Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
X (Twitter)
Session Type: Poster Session
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