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

Andre R. Denham, The University of Alabama

What, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching? - Joshua Adam Danish, Indiana University; Celeste Nicholas, Indiana University - Bloomington; Cindy E. Hmelo-Silver, Indiana University; Meredith A. Park Rogers, Indiana University - Bloomington; Dionne Cross Francis, University of North Carolina - Chapel Hill; Noel D. Enyedy, Vanderbilt University; Danielle Keifert, University of North Texas; Christina Stiso, Indiana University - Bloomington

Investigating How a Yearlong, Content-Based Professional Development Program Impacts Teachers' Teaching Efficacy and Student Achievement - Xiaobo She, Governors State University

Conceptualizing Teacher Learning in an Organizational Context: A Study of Elementary Science Professional Development - Kathryn N. Hayes, California State University - East Bay; Linda K Preminger, California State University - East Bay; Christine Lee Bae, Virginia Commonwealth University; Brit Toven-Lindsey, California State University - East Bay; Dawn M. O'Connor, Alameda County Office of Education; Jeffrey C. Seitz, California State University - Hayward

Can Follow-Up Supports After Professional Development Make a Difference? Research on Elementary Science Instruction - Judith H. Sandholtz, University of California - Irvine; Cathy Ringstaff, WestEd; Jessica Triant, WestEd

Colby Tofel-Grehl, Utah State University