Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Amy Busey, Education Development Center, Inc.

Catherine McCulloch, Education Development Center, Inc.

Designing Practice-Based Learning Labs for K–2 Teachers: Initial Lessons Learned - Jennifer Richards, University of Washington; Jessica J. Thompson, University of Washington; Elham Kazemi, University of Washington; Kendra Lomax, University of Washington - Seattle; Alison Fox, University of Washington - Seattle; Soo-Yean Shim, University of Washington - Seattle; Tracy Dobie, University of Utah; Eleanor Anderson, Northwestern University; Miriam G. Sherin, Northwestern University; Bruce Sherin, Northwestern University; Paul R. Teske, University of Washington

Emerging Communities for Mathematical Practices and Assessment (EnCoMPASS): An Online Practice Space for Teacher Noticing and Wondering - Valerie Klein, Drexel University; Wesley Shumar, Drexel University; Jason Silverman, Drexel University

Engaged Pedagogy in Mathematics Education: Building and Sustaining an Online Blended Professional Learning Community - Thierry Saintine, Stockton University; Carol B. Brandt, Temple University; Diane Crotty, Temple University

Enhancing Teaching and Learning With Social Media: Supporting Teacher Professional Learning and Student Scientific Argumentation - Amber Lynn Rowland, The University of Kansas; Jim Ellis, The University of Kansas; Marilyn Ault, The University of Kansas; Jana Craig-Hare, The University of Kansas; Janis Bulgren, The University of Kansas; Barbara A. Bradley, The University of Kansas

Exploring Teacher Learning in an Elementary Mathematics Virtual Learning Community: A Mixed Methods Approach - Shereen Oca Beilstein, University of Illinois at Urbana-Champaign; Genevieve Marie Henricks, University of Illinois at Urbana-Champaign; Michelle Perry, University of Illinois; Meg Bates, University of Chicago; Cheryl Moran, University of Chicago; Joseph R. Cimpian, New York University; Victoria Jay, University of Illinois at Urbana - Champaign

Online Video-Based Lesson Analysis Professional Development to Support High School Science Teaching About Energy - Susan M. Kowalski, BSCS Science Learning; Betty Stennett, BSCS Science Learning; Mark Bloom, BSCS Science Learning; Karen Askinas

Proportions Playground: Using Interactivity to Support Mathematical Reasoning - Chandra H. Orrill, University of Massachusetts - Dartmouth; James P. Burke, University of Massachusetts - Dartmouth; John E. Millett, University of Massachusetts - Dartmouth; Jinsook Frances Park, University of Massachusetts - Dartmouth

Situating Professional Development in the Context of Live Instruction: Teachers' Learning Through Legitimate Peripheral Participation - Meghan M. Shaughnessy, University of Michigan; Nicole Garcia, University of Michigan; Erin Pfaff, University of Michigan; Xueying Ji Prawat, University of Michigan; Aileen Kennison, University of Michigan; Jillian Peterson Mortimer, University of Michigan - Ann Arbor

Small Teams Collaborating With Dynamic Geometry in a Synchronous Virtual Environment: Understanding Within Team Coordination - Baila Herbstman, Rutgers University; Kendell Ali, Rutgers University

Supporting Urban Science Teachers In Making Instructional Decisions to Facilitate Project-Based Learning for All Students - Angela Kolonich, Michigan State University; Daniel Damelin, The Concord Consortium; Joseph S. Krajcik, Michigan State University

Visual Access to Mathematics: A Blended Professional Development Course for Teachers of English Learners - Pamela Joy Buffington, Education Development Center, Inc.; Johannah Nikula, Education Development Center, Inc.; Jill Neumayer-DePiper, University of Maryland - College Park; Josephine K. Louie, Education Development Center, Inc.; Mark J. Driscoll, Education Development Center, Inc.

We Still Need Help! Providing Modest, Blended Professional Development to Improve Elementary Science Instruction - Cathy Ringstaff, WestEd; Judith H. Sandholtz, University of California - Irvine; Laura Gluck, WestEd

Barry J. Fishman, University of Michigan - Ann Arbor