In Event: 42.084 - Poster Session 8

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

19. Applying a Theoretical Framework to Teacher Professional Development in Project-Based Learning - Gina Gabriele Romano, Indiana University - Bloomington; Jill Bradley-Levine, Ball State University

20. Chinese Elementary Teachers' Public Examination of Teaching and Opportunities for Their Learning to Teach in Teaching Research Groups - Jian Wang, Texas Tech University

21. Combining the Affordances of Flipped Continuing Professional Development With a Virtual Learning Environment to Promote Teachers' Formative Assessment Practice - Jillian Kellough, Trinity College Dublin; Damian P. Murchan, Trinity College Dublin

22. Engineering Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms - Tory H Williams, University of Maryland - Baltimore County; Jonathan E Singer, University of Maryland - Baltimore County; Christopher R. Rakes, University of Maryland - Baltimore County; Julia Ross, University of Maryland - Baltimore County; Jacqueline Krikorian, University of Maryland - Baltimore County

23. Examining Inquiry-Based Mobile Learning for Multiple Disciplines and Grade Levels - Benjamin E. Deaton, Anderson University; Cynthia C. Minchew Deaton, Clemson University; Sandra Mammano Linder, Clemson University

24. Examining the Broader Impact of a Special Education Initiative in Rural Honduras - Amanda Ketner, University of Michigan - School of Education

25. Professional Development and Teacher Consistency in Use of a Rating Scale - Rebecca O'Brien, University of Connecticut; Catherine A. Little, University of Connecticut; Kelly L. Kearney, University of Connecticut; Jill L. Adelson, University of Louisville; Kathleen Cash, University of Louisville

26. Social Pedagogues' Burnout and Their Management Competencies: A Case for Teacher Professional Development Needs in Lithuania - Liudmila Rupsiene, Klaipeda University; Audra Skukauskaite, Academic Research Consulting; Ingrida Baranauskiene, Klaipeda University; Lina Tiskuviene, Klaipeda University

27. Sources of Teacher Self-Efficacy: Validation of a French Canadian Questionnaire - Louise Clément, Université Laval; Claude Fernet, Université du Québec à Trois-Rivières; Chantale Jeanrie, Université Laval

28. Teacher as Researcher and the Issue of Practicality - Hanna Barbara Westbroek, VU University Amsterdam; Fred Janssen, Leiden University; Ilona Mathijsen, Fontys University of Applied Science

29. Teachers' Expectancies, Values, and Perceived Costs: A Scale to Measure Teachers' Motivation After Professional Development - Jayce R. Warner, The University of Texas - Austin; David J. Osman, The University of Texas - Austin

30. Teaching Teachers to Differentiate Learning Behaviors: Translating Learnings From Interactive>Constructive>Active>Passive Into Professional Development - Christiana Bruchok, Arizona State University; Nicole Zillmer, Teachers College, Columbia University; Michelene T.H. Chi, Arizona State University

31. The Effect of Pedagogy-Focused Professional Development on Teaching: A Quasi-Experimental Evaluation Using Propensity Score Weighting - Selcuk Dogan, University of Florida; Walter L. Leite, University of Florida

32. The Role of Professional Development in Promoting Teacher Efficacy and Inquiry Instruction - Clay Aschliman, Virginia Commonwealth University; Lisa M. Abrams, Virginia Commonwealth University; Patricia Slattum, Virginia Commonwealth University

33. The Structure of Teachers' Teaching Expertise: Evidence From Primary and Secondary Schools in China - Yanli Li, Beijing Normal University; Yonghong Cai, Beijing Normal University; Xiaoyue Shen, Zhejiang Normal University; Shuibo Yu, Beijing Union University

34. Timing and Spacing of Work as Predictors of Confidence in Self-Paced, Online Teacher Professional Development - Jeremy Riel, University of Illinois at Chicago; Kimberly A. Lawless, University of Illinois at Chicago; Scott W. Brown, University of Connecticut