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

The following Penn State College of Education faculty, students and staff 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 20-26 in San Diego, California. The AERA annual meeting is the world's largest gathering of education researchers and a showcase for groundbreaking, innovative studies in an array of areas.

April 20

• Tiffany Nyachae, pre-conference mentoring session, “Division K Graduate Student Pre-Conference Seminar: Invitation-Only Session.”

April 21

• Soo-yong Byun, “Rural Postsecondary Education Research Agenda,” in working group roundtable, “Highlighting the Future of Rural Education: Research Agendas for Rural Pre-K–12 and Postsecondary Education.”
• Erica Frankenberg, David Gamson, Matthew Kelly, Ashley Patterson, Kai Schafft, Katharine Dulaney, Annie Maselli and Laura Pirkle Howd, “A Case Study Analysis of COVID-19's Impact on Educational Equity in Rural Pennsylvania School Districts,” in paper session, “Rural Leadership and Governance During Challenging Times and Change.”
• Ed Fuller, “Diversifying the Pipeline of Educational Leaders,” in symposium, “Increasing the Diversity of the School Leadership Workforce and Supporting Equitable Education Systems.”
• Paul Harris, “College Choice and Satisfaction for Black Male Student-Athletes: The Role of the School Counselor,” in symposium, “Catalysts for Change: School Counselors Tackle Inequitable Educational Opportunity, Racial Injustice and COVID-19.”
• Kyesha Isadore, “Examining Social Support and Life Satisfaction for Racially/Ethnically Minoritized College Students With Disabilities,” in paper session, “Remaining Inclusive: Strategies Toward Building and Sustaining Inclusive Communities.”
• Jennifer Jackson, Andii Layton and Jonathan McCausland, invited speaker session, “Graduate Student Council Session: Training Next-Generation Teachers to Confront Institutional Racism in Schools.”
• DeMarcus Jenkins, “A Critical Discourse Analysis of Public Comments on the Removal of School Resource Officers,” in roundtable session, “Social Interventions to Improve School Discipline and Student Behavior.”
• Kimberly Lawless, “Comparing the Impact of Real-Time Versus Asynchronous-Only Interactions in a Virtual Educational Simulation Game (vESG),” in paper session, “Addressing Issues of Access and Accessibility With Online Learning Technologies.”
• Andii Layton, invited speaker session, “Graduate Student Council Session. #TheAERAKnowledgeDrop: Graduate Student Welcome Orientation.”
• Alexandra List and Hongcui Du, “Reasoning Based on Evidence Type: An Intervention to Improve Students' Evidence-Based Reasoning,” in symposium, “Focusing the Analytic Lens on Evidence-Based Reasoning: Where We Are and Where We Need to Go.”
• Francesca Lopez, “Critical Dialogic Teaching: Promoting Curiosity and Identity in Latinx Students,” in symposium, “Supporting Student Curiosity: Classroom-Based Research and Implications for Practice.”
• Paul Morgan and Cecelia Gloski, “A Comparative Analysis of Special Educators in Elementary Schools Across the United States,” in roundtable session, “Using Longitudinal Data Sets to Answer Pressing Questions in Special Education.”
• Paul Morgan and Yangyang Wang, “Which Students With Disabilities Are Placed Primarily Outside of U.S. Elementary School General Education Classrooms?” in roundtable session, “Placement and Disproportionality in Special Education.”
• P. Karen Murphy, “Academically Productive Talk: Similarities and Differences Among Experts Across Content Areas,” in paper session, “Seeing Language in the Math Classroom: Attending to Student Talk, Questions, Argumentation and Reasoning.”
• Amber O'Shea, “Examining Social Support and Life Satisfaction for Racially/Ethnically Minoritized College Students With Disabilities,” in paper session, “Remaining Inclusive: Strategies Toward Building and Sustaining Inclusive Communities.”
• Stephanie Schroeder, “Confronting Neoliberalism Within the Teacher-to-Teacher Online Marketplace of Ideas,” in symposium, “Educating Techno-Skeptics: Critical Approaches to Educational Technology in a Dystopian World.”
• Rayne Sperling, invited speaker session, “Division C: New Directions in Culture, Learning and Motivation”; and “Why Lower-Performing Students Engage and Do Not Engage Elaborative Interrogation After Intervention,” in poster session, “Motivation and Cognitive Processes in Classrooms (San Diego).”
• Tanner Vea and Jennifer Classen, “World and Self: Harnessing Oppositional and Global Consciousness in a Human-Centered and Digitally Mediated Learning Environment,” in paper session, “Women and Secondary School Girls Negotiating and Affirming Identity.”
• Carla Zembal-Saul and Michelle Brown, “Elementary Teachers as Uniquely Positioned to Facilitate Equitable Sense-Making: Disrupting Deficit-Based Narratives,” in structured poster session, “Equity in Elementary Science Teaching and Learning.”

