Division K - Teaching and Teacher Education / Division K - Section 08: In-Service Teacher Knowledge and Learning

Susan Meabh Kelly, University of Connecticut - Storrs

Conceptualizing Teacher Learning in 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

Investigating Literacy-Infused Science Strategies Enactment Among Seventh-Grade Science Teachers - Allison Margaret Esparza, Texas A&M University - College Station; Kenneth John Fleming, Texas A&M University - College Station; Huiwen Pang, Texas A&M University - College Station; Henan Zhang, Texas A&M University; Cindy Lynn Guerrero, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

Reimagining Professional Communities of Practice for In-Service Science Teachers - Heather McPherson, Sir Wilfred Laurier School Board; Anila Asghar, McGill University

Science Teaching Efficacy Beliefs and Outcome Expectancy Among National Board–Certified Teachers - Teresa Leavens, North Carolina State University; Alonzo Brandon Alexander, North Carolina State University; Danielle Cadieux Boulden, Code.org; Sarah J. Carrier, North Carolina State University; Arif Rachmatullah, SRI International; Eric N. Wiebe, North Carolina State University

Shifting Elementary Teachers' Perceptions About Science Teaching Using Modest Professional Learning Supports - Jessica Triant, WestEd; Cathy Ringstaff, WestEd; Judith H. Sandholtz, University of California - Irvine; Bryan Matlen, WestEd