In Event: 16.062 - Poster Session 2

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

12. A Mixed-Methods Analysis of a Culturally and Linguistically Responsive Development Model - Alison Karin Munzer, University of California - Los