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

Tingting Xu, Stephen F. Austin State University

A Case Study of Inquiry-Based Science as a Vehicle for Science and Language Learning - Sarah Capitelli, University of San Francisco; Paula K. Hooper; Lynn D. Rankin, Exploratorium; Marilyn Austin; Gennifer Caven

An Elementary Teacher's Professional Growth From Novice to Expert in Teaching Science for Sustainability - Elaine Silva Mangiante, Salve Regina University

Improving and Sustaining Elementary Teachers' Science Teaching Perceptions: Results After a Two-Year Professional Development Intervention - Deborah D. Dailey, University of Central Arkansas; Ann E. Robinson, University of Arkansas at Little Rock

Intervention's Effect on Elementary Teachers' Science Knowledge and Practices With English Language Learners: Year 1 Results - Corey O'Connor, New York University; Lorena Llosa, New York University; Feng Jiang, New York University; Okhee Lee, New York University

Professional Development to Support Elementary Teachers' Understanding and Implementation of Reforms-Based Science: Randomized Controlled Trial - Jennifer L. Maeng, University of Virginia; Randy L. Bell, Oregon State University; Timothy R. Konold, University of Virginia; Brooke A Whitworth, Northern Arizona University

Diane Yendol-Hoppey, University of South Florida