**Editor's note: Contributors are not listed in authorship order. This list does not include session discussants, chairs, conveners or moderators. Only faculty, students and staff who are currently in the College of Education at Penn State University Park are included.

The following faculty, students and staff in the College of Education at Penn State University Park are authors or co-authors of papers being presented in symposia, paper sessions, poster sessions, invited speaker sessions or roundtable discussions at the American Education Research Association (AERA) annual meeting April 13-16 in Chicago, Illinois, or in the virtual conference May 4-5. The AERA annual meeting is the world's largest gathering of educational researchers and a showcase for groundbreaking, innovative studies in an array of areas.

April 13

• Kathryn M. Bateman, “Turning to Dialogic Reflexivity: An Approach to Fostering Transdisciplinary Research,” in symposium, “Cultivating Transdisciplinary Educational Research Through Dialogic Reflexivity: Facets of Theory and Practice.”
• Soo-yong Byun, Jilli Jung, Suyoung Park, “Trends in Socioeconomic Disparities in Adolescents’ Expected Occupational Status: 2000-2018," in roundtable session, “Sociology of Education SIG Roundtables: From Micro to Macro.”
• Karen Eppley, “Representing Rural: A Critical Content Analysis of Middle-Grade Novels Set in Rural Places," in roundtable session, “Representation and Resources in Rural Places.”
• Jennifer L. Frank, Joseph Brandenburg, Marisa DeCollibus, “Factors Predicting Students' Weapons-Carrying on School Property: A Multilevel Analysis," in poster session, “Division E Counseling Poster Session.”
• Allison Sterling Henward, Michelle N. Brown, Azaria I. Cunningham, Quiana M. Jackson, “Collaboratively Unlearning Whiteness in Teacher Education Programs," in roundtable session, “Interrogating and Interrupting the ‘Overwhelming Presence of Whiteness’ in Teacher Education.”
• Elizabeth Bowers Hinchcliff, “Reflection as Teachers: Our Critical Developments," in roundtable session, “Change Is Constant: On the Dynamic Nature of Teaching and Our Shifting Identities.”
• Elizabeth M. Hughes, “Middle School Students' Performance on a Mathematics Vocabulary Measure Across Grade Levels and Dual Language Learner Populations,” in poster session, “Middle School Students' Performance on a Mathematics Vocabulary Measure Across Grade Levels and Dual Language Learner Populations.”
• DeMarcus A. Jenkins, “(Un)Seeing Danger: Examining Anti-Carceral Geographies Through PhotoVoice with Black Youth," in symposium, “Critical Approaches to Place-Based Inquiries in Black Education.”
• ChanMin Kim, “Epistemic Agency in Science Lessons with Educational Robots," in paper session, “Immersive Technology and Learning”; and “Teacher Scaffolding in Collaborative Programming Classrooms," in paper session, “Computer Science Education.”
• Jonathan D. McCausland, “The Possibility of Low-High Spaces in White Teacher Education," in symposium, “What Can White People Do? Whiteness and Education in the Current Moment.”
• Scott McDonald, Jonathan D. McCausland, “The Role of Core Practices in Learning to Teach Science in Antiracist Ways," in roundtable session, “Antiracist STEM: Teaching for Justice.”
