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

Donna Albrecht, Indiana University Southeast

Supporting the Needs of General Education Teachers of English Language Learners - Jillian M. Rocchio, Notre Dame of Maryland University

Learning to Be Linguistically Relevant Teachers Through Online Professional Development Modules: Two Case Studies - Kathleen Palmquist, University of Colorado - Denver; Lili Guan, University of Colorado - Denver; Jung-In Kim, University of Colorado - Denver; Christopher Carson, University of Colorado - Denver; Kara Mitchell Viesca, University of Nebraska - Lincoln

Cheap Talk: When Induction Policy Fails to Explicitly Address English Learners - Lucrecia Santibanez, University of California - Los Angeles; Christine Marie Snyder, Claremont Graduate University; Danielle C Centeno, Claremont Graduate University

Problem-Based Enhanced Language Learning: Preparing Mainstream Teachers for Student Linguistic Diversity - Melanie Baca, Arizona State University; Stephanie Lund, Arizona State University; Silvia Araceli Aparicio, Arizona State University

Lori A. Helman, University of Minnesota