April 22

• Julia Bryan, “Factors That Influence School Counseling in the Caribbean: Recommendations for Educators” in paper session, “Interrogating the Experiences of Principals, Teachers, School Counselors.”
• Leandra Cate, “Framing the Academy: Graduate Student Unions, International Students and the Social Role of the University” in paper session, “Equitable Education Systems and Comparative Organizational Perspectives.”
• Amy Crosson, Dana Mitra, Tiffany Nyachae and Andii Layton in invited speaker session, Graduate Student Council Session. “Centering Race in College Mentorship: Strategies to Support Students in Racist, Hostile Academic Environments.”
• Alicia Dowd and Ali Watts, “Politics of Performance: Neoliberalism and the Logics of Racial Disposability in Performing Arts Programming” in poster session, “Emerging Research on Society, Culture and Change.”
• Karen Eppley, “White Rural Educational Research: The Possibilities of Multiplicity” in working group roundtable, “(Re)Placing Rural Education: Unpacking Place at the Intersections of Rural and Indigenous Education.”
• Karly Ford, “Racial and Ethnic Category Usage in Education Research: Trends and Methodological Differences” in roundtable session, “Humanizing Education Research Methodologies: Antiracist and Anticolonial Stories.”
• Ed Fuller, “Unstable Times: Race, Gender and Leaving the Principalship During the Great Recession” in paper session, “From the Classroom to the Boardroom: Exploring Approaches to Promoting Equity in Education.”
• Hengyu Hu, “How Bilingualism Affects Student Science Performance During Elementary Grades: Assessing Heterogeneous Findings With Moderation” in paper session, “The Ecology and Development of STEM Learning: Factors Influencing STEM Learning Across the Lifespan.”
• Kyesha Isadore, “Multimodality as Accessibility: A Critical Perspective on Universal Design in Theory, Research and Practice” in workshop, “Toward Critical Multimodality: Exploring Theory, Research and Practice in Transformative Educational Spaces.”
• Susan Land, Heather Zimmerman, Yu-Chen Chiu and Lillyanna Faimon, “Mobile Augmented Reality Supporting Community-Based Learning: Families' Exploration of Land-Water Interactions” in paper session, “Innovative Strategies for Promoting Engagement.”
• Gerald LeTendre, “Teacher Leadership in Nordic and East Asian Nations” in roundtable session, “International Education Across the Years.”
• Gwendolyn Lloyd, “Discourse Patterns of Students and Educators in Small-Group Mathematics Discussions: Comparisons Across Educational Contexts” in paper session, “Division C Section 1C: Promoting Success in Mathematics Education.”
• Gwendolyn Lloyd, Amy Farris, P. Karen Murphy, Rachel Wolkenhauer, Rachel Croninger and Yun-chen Yen, “Enhancing Professional Development School Teacher Educators' Professional Vision for Discourse-Based Pedagogy” in paper session, “Exploring Inquiry, Culturally Responsive Teaching Practices and Discourse-Based Pedagogy in Professional Development Schools.”
• Sungryung Lyu, “Using VCE to Address Difficult Subjects With Teachers” in structured poster session, “Reimagining Early Childhood Education Research Using Video-Cued Ethnography.”
• Paul Morgan, Cecelia Gloski and Hengyu Hu, “Racial and Ethnic Disparities in Advanced Science and Mathematics Achievement During Elementary School” in paper session, “The Ecology and Development of STEM Learning: Factors Influencing STEM Learning Across the Lifespan.”
• P. Karen Murphy, Rachel Croninger, Sara Baszczewski and Cory Tondreau, “Discourse Patterns of Students and Educators in Small-Group Mathematics Discussions: Comparisons Across Educational Contexts” in paper session, “Division C Section 1C: Promoting Success in Mathematics Education.”
• Leticia Oseguera, Chris Kirk and Tong Li “Comparing Student Experiences in STEM: In-Person Versus Online/Remote Experiences in a STEM Summer Bridge Program” in paper session, “STEM Student Success.”
• Stephanie Schroeder, “Curriculum in the Digital Age: Intensifying the Work of Teachers, the Remix” in paper session, “Teacher Agency, Attitudes and Evaluation of Technology Integration.”
• Jeanine Staples, “Extraordinary Pedagogies: Toward a Model for Dynamic and Disruptive Teacher Education” in roundtable session, “Thinking Critically About Teacher Education: Personal, Local and Global Perspectives on Practices.”
• Dana Stuchul, “Free at Last: Escaping Educational Assembly Lines” in paper session, “Establishment De-Zombified: Moved by Stories of Illich, Revolutionary Friendship, Inversion and a Hospitality of Belonging.”
• Dana Stuchul, “Ivan Illich's Sixth Sense: Proportionality and the Search for the Good” in paper session, “Establishment De-Zombified: Moved by Stories of Illich, Revolutionary Friendship, Inversion and a Hospitality of Belonging.”
• LaWanda Ward, “A Critical Race Examination of Free Speech in U.S. Campus Communities: Words That (Still) Wound” in symposium, “Assaultive Speech On-Campus and Insufficient Campus Responses: Now It's Time for Meaningful Change.”
• Rachel Wolkenhauer, “Collaboration and Structure: How a Professional Development School Promoted Inquiry as Stance Among Teacher Candidates” in paper session, “Exploring Inquiry, Culturally Responsive Teaching Practices and Discourse-Based Pedagogy in Professional Development Schools.”
• Yu Xia, “The Need to Identify Insidious Forms of Inequity in Design Contexts” in structured poster session, “Reconceptualizing Designerly Thinking and Participatory Design With Students, Teachers, Administrators and Community Members.”
• Heather Zimmerman and Lillyanna Faimon, “Building Inventions, Building Interest: How Family Interactions Support Youths' Interest Development in an Engineering Workshop” in paper session, “Parents and Families as Socializers of Student Cognition and Motivation.”