• Scott McDonald, Jonathan D. McCausland, Jennifer Jackson, “Integrating Critical Whiteness and Ambitious Science Teaching to Support Preservice Teacher Learning," in structured poster session, “Supporting Teacher Learning of Justice-Centered Ambitious Practice.”
• Wilson Kwamogi Okello, “Improvisation as the Thrust of Blackness: Race, Gender, (Dis)Ability, and the Performative Possibilities of Self-Definition,” in symposium, “Fashioning New Grammars: Black Survival, Critical Educative Spaces, and Knowledge Production.”
• Leticia Oseguera, Chris Kirk, Tong Li, “Survival Analysis of STEM Major Persistence: Evaluating the Effectiveness of a STEM Intervention Program," in paper session, “Assessing Initiatives and Innovations in STEM.”
• Carlomagno Panlilio, Samantha Ellner, Ana Lilyan Falcon, “Engagement, Adversity, and Later Achievement: The Role of Emotion Regulation," in poster session, “Cognitive and Motivational Processes: Poster Session 1.”
• Esther Prins, “Why Do (Ethno)Religious Nationalisms Matter for Curriculum Studies? White Christian Nationalism in the United States," in roundtable session, “Exploring (Ethno)Religious Truths in Curriculum Studies: A Dialogue Across Global Perspectives.”
• Stephanie Schroeder, “The Teacher-to-Teacher Online Marketplace of Ideas: A Case Study of Teachers' Pedagogical Design Capacity," in paper session, “Teacher Use of Social Media for Teaching and Professional Development.”
• Stephanie Schroeder, Amy Brass, Abigail Leanne Stebbins, “'This Activity Made Me Reconsider My Thinking': Integrating Social Studies and Mathematics with Preservice Teachers," in paper session, “Preservice Teachers' Preparation for the STEM Fields and Faculty Perspectives.”
• Stephanie Schroeder, Seunghoon Han, Abigail Leanne Stebbins, “Searching for Social Studies: Content Integration in TeachersPayTeachers Resources," in roundtable session, “Critical Curricular Orientations in Social Studies Teacher Education.”
• Rayne A. Sperling, “Use of a Technology-Based SRL Tool Predicts Course Performance — But Response Latency Moderates the Effect," in paper session, “Statistical Methods for Assessing Self-Regulated Learning in Context.”
• Rayne A. Sperling, Taylor M. Young, “Examining Fifth Graders' Use of a Game-Based Learning Environment," in paper session, “Critical Issues in Using Technology to Serve Diverse Populations.”
• Jonte' C. Taylor, “Expanding Sociopolitical Consciousness: A Framework for Developing Justice-Centered Ambitious Science Teaching," in structured poster session, “Supporting Teacher Learning of Justice-Centered Ambitious Practice.”
• Tanner Vea, “Fascist Emotionality and Epistemic Practice: A Challenge for the Learning Sciences," in symposium, “Emotion and Sense-Making in Politicized Contexts: Expanding the Conversation.”
• Zhaoyu Wang, “Bridging Cognitive, Sociocultural, and Linguistic Perspectives in the Argumentative Writing Assessment Literature: A Systematic Review," in roundtable session, “Theories of Writing Research, Reading, and Literacies.”
• Xiangquan Yao, “Developing a Framework for Characterizing Student-Created Diagrams in DGEs," in paper session, “Deepening Students' Mathematics Reasoning and Engagement.”
• Wenting Zou, “Improving Social Media Literacy Through Experiential Learning: Examining Youth Learners' Engagement and Knowledge Outcome in a Simulated Learning Environment," in poster session, “Digital Learning and Development.”

