Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Learning and Professional Development

Julianna E. Lopez Kershen, Independent Scholar

A Teacher Expectation Intervention: Altering Academic Trajectories in Mathematics - Christine Margaret Rubie-Davies, University of Auckland; Annaline Flint, University of Auckland; Penelope Winifred Watson, The University of Auckland; Lyn McDonald, The University of Auckland; Lynda Garrett, University of Auckland

Challenging Students With High Abilities in Inclusive Math and Science Classrooms - Suzanne Freedberg, Fordham Graduate School of Education; Rhonda Suzanne Bondie, Harvard University; Akane Zusho, Fordham University; Courntey Allison, Math for America

Do High Expectation Practices Benefit All Students? An Intervention Study - Christine Margaret Rubie-Davies, University of Auckland; Hui Ding, Central South University, China

Exploring Factors That Impact Instructional Adaptations to Address Learner Variability in U.S. Middle School Classrooms - Ling Zhang, University of North Carolina - Chapel Hill; James D. Basham, The University of Kansas

Investigating Teacher Identity Development Through a Professional Development on Grading Practices - Rebecca Buchanan, University of Maine; Brad Olsen, University of California - Santa Cruz