April 23

• Sarah Asson, “The Politics of Changing Educational Boundaries: A Systematic Review of the Literature” in poster session, “Division L Section 7 Poster Session (San Diego).”
• Brian Belland, ChanMin Kim, Emre Dinç and Eunseo Lee, “Analogical Reasoning While Debugging a Series of Buggy Code” in paper session, “Computational Thinking and Cognition.”
• Mildred Boveda, “Critically Examining STEM Faculty and Teacher Educators' Intersectional Competence” in invited speaker session, “Reimagining Methodological Approaches for Disrupting Anti-Blackness in STEM Education.”
• Mildred Boveda, “Traversing Educational Landscapes: Exploring the Histories of Black Teachers in Canada and the United States” in paper session, “Black Educators and the Struggle for Educational Justice.”
• Karen Eppley, “Representations of Indigenous and Non-Indigenous Rural Ways of Being in Picture Books” in paper session, “Different Worlds: Inclusion and Belonging in Rural Education.”
• Erica Frankenberg, “Unsteady Guidance: Shifts in Federal School Discipline Policy From Obama to Trump” in paper session, “The Evolving Landscape of State and Federal Education Policy.”
• Allison Henward and Sungryung Lyu, “Northern Appalachian Head Start Teachers' Understanding of Cultural Diversity” in paper session, “Power to the Field! Equity and Transformation in Early Childhood Workforce and Education.”
• May Lee, “Supporting Teacher Candidates' Learning in a Nascent Immigrant Community” in paper session, “Reconceptualizing Equity, Voice and Input in Complex Supervision Contexts.”
• Sungryung Lyu, “Negotiating the Liminal Space: Rememories of Korean Graduate Students at U.S. Universities” in symposium, “Re/searching Response-ability in the Wake of Anti-Asian Hate Crime: A Wrestle of Korean American Educators.”
• Marsha Modeste and Tiffany Squires, “Equitable Leadership and Distributed Leadership Practice: Cultivating Culture of Equity and Social Justice in Schools” in roundtable session, “Equity, Accessibility and Quality in Transformative Education.”
• Tiffany Nyachae, “Curriculum as Endarkened Feminist Third Space: Revision, Reciprocity and Surrender in Teacher Professional Development” in roundtable session, “Cultivating Equitable Education Through Curricula of Race and Gender.”
• Eun Jung Paik, “Black Student Experience and Perception in Libraries at Predominantly White Institutions” in roundtable session, “A Critical Examination of Racial Identity Development in Higher Education Spaces.”
• Carlomagno Panlilio, “Teachers' Adverse Childhood Experiences and Secondary Traumatic Stress in the Context of Trauma-Informed Professional Development” in roundtable session, “Early Childhood Teacher Development.”
• Gabriela Richard and Sagun Giri, “‘I Have to Trust the Process’: Learning Coding With Open-Ended Productive Failure Learning Activities” in roundtable session, “Informal Education Using Online and Hybrid Tools.”
• Priya Sharma, Swarali Parikh and Jose Sandoval-Llanos, “Actors and Themes in Twitter's #GLAG21 Backchannel: Network and Discourse Analysis of an Agricultural-Education Conference” in paper session, “Social Media and Digital Technology in Professions Education.”
• Rayne Sperling and Taylor Young, “Investigating Fifth Graders' Multiple-Text Comprehension About Ecosystems Within a Game-Based Learning Environment” in poster session, “Games for 21st Century Learning (San Diego).”
