In Event: Poster Session 3

Division K - Teaching and Teacher Education / Division K - Section 5: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

67. A Case Study of Teacher Retention in Title I Schools: Implications for Preservice Teacher Education - Stephanie Furuta, University of Hawaii - Manoa

68. Evolution of Vocational Teachers' Instructional Planning in the Early Years After Teacher Education - Kim Le Van, University of Geneva; Jean-Louis Berger, Swiss Federal Institute for Vocational Education and Training

69. Examining the Impacts of Novice Teachers' Problem-Solving Approaches on Student Engagement and Teacher Confidence - BernNadette Thokozile Best-Green, University of California - Davis

70. Grading Phenomenon: First-Year Teachers' Shared Lived Experience of Learning to Grade - Brandon L. Yost, Washington County School District

71. Is Engagement Enough? Learning Through Classroom Interaction - David J. Lemay, McGill University; Mark W. Aulls, McGill University

72. Jumpstart Corps Members and the Pipeline Into Education Careers - Lori Gardinier, Northeastern University; Megan Kleber, Northeastern University; Emily Mann, Northeastern University

73. Lesson Study in Field Practice for Prospective Mathematics Teachers - Arne Jakobsen, University of Stavanger; Miguel Ribeiro

74. Preservice and In-Service Teachers' Perceptions of Competency in Classroom Management: A Mixed-Methods Comparison - Christopher J. Meidl, Duquesne University; Tynisha Meidl, Saint Norbert College; Margaret-Mary Sulentic Dowell, Louisiana State University - Baton Rouge

75. Using Teaching Videos to Integrate the Danielson Framework for Teaching Into Secondary Certification Programs - Renee W. Campoy, Murray State University; Yuejin Xu, Murray State University

76. Integrating Common Core State Standards in Teacher Preparation Programs: Impacts and Insights - Angelita Alvarado-Santos, City University of New York; Jennifer M Case, City University of New York; Ashleigh Thompson, City University of New York