April 14

• Gunel Alasgarova, “Girls' Education Policy and Comparative Results in Azerbaijan: Qualitative Document Analysis,” in roundtable session, “Educational Opportunities of Girls: Transnational Perspectives on Identity, Policy, Mobility and Safe Spaces.”
• Brittany A. Aronson, “Pursuing Truth: Unveiling Contradictory Truths in Academia Through Composite Storytelling," in roundtable session, “The Hidden and Unhidden Labor of Faculty of Color Navigating the Ivory Tower.”
• Sarah Asson, “Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes, Racial Segregation, and Educational Inequality," in poster session, “Promising Scholarship in Education Research: Dissertation Fellows and Their Research.”
• Lynneah Brown, “Impacts of Tennessee's Performance-Based Funding Policy on STEM Degree Production at Four-Year Universities: A Longitudinal Analysis Using a Difference-in-Differences Design," in poster session, “Promising Scholarship in Education Research: Dissertation Fellows and Their Research.”
• Roy B. Clariana, “The Influence of Essay Prompt Directedness on the Content Quality of Summary Writing," in paper session, “Division C Section 1a Literacy in paper session.”
• Nikki Wright Cohron, “Incongruence Between Policy Work and Classroom Work Within a Study of Teachers of the Year," in symposium, “Teachers as Policy Experts, Agents, Activists, and Advocates.”
• Jose Cossa, in invited speaker session, “Si El Norte Fuera el Sur/If the North Was the South: Examining Other(ed) Truths and Connections Across the Globe.”
• Azaria I. Cunningham, Di Liang, “Pain, Vulnerability, and Joy in the Learning of Novice Teacher Educators," in paper session, “Faculty and Doctoral Students' Teaching Experiences in Higher Education.”
• Amy Voss Farris, Gwendolyn Lloyd, P. Karen Murphy, Sara Elizabeth Baszczewski, Rachel Miriam Vriend Croninger, “Enhancing Teacher Educators' Professional Vision for Argumentation-Oriented, Discussion-Based Pedagogy in Mathematics," in roundtable session, “Section 1C Mathematics Roundtable C.”
• Karly Ford, Amy Brass, “Connecting Mathematics, Mathematics Education, and Citizenship: Mathematics Teacher Educators' Views and Ideologies," in paper session, “Ideology, Race, and Blackness in Mathematics Education.”
• Ed Fuller, “Leader Turnover and Hiring During a Global Pandemic: Evidence from Three States," in roundtable session, “Change and Turnover During the Pandemic: The Leader's Perspective.”
• Simon Hooper, Rayne A. Sperling, Hongcui Du, “Examining DHH Students’ Progress on an ASL e-CBM Measure – CopyRight," in roundtable session, “Deaf and Hard of Hearing Intersectionalities and Perspectives SIG Roundtable Session.”
• Elizabeth M. Hughes, Michelle N. Brown, “Defining, Measuring, and Teaching Mathematical Flexibility: A Content Analysis of Extant Research," in poster session, “Section 1C Mathematics Poster Session.”
• ChanMin Kim, “Teachers' Use of Argumentation in Teaching Coding: An Activity Theory Perspective," in paper session, “Engaging the Educator: Technology and Cognition Research Developed for and Led by Teachers.”
• Rishi Krishnamoorthy, in invited speaker session, “Learning in an Age of Politics, Race, Culture, and Media.”
• May H. Lee, “'How to Push Without Getting Pushed Out': Balancing the Complexity in Teacher Candidate Supervision," in roundtable session, “Reconceptualizing Supervision and Instructional Leadership in Complex Contexts.”
• Tong Li, “Student Grant Aid by Institutional Characteristics: A Longitudinal Trends Analysis," in roundtable session, “The Landscape and Outcomes of Student Financial Aid Systems.”
• Francesca Lopez, Ashley N. Patterson, LaWanda W. Ward, “Taking Truth to Capitol Hill: Reflections on a Critical Race Theory Conference for Federal Policymakers," in paper session, “Constructing Equity at the Federal and State Level.”
• Dana L. Mitra, Nikki Wright Cohron, “Student Voice in School Improvement: Understanding How Student Voice Practices Foster Equitable Learning Environments," in paper session, “Promoting Equity Through Inclusive Leadership Practices.”
• Wilson Kwamogi Okello, in invited speaker session, “Indigenous and Black Refusal Strategies of Student Development Theory.”
• Carlomagno Panlilio, Samantha Ellner, “Language Skills Predicting Later Reading Achievement for Welfare-Involved Children," in poster session, “Literacy.”
• Priya Sharma, Minkyung Lee, “Application of a Community Detection Algorithm for Asynchronous Group Formation," in paper session, “Mixed-Methods Design Considerations.”
• Priya Sharma, Jose Sandoval-Llanos, “Exploring the D/discourses Around Financial Literacy on Reddit," in paper session, “Cognition and Literacy Using Digital Tools and Platforms.”
• Rachel Wolkenhauer, Cory Tondreau, “Enhancing Teacher Educators' Professional Vision for Argumentation-Oriented, Discussion-Based Pedagogy in Mathematics," in roundtable session, “Section 1C Mathematics Roundtable C.”
• Siyu Wu, “Using Agent-Based Computational Modeling Microworlds to Help Middle School Students Learn About Epidemiology," in roundtable session, “Models, Strategies, and Interactions in Science Teaching and Learning.”
• Seongryeong Yu, “Who We Were, We We Are Becoming: Narratives of K-Eldest Daughters," in roundtable session, “Roundtable 2: Critical Perspectives on Model Minority, Global Experiences, and Identities.”
• Wan Yu, “Origins of U.S. PhDs in STEM: A Focus on Baccalaureate Institutions and race," in paper session, “Digging into Degrees: Exploring Graduate Education.”
• Heather Toomey Zimmerman, Lillyanna Faimon, “Exploring How Family Interactions, Materials, and Youth's Situational Interest Influence Each Other in Engineering Workshops," in roundtable session, “Learner-Driven Experiences in Informal Learning Environments.”