• Rayne Sperling, Peggy Van Meter and Taylor Young, “Myths and Misinformation: The Role of a Monitoring Intervention in Negotiating Conflicting Sources of Information” in poster session, “Section 1a Poster Session 2. Literacy: Reading and Writing Across Contexts (San Diego).”
• Ali Watts, “Notes Toward a Scyborg Philanthropy: Educational Grant-Making and the Pursuit of Spatial Justice” in paper session, “Philanthropy and Education SIG (#148) Paper Session.”

April 24

• Yu-Chen Chiu, “Youth Civic Engagement: A Holistic Working Definition in a Global Context” in poster session, “SEL Poster Session.”
• Amy Farris, Scott McDonald and Brandin Conrath, “The Relational Work of Sense-Making With Geoscience Data and Data Visualizations” in poster session, “Advanced Technologies for Learning SIG Poster Session on Data Science and Artificial Intelligence in Education (San Diego).”
• Karly Ford and Leandra Cate, “Contesting Racial Categories: Variability and Complexity in University Student Ethnoracial Self-Identifications” in roundtable session, “At the Institutional Level: Student Experiences With Diversity, Equity and Inclusion.”
• Erica Frankenberg, “Every Student Succeeds Act and Educational Civil Rights During the Obama and Trump Administrations” in symposium, “Addressing Equity Through Federal Education Policy During the Obama, Trump and Biden Administrations.”
• Kamil Geronimo-Lopez, “Embodied Learning, Conscious Bodies and Critical Embodiment” in paper session, “Exploring Multiple Languages in Emancipatory Praxis.”
• Sangkyoo Kang, “School Accountability and Student Well-Being: A Comparison of the United States and South Korea” in roundtable session, “Academic and Personal Well-Being: Insights From Studies of School Community, Climate and Culture.”
• Gerald LeTendre and Raisa Gray, “Introducing Social Robots in a Project-Based Learning Environment: Adaption and Impact on Early Adolescents” in poster session, “Technology and Social Spaces.”
• Andrea McCloskey, “Improv Theater and Racial Scripts in Education: A Systematic Literature Review” in roundtable session, “(Un)Making Curriculum: Critiquing Racial Hegemony Through Visual-Textual Analysis.”
• Dana Mitra, “Community Activism and Advocacy” in symposium, “Maximizing the Policy Relevance of Research for School Improvement.”
• Marsha Modeste, “Professional and Epistemic Agency: Black Women Navigating the Academy, Leading Their Scholarship and Critical Praxis” in paper session, “Women of Color Faculty: Persisting in a Colonized Academy.”
• Mihee Park, “Ethical Awareness and Engineering Identity for Effective Engineering Education” in roundtable session, “Topics in Professional Identify Formation.”
• Xinyun Peng, “Learning Agility of Leadership During the Pandemic: An Empirical Study of Life-Sciences Learning and Development Professionals” in roundtable session, “Leadership Development for the Professions.”
• Stephanie Schroeder, Seunghoon Han and Abigail Stebbins, “Liberty Bells, Flags and Monuments, Oh My: Teaching American Symbols With TeachersPayTeachers” in poster session, “Evaluating Social Studies Teaching and Learning (San Diego).”
• Deborah Schussler, Janiyah Davis and Sebrina Doyle Fosco, “Examining the Ethics of School-Based Mindfulness Programs” in roundtable session, “SEL Intervention Analyses.”
• Abigail Stebbins, “Influences of Self-Efficacy and Prior Knowledge on Visual Behavior and Learning in a Physics Game” in paper session, “Simulations and Game-Based Learning.”

