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

Susana E Franco-Fuenmayor, University of Saint Thomas

Explaining Differential Effects of Teachers’ Professional Development: The Role of Teacher Content Knowledge - Elizabeth Covay Minor, National Louis University; Laura M. Desimone, University of Pennsylvania; Jade Caines, University of New Hampshire

Is There an “Expected Performance Level” Necessary for Teacher Tenure? - Hagit Hartaf, The National Authority for Measurement and Evaluation in Education (RAMA)

Job-Embedded Professional Development in Reading for Teachers of English Language Learners - Linda Cavazos, SEDL; Sylvia Linan-Thompson, The University of Texas - Austin

Professional Development for the Redesigned Advanced Placement Biology Exam: Teacher Participation Patterns and Student Outcomes - Barry J. Fishman, University of Michigan - Ann Arbor; Yueming Jia, Education Development Center, Inc.; Abigail Jurist Levy, Education Development Center, Inc.; Arthur Eisenkraft, University of Massachusetts; Frances P. Lawrenz, University of Minnesota; Kim Frumin, Harvard University; Christopher J. Dede, Harvard University

The Development and Validation of Instruments Used to Measure Teachers’ Science Knowledge and Teaching Practices in a Professional Development Project - Jaime Maerten-Rivera, University of Miami; Karen H. Adamson, University of Miami; Anne Corinne Huggins-Manley, University of Florida; Okhee Lee, New York University; Lorena Llosa, New York University; Feng Jiang, New York University; Rose Rohrer

Linda A. Catelli, Dowling College