Division K - Teaching and Teacher Education / Division K - Section 8: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Katrina Liu, University of Nevada - Las Vegas

Exploration of a Growth Model for Skills Acquired in Professional Development of Guided Scientific Inquiry Instruction - Irina Kalutskaya, University of Nebraska - Lincoln; Gina Michelle Kunz, University of Nebraska - Lincoln; Brandi Leigh Berry, University of Nebraska - Lincoln

Impact of a Professional Development Program on Effective Science Instruction of Research Content and Skills - Lisa M. Abrams, Virginia Commonwealth University; Tammy Ruth McKeown, Arizona Department of Education; Clay Aschliman, Virginia Commonwealth University; Patricia Slattum, Virginia Commonwealth University; Sarah Conklin, Virginia Commonwealth University

Rethinking Science Teacher Knowledge and Practices as a Part of Discursive Material Formations - Shakhnoza Kayumova, University of Massachusetts - Dartmouth

When Low-Socioeconomic-Status Students Perform Better Than Expected on a Standardized Test: The Role of Teacher Professional Development - Christian Fischer, University of Michigan - Ann Arbor; Barry J. Fishman, University of Michigan - Ann Arbor; Christopher J. Dede, Harvard University; Arthur Eisenkraft, University of Massachusetts; Frances P. Lawrenz, University of Minnesota; Abigail Jurist Levy, Education Development Center, Inc.; Kim Frumin, Harvard University; Janna Fuccillo Kook, Education Development Center, Inc.; Ayana Milele McCoy, University of Massachusetts - Boston