April 25

• Soo-yong Byun and Jilli Jung, “Explaining Socioeconomic Disparities in Participation in Civic Activities at School: The Role of Political Socialization at Home” in paper session, “International Studies.”
• James Diperna, Pui-Wa Lei, Xinyue Li and Hui Zhao, “Latent Profile Analysis of the SSIS-CIP Implementation” in roundtable session, “Quantitative Assessment and Evaluation of SEL Outcomes.”
• James Diperna, Pui-Wa Lei, Xinyue Li and Hui Zhao, “Utility of Criterion-Referenced Interpretation Approach in SEL Assessments” in roundtable session, “Quantitative Assessment and Evaluation of SEL Outcomes.”
• Hongcui Du, “Intercultural Investigation of Metacognitive Awareness Among Undergraduate Students From China, Colombia, Spain and the United States” in paper session, “Motivational and Cognitive Processes in Understudied and Minoritized Student Populations: Centering Voices and Experiences.”
• Erica Frankenberg, “Housing, Student Homelessness and Racial Integration as Essential Education Policy Components” in symposium, “Rethinking Policies for Justice and Equitable Education Systems.”
• Erica Frankenberg, Sarah Asson, Ruth Buck and Chris Fowler, “School Attendance Zone Boundary Changes in a Diversifying Suburb: The Case of Howard County Public School System” in paper session, “Spatial Stratification. Nefarious Intent: The Impact of Neighborhood Racial Change on Enrollment and Student Assignment.”
• DeMarcus Jenkins, “Social Movements Impact on Education Policy” in invited speaker session, “Disruptions, Democratic Processes and the Politics of Education.”
• DeMarcus Jenkins, “Inequality in Pandemic Times: The Potential and Pitfalls of Learning Pods” in symposium, “The Promise and Limitations of Parent Pandemic Innovation for K–12 Policy and Practice.”
• Hollie Kulago and Wayne Wapeemukwa, “‘It Feels Fake’: Creating Decolonizing Syllabi in the University” in paper session, “Indigenous and Justice World-Remaking: Curriculum of Bodies and Land.”
• Susan Land, Heather Zimmerman, Yu-Chen Chiu and Lillyanna Faimon, “Technologies for Situated, Grounded, Embodied Learning: The Unique Role of Extended Reality Experiences” in structured poster session, “Technologies for Situated, Grounded, Embodied Learning: The Unique Role of Extended Reality Experiences.”
• May Lee, Megan Lynch, Carla Zembal-Saul, Frances Bose, Michelle Brown and Jennifer Cody, “Interrogating White Teacher/Researcher Deficit Perspectives of Latine Families: Insights From a Critical Discourse Analysis” in paper session, “The (Anti)Racist Education of White Teachers and Students.”
• Alexandra List, “The Role of Texts' Interestingness and Comprehensibility in Students' Strategy Use When Learning From Multiple Texts” in paper session, “What We Read and How We Understand: Text Structure, Comprehension and Spatial Reasoning.”
• Francesca Lopez, “Critical Dialogic Teaching as a Liberatory Praxis: The Obstacles Faced by Practitioners” in paper session, “Antiracist, Equity-Based and Social Justice Teacher Development.”
• Scott Metzger, “‘Technology Inevitably Involves Trade-Offs’: A Study of How Three States' Social Studies Standards Frame Technology” in roundtable session, “Curricular Textures: Theory, Reality and Standards.”
• Dana Mitra and Nikki Cohron, “Measuring the Power of Student Voice to Create Equitable and Democratic Learning Environments” in paper session, “Youth Power, Politics and Activism in Democratic Citizenship Education.”
• Paul Morgan, Cecelia Gloski, Hengyu Hu and Yangyang Wang, “Which U.S. Schools Use Response-to-Intervention Approaches to Determine Disability Eligibility?” in roundtable session, “Interventions and Instructional Practices in Special and Inclusive Education.”
• Gabriela Richard and Sagun Giri, “‘Did You Double-Check That?’ Challenges and Successes With the Implementation of an Online Synchronous Workshop” in structured poster session, “Research in Informal Learning Environments During COVID-19.”
• Rayne Sperling,” in invited speaker session, “Division C Shark Tank: Graduate Students Pitch Equity and Inclusion-Focused Research Designs (for Money).”
• Rayne Sperling, “Supporting College Students' Metacognitive Monitoring in a Biology Course Through Practice and Timely Monitoring Feedback” in paper session, “Educator Experiences With Self-Regulated Learning.”
• Rayne Sperling and Taylor Young, “Scaffolding Students' Self-Regulated Learning Through Event Sampling Strategies” in paper session, “Self-Regulated Learning Processes.”
• Jeanine Staples, “Extraordinary Literacies/Empyreal Logics: Regarding Praxes of Black Girls and Women in Schools and Society” in roundtable session, “Race, Coloniality and Occupation: Interrogating Dominant Logics and Conceptualizing Emancipatory Possibilities.”
• Rebecca Tarlau, “Paulo Freire, Social Movements and the Continued Relevance of the Pedagogy of the Oppressed for U.S. Activists” in symposium, “Education, Emancipation and Political Struggle: Celebrating the 100th Anniversary of Paulo Freire.”
• Tanner Vea, “Analyzing Socio-Ecological Infrastructures as Part of the Interaction Order in working group roundtable, What's Next for Interaction Analysis of Learning? Aligning Analytical Approaches With Theoretical Turns.”
• Wan Yu, “An Effect of BK21 on Korean Universities' Research Collaboration Ties With U.S. Universities” in roundtable session, “An International Examination of Pressing Policy Issues.”

