Artistic and Cultural Expressions - Alistair Bomphray, University of Michigan - Ann Arbor