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

Ellie Haberl, University of Colorado - Boulder

A Disciplinary Literacy Framework Fostering Equity, Access, and Agency in a History International Baccalaureate Curriculum - David G. O Brien, University of Minnesota; Deborah R. Dillon, University of Minnesota - Twin Cities; Patricia G. Avery, University of Minnesota - Twin Cities; Robert Poch, University of Minnesota; Lisa L Ortmann, Western Illinois University; Megan McDonald VanDeventer, University of Minnesota; Rhonda Hylton, University of Minnesota - Twin Cities

Building Teacher Knowledge and Creating Capacity Through Writing Professional Development: A Promise of Educational Opportunity - Margaret-Mary Sulentic Dowell, Louisiana State University - Baton Rouge

Deconstructing Ideologies: Exploring the Potential Power of Practitioner Inquiry - Deborah J. Kardane, Antioch University - New England

Participatory Action Research Teacher Professional Development Framework: Analysis of Teacher Talk in a Learning Community - Patrick Dean Hales, South Dakota State University

Professional Development in Dialogic Teaching: Impact on Teacher Beliefs and Practices and Student Argument Literacy - Ian A. G. Wilkinson, Ohio State University; Alina Reznitskaya, Montclair State University; Joe Oyler, Montclair State University; Kristin Bourdage Reninger, Otterbein College; Ariel Sykes; Min-Young Kim, The Ohio State University; Robert S. Drewry, The Ohio State University - Marion; Monica B. Glina, Montclair State University

Jeff Zwiers, Stanford University