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

Kristin Shawn Huggins, Washington State University

Ongoing Teacher Learning: A Study of Teachers Over Their Initial Eight Years - Clive M. Beck, OISE/University of Toronto; Clare Kosnik, University of Toronto; Tiffany Grace Harris, OISE/University of Toronto; Belinda Monique Longe, University of Toronto - OISE; Monica Eileen McGlynn-Stewart, George Brown College; Julie Middleton, Ontario Institute for Studies in Education /University of Toronto; Elizabeth Rosales, University of Toronto - OISE

Teachers Researching Their Practices: Potentialities for Facilitating Conception Changes - Monica Baptista, Institute of Education of Lisbon University; Sofia Freire, Institute of Education of Lisbon University; Ana Freire, Institute of Education of Lisbon University

Understanding the Persistence of Teacher Learning in the Context of Professional Development - Shuangshuang Liu, Educational Testing Service; Geoffrey C. Phelps, Educational Testing Service

What Works Best? Novice and Expert Teachers’ Beliefs About School Effectiveness - Johanna Fleckenstein, IPN - Leibniz Institute for Science and Mathematics Education; Friederike Zimmermann, Institute of Psychology, Kiel University; Olaf Koeller, Leibniz Institute for Science and Math Education; Jens Moeller, University of Kiel

Understanding Teachers’ Practices in Implementing Community-Based Science Inquiry - Nidaa Makki, The University of Akron

Esther Quintero, Albert Shanker Institute