April 15

• Brittany A. Aronson, “Culturally Relevant Education Now: Updating a Synthesis of Research Across Content Areas," in roundtable session, “Transforming and Reimagining K–12 Teaching and Learning.”
• Kathryn M. Bateman, “Optimal Learning Moments in Elementary Science Using in Situ Surveys: A Repeated Measures and Validation Study” in symposium, “How Can Elementary Science Curriculum Support Student Learning, Teacher Practices, and Inclusiveness in Classrooms?”
• Mildred Boveda, “'Like Running Water': Intersectional Consciousness Among Black Women Special Education Faculty," in paper session, “Arts Education and Imagination: Intersectional Narratives of Black Women Educators”; and "From 'Advocate' to 'Critical Supporter': Theorizing Special Education Advocacy When Centering Black Families," in roundtable session, “Centering Black Families and Black Youth in Inquiry and Transformative Education.”
• Karen Eppley, “Representations of Rural Place and Indigenous Identities in Canadian Award-Winning Young Adult and Middle-Grade Novels," in paper session, “Race, Space, Language, and Place.”
• Kaela Fuentes-Packnick, “Breaking the Model Minority Mold: Storying the Experiences of Asian Americans Labeled Dis/abled," in paper session, “Investigating Intersectional Oppressions and Pathways of Resistance.”
• Ed Fuller, “The Roles of Distance and Time in Principal Job-to-Job Transfers," in paper session, “Principal Leadership: Influence, Success, STEM, and International Perspectives.”
• David A. Gamson, Laura Elizabeth Pirkle Howd, “Competencies, Inequities, and Contradictions: The Rise of Minimum Competency Testing Movement, 1970s-1980s," in paper session, "From Eugenics to Standardized Testing: Histories of Educational Assessment.”
• Elizabeth M. Hughes, Paul Riccomini, “Development and Validation of a Mathematical Writing Measure," in roundtable session, “Student Cognition and Reasoning in Mathematics.”
• DeMarcus A. Jenkins, Allante Moon, “Disrupting Carceral Spaces Through PhotoVoice with Black Youth," in symposium, “On Abolition: Education Policy, Activism, and Police-Free Learning Environments.”
• ChanMin Kim, Eunseo Lee, “Automated Feedback on Science Writing: from Design Intention to Enactment and Reflection," in structured poster session, “Automated Analysis of Students' Science Explanations: Techniques, Issues, and Challenges.”
• Alexandra List, “To Clarity and Beyond: Situating Higher-Order, Critical, and Critical Analytic Thinking in the Literature on Learning from Multiple Texts," in symposium, “Navigating the Murky Waters of Higher-Order, Critical, and Critical-Analytic Thinking.”
• Alexandra List, “Examining Students' Help-Seeking When Learning from Multiple Texts," in paper session, “Self-Regulated Learning Development and Context.”
• Dana L. Mitra, “The Pedagogical Foundations of Student Voice: What Do Teachers Who Support Student Voice Actually Do?" in roundtable session, “The Heart of the Matter: Centering Student Voice in Teachers' Pedagogy and Practice.”
• P. Karen Murphy, “'Valued' Thinking in Education: Liberating the Narrative," in symposium, “Navigating the Murky Waters of Higher-Order, Critical, and Critical-Analytic Thinking.”
• Leticia Oseguera, Artemio Cardenas, Maria Javiera de los Rios, “Changes in Engineering Identity Among Undergraduates During the COVID-19 Pandemic," in roundtable session, “STEM Student Identity.”
• Carlomagno Panlilio, Charles Alvarado, “Examining the role of sustained attention on reading outcomes within a context of childhood adversity,” in paper session, “Literacy Strategies and Interventions: Reading and Text Comprehension.”
• Macy Pyres, “Wolastoqiyik Students Sense of Belonging," in invited speaker session, “Division D Invited Session for 2022 Mini-Grant Awardees.”
• Gabriela T. Richard, Lillyanna Faimon, Sagun Giri, “The Materiality of Inclusion: Understanding Design Affordances for Equitable Youth Participation and Engagement in STE(A)M," in poster session, “Critical Perspectives on Advanced Technology for Learning.”
• Rayne A. Sperling, “Assessing College Students' Perceived Utility Value of Learning Strategies in Gateway Biology and Statistics Courses," in paper session, “Self-Regulated Learning Development and Context.”
• Tanner Vea, Jennifer Classen, “Developing a Framework for Co-Designing School Emergency Preparedness and Reunification," in poster session, “LS SIG poster session 2: Health, Higher Education, Representations, and Reasoning.”
• LaWanda W. Ward in invited speaker session, “Graduate Student Council Division I Fireside Chat. Can We Talk? Critical Perspectives on the Boundaries of Speech in Professions Education.”

