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

Roque do Carmo Amorim Neto, Davenport University

Teachers' Emotional Exhaustion Is Related to Students' Achievement: Evidence From a Large-Scale Assessment Study - Uta Klusmann, Leibniz Institute for Science and Mathematics Education, Kiel; Dirk Richter, University of Wuppertal; Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Kiel, Germany

Teacher Learning as Productive Tension: Autonomy and the Social Construction of Practice - Vicki S. Collet, University of Arkansas at Fayetteville

The Emotional Underbelly of Professional Development: Quantitative and Qualitative Perspectives on Teachers' Experiences During Professional Development - David J. Osman, The University of Texas - Austin; Jayce R. Warner, The University of Texas - Austin; Rachel E. Gaines, The University of Texas - Austin; Danika Maddocks, The University of Texas - Austin; Diane L. Schallert, The University of Texas - Austin; Jen L. Freeman, The University of Texas - Austin; Sherry Kroll, The University of Texas - Austin

How to Balance Teacher Autonomy and System Coherence? - Lisa H. Sullivan, University of California - Davis

Vicki Thomas, Stephen F. Austin State University