April 26

• Jennifer Frank and Deborah Schussler, “Shifting to Embodiment: A Longitudinal Qualitative Investigation Into the Experiences of Classroom Teachers Teaching Mindfulness” in paper session, “SEL and Educator Preparation.”
• Erica Frankenberg, “When Public Meets Private: Private School Enrollment and Segregation in Virginia” in roundtable session, “In the Wake of Brown: Local and State Imposition of and Interposition to Diversity Laws.”
• Matthew McCrudden and Bailing Lyu, “Self-Explanation: Supporting Comprehension of Multiple Complementary Texts” in paper session, “Text(s) Comprehension: Learner Factors, Processes and Supports.”
• Paul Morgan and Yangyang Wang, “Modifiable Factors Predictive of Being a Bully, Victim, or Bully Victim in U.S. Elementary Schools” in paper session, “Perceptions of Victimization: Implications for Diverse Populations.”
• Mihee Park, “Humanitarian Engineer Identity Development: Negotiation Between Engineering and Humanitarian Identity” in paper session, “STEM Diversity From an International View.”
• Bridget Parler, “Responding to Racial Microaggressions: Resilience Among Black Undergraduate Students” in paper session, “Validating the College Experiences of Marginalized Students.”
• Tanner Vea and Jennifer Classen, “Interactional Role Negotiation Among Co-Facilitators in an Online Design Workshop” in roundtable session, “Meaning-Making, Negotiation and Framing in Learning Interactions and Apprenticeship.”
• Heather Zimmerman and Yu-Chen Chiu, “Parents Shaping Children's Science Imaginations in a Family Meteorology Workshop” in poster session, “Informal Learning Environments Research SIG Poster Session.”