April 16

• Brian R. Belland, ChanMin Kim, Emre Dinç, Eunseo Lee, Anna Yinqi Zhang, “Predicting the Quality of Preservice Early Childhood Teachers' Lesson Plans Using Cognitive and Motivational Challenges,” in poster session, “Technology, Instruction, Cognition and Learning SIG poster session.”
• Marcela Borge, “Conceptualizing Quality of Intergroup Dialogue in CSCL: Analysis of Social and Emotional Talk,” in paper session, “Intersecting Making and STEAM Practices with Social and Emotional Talk.”
• Mildred Boveda, LaWanda W. Ward, in invited speaker session, “Investing in the Research and Success of African American Girls and Women: What Is the Way Forward?”
• Mildred Boveda, Brittany Aronson, Mariah Harmon, in invited speaker session, “Intersectionality and Teacher Education Research.”
• Michelle N. Brown, “An Examination of How ‘Decolonizing’ Physics Curricula Impacts Physics Teacher Identity Toward Equity,” in structured poster session, “Attending to the Crevasse Between Equity- and Content-Oriented Goals in Science Teaching and Learning.”
• Jimena Cosso, “Building a Bridge Between Measurement and Latine Families: The Case of the Home Numeracy Environment,” in roundtable session, “Examining Latina/o/x Parent Engagement and Youth Outcomes.”
• Amy C. Crosson, “‘In the Moment’: Teachers' Communications with Multilingual Families During COVID-19 Remote Instruction,” in roundtable session, “Unpacking the Impact of COVID on Family, School, Community Partnerships.”
• Erica Frankenberg, Sarah Asson, Ruth Krebs Buck, “School Attendance Zone Boundary Changes and Segregation in a Suburban Black Enclave,” in paper session, “Who's Included and Excluded? Student Assignment Policies and Engagement Practices in Gentrifying and Segregated Systems.”
• Allison Sterling Henward, Kiyomi Masamune, “Chican@ and Latin@ Head Start Teachers as Language Policy Makers,” in roundtable session, “Centering and Sustaining Diverse Multicultural and Multiethnic Literacies.”
• Jonna M. Kulikowich, Matthew T. McCrudden, Emilee Herman, “Measurement of Prior Knowledge in Multiple Document Comprehension Research: A Psychometric Review,” in paper session, “Multiple Document Reading and Writing.”
• Charlotte L. Land, “Exploring the Deprofessionalism and Dehumanizing Implications of Surveillance for New Teachers,” in roundtable session, “Preparing for and Living Through That First Year!”
• Susan M. Land, Heather Toomey Zimmerman, Stephanie Bowles, Lillyanna Faimon, Charles Keith, “Immersive Place-Based Family Learning: Using Pollinator-Plant Interactions to Support Science Talk,” in symposium, “Digital Practices for Promoting Children's STEM Learning in Informal Settings.”
• Jungeun Lee, “Pathways to success: Low-educated adults, non-cognitive skills and labor market outcomes,” in paper session, “Workplace Learning: Emerging Topics and Noncognitive Facets.”
• Maria Lewis, “Critical Use of Research: A Network Analysis of Knowledge Brokers in DACA Policy Discourse,” in roundtable session, “Law and Society: Evaluating the Impact of Education Law.”
• Alexandra List, Hongcui Du, “Learning About Evidence Types: An Intervention in Evidence-Based Reasoning,” in poster session, “Cognitive and Motivational Processes: poster session 5.”
• Alexandra List, Gala Sofia Campos Oaxaca, “Examining the Connection Between Multiple Text Reading and Writing: A Think-Aloud Study,” in paper session, “Multiple Document Reading and Writing.”
• Dana L. Mitra, Nikki Wright Cohron, “Student-voice readiness: Building organizational mindsets, skillsets, and heartsets,” in paper session, “Understanding and Enacting Equitable Practices: Developing a Shared Understanding of Equity-Centered Work.”
• Carlomagno Panlilio, Samantha Ellner, “Verbal and Nonverbal Intelligence Development in Children with Maltreatment Histories,” in poster session, “Cognitive and Motivational Processes: poster session 5.”
• Stephanie Schroeder, Abigail Leanne Stebbins, “‘Social Studies Is in Everything’: Sneaking in Elementary Social Studies by (Re)Conceptualizing Integration,” in roundtable session, “Social Studies in Elementary and Early Childhood Education.”
• Elisa Marisol Serrano, Alia Shalaby, “كلام في ال Educación,” in roundtable session, “Necessary Visibility: Teachers' Critical Language Awareness and Resistance to Dominance.”
• Rayne A. Sperling, Joseph Brandenburg, Taylor M. Young, “Leveraging the StSRL Framework to Scaffold Students’ Self-Regulated Learning and Academic Success,” in symposium, “Designing Effective Digital Programs to Help Students Develop and Deploy Self-Regulated Learning Skills.”
• Rayne A. Sperling, Taylor M. Young, “Supporting Learners' Metacognition: The Role of a Monitoring Intervention When Learning from Multiple Conflicting Resources,” in paper session, “Multiple Document Reading and Writing.”
• Dana L. Stuchul, “Poetics Unbound from Systems,” in demonstration/performance, Poetics Unbound from Systems: Celebrating Ivan Illich in Common Verse.”
• Joseph Sturm, “Capitalizing the Calendar: Exploring the Timing of Recruitment Visits by Public Research Universities,” in paper session, “Probing the Pipeline: Admissions and Enrollment with Higher Education.”

