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

Joseph M. Shosh, Moravian College

An Exploratory Study of the Relationship Between Teachers' Implicit Theories and Reflection - Meg Bates, University of Chicago; Michelle Perry, University of Illinois; Joseph P Cimpian, NYU; Cheryl Moran, University of Chicago; Victoria Jay, University of Illinois at Urbana-Champaign; Shereen Oca Beilstein, University of Illinois at Urbana-Champaign; Genevieve Marie Henricks, University of Illinois at Urbana-Champaign

Countering Post-Truth Perceptions: Micro-Credentialing Urban Math and Science Teachers' Action Research to Improve Student Learning - Barbara L. Bales, University of Wisconsin; Anja Blecking, University of Wisconsin - Milwaukee; Mike Steele, University of Wisconsin - Milwaukee; Craig Berg, University of Wisconsin - Milwaukee

Taking the Journey Less Traveled: Elementary Teachers' Perceptions of the Impact of Action Research on the Implementation of Argumentation Tasks in Their Classroom Practice - Cathy Marks Krpan, OISE/University of Toronto; Gurpreet Sahmbi, University of Toronto - OISE

The Hindrance of Rule-Based Beliefs on Teacher Questioning - Jessica Jensen, California Polytechnic State University - San Luis Obispo; Kyong Mi Choi, University of Virginia; Jihyun Hwang, University of Iowa

Cecilia Henriquez Fernandez, University of Michigan - Ann Arbor