In Event: Poster Session 19

Division K - Teaching and Teacher Education / Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

“Gives Me the ‘Right’ to Teach Science”: Professional Development’s Impact on Primary Grade Teachers’ Practice - Margaret Sauceda Curwen, Chapman University; Kimberly A. White-Smith, Chapman University; Roxanne Greitz Miller, Chapman University; Colette Marie O'Bannion, Chapman University; Robert Calfee, Stanford University

Reading, Writing, Arithmetic, and Science? Examining the Impact of Professional Development on K-2 Science Instruction - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd

A Summary of Impacts of Two Distinct RET (Research Experience for Teachers) Programs - Katrina Roseler, Florida State University; Giang-Nguyen T. Nguyen, University of West Florida; Barry W. Golden, Florida State University

Examining the Influence of Mathematics Professional Development on Elementary School Teacher’s Knowledge, Beliefs, and Practices - Andrew B. Polly, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte; Henry W. Neale, University of North Carolina - Charlotte

Elementary Teachers’ Self-Directed Approach to Developing Knowledge of Inquiry-Based Teaching of Mathematics - Olive Chapman, University of Calgary

Evaluation of a Curriculum-Focused Professional Development Program in Elementary School Mathematics - Andrew B. Polly, University of North Carolina - Charlotte; Chuang Wang, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte; Christie Lynn Martin, University of North Carolina - Charlotte

Possibilities, Promises, and Potential Barriers: Learning to Plan for Differentiated Instruction in Elementary Science - Ruthanne Tobin, University of Victoria; Christine D. Tippett, University of Ottawa

Teachers Teaching Teachers: In-School Professional Development Integrating Mathematics, Science, and Technology Learning - Emily H. Van Zee, Oregon State University; Henry Gillow-Wiles, Oregon State University; Nancy Staus, Oregon State University; Margaret L. Niess, Oregon State University