May 4

• Susan M. Land, Heather Toomey Zimmerman, Yu-Chen Chiu, “Visceral Experience in Nature: The Role of More-Than-Human Bodies and Mobile Technology in Outdoor Science Learning,” in virtual paper session, “Photography, Play, Embodiment, and Automated Scoring: Enriching the Lives of Learners and Teachers.”
• Gerald K. LeTendre, Peggy Schooling, “Distance Learning and Online Coordination of Service in Rural School Districts,” in virtual paper session, “Educational Leadership Geographies: Considerations of Space, Place, and Context.”
• Priya Sharma, Stephanie Bowles, “Exploring Knowledge-Sharing Patterns of NFT Influencers on Twitter,” in virtual paper session, “Sharing Knowledge, Sharing Stories, Sharing Selves: Multimodal Media Composition in and out of Schools.”
• Rachel Wolkenhauer, Kirsten Tekavec, “Toward a Common Framework for Describing Professional Development Schools: A Synthesis of PDS Narratives, 2008–2022,” in virtual paper session, “Professional Development School Research.”

May 5

• James C. Diperna, “Teacher Changes to a Universal Social-Emotional Learning Program Under Routine Conditions and Across Schools,” in virtual roundtable session, “Development and Learning.”
• ChanMin Kim, “Different Use of Scaffolding in Debugging Tasks with Different Complexity,” in virtual paper session, “Integrating Computer Science and TPACK in Teaching and Learning.”
• Susan M. Land, Heather Toomey Zimmerman, Stephanie Bowles, Yu-Chen Chiu, Lillyanna Faimon, Charles Keith, “Family Science Learning Outdoors: Parent roles in Place-based Mobile AR,” in virtual paper session, “Informal STEM Learning: Exploration, Interest, and Performance.”
• Rachel Wolkenhauer, Yun-chen Yen, “In Pursuit of Truth in Classroom Research: Understanding Teacher Candidate’s Experience with Practitioner Inquiry through Emotions,” in virtual roundtable session, “Articulating the Elusive: Unlocking Voices Through Teacher Research.”