Division K - Teaching and Teacher Education / Division K - Section 05: Teacher and Teacher Educator Preparation

Relationship Between Preservice Teachers' Ethnic Backgrounds and Teamed Micro-Teaching and Teaching Whole-Number Representations - Minju Yi, Texas Tech University; Jian Wang, Texas Tech University; Raymond Flores, Texas Tech University; Taylor Darwin, Texas Tech University; Hyunjin Shim, Texas Tech University; Jasmine Torain, Texas Tech University

Interplay of Instructional Quality and Context: Factors Shaping Novice Math and Science Teachers' Persistence - Jennifer Schellinger, Florida State University; Danielle M. Rhemer, Florida State University; Caitlyn Ward, Florida State University; Miray Tekkumru-Kisa, RAND Corporation; Sherry A. Southerland, Florida State University

Relationship Among Teacher Collaboration, Mathematics Instructional Practices, and Eighth-Grade Student Achievement in the United States - Nan Wu, Jiangsu Normal University; Jian Wang, Texas Tech University; Lu Guo, Sam Houston State University

Transforming Science Teacher Practice Through an Intentional Summer Research Opportunity: A Case Study of Two Urban Science Educators - Darrin A. Collins, University of Illinois at Chicago; Julio C. Mendez, Chicago Public Schools; Eddie Taylor; Jennifer D. Olson, University of Illinois at Chicago

Using Online Simulations to Promote Elementary Preservice Teachers' Facilitation of Argumentation-Focused Mathematics and Science Discussions - Jamie N. Mikeska, Educational Testing Service; Dionne Cross Francis, University of North Carolina - Chapel Hill; Pamela S. Lottero-Perdue, Towson University; Meredith A. Park Rogers, Indiana University; Calli Shekell, Thiel College; Pavneet Kaur Bharaj, California State University - Bakersfield; Heather Howell, Educational Testing Service; Justin F. Reich, Massachusetts Institute of Technology

Alexa W.C. Lee-Hassan, University of Illinois at Chicago