In Event: Poster Session 12

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

32. Building Connections Between Middle and Secondary School Mathematics Through Co-Created Professional Development - Gurpreet Sahmbi, University of Toronto - OISE; Cynthia Sijia Cynthia Zhu, University of Toronto; Douglas E. McDougall, University of Toronto

33. Coaching Our Coaches: Online Learning as a Venue for Professional Development - Lindsay M Stoetzel, University of Wisconsin - Madison; Stephanie Shedrow, University of Wisconsin; Beth R. Giles, University of Wisconsin

34. Enhancing Jamaican Teachers' Change Agency Through In-Service Teacher Development: Using Formal and Nonformal Approaches - Therese Ferguson, University of the West Indies - Mona Campus

35. Factors Influencing Teacher Self-Efficacy Toward Working With English Language Learners in an Online Professional Development Program - Kara Sutton-Jones, Texas A&M University - College Station; Shifang Tang, Texas A&M University - College Station; Elsa Villarreal, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

36. Investigating the Role of Teacher Status in Teacher Collaborative Groups - Paul S Sutton, Pacific Lutheran University; Andrew Shouse

37. Making It: Teachers' Construction of New Knowledge in Professional Development - Tomoko M. Nakajima, University of California - Los Angeles; Joanna Goode, University of Oregon

38. Teacher Sensemaking Orientation With Regard to Implementation Fidelity - Wan Sin Lim, The University of Texas - Austin; Anthony Petrosino, The University of Texas at Austin

39. Teachers' Professional Identity Development Through Reflection in the Context of a Teacher Learning Community - Yeon Woo Chang, Seoul National University; Kyunghee So, Seoul National University

40. Voices of Co-Teachers: Exploring Professional Possibilities in Culturally and Linguistically Diverse Elementary Classrooms - Mary P. Truxaw, University of Connecticut; Rebecca D. Eckert, University of Connecticut - Storrs

41. Action or Research: Can Action Research Support Curriculum Development? - Katherine Sandra Bellomo, University of Toronto

42. Creating a Participatory Environment: Experiences That Foster Educator Choice and Voice - Beverly R. Plein, Montclair State University

43. Supporting K–12 In-Service Teachers' Planning for Collaboration in Game-Based Lessons - Aaron Kessler, Massachusetts Institute of Technology; Kathryn M. Wozniak, Concordia University Chicago

44. "I Do See Missed Opportunities": Preschool Educators Reflect on Language Interactions During Stimulated Recall Interviews - Alessandra Ward-Goldberg, Boston University; Julie Dwyer, Boston University

45. The Impact of Positioning Practices on Teachers' Professional Development in a Dual-Language Program - Lijuan Shi, University of Maryland - College Park; Ethan McDermott Sewall, University of Maryland - College Park

46. The Perception of a Problem: Shifting From Professional Development Obstacles to Opportunities - Rebecca Chiyoko Itow, Indiana University; Daniel T. Hickey, Indiana University

47. Using Two-Level Hierarchical Linear Modeling to Examine the Impact of School Collaboration and Support on Teacher Autonomy - Da Li, University of Michigan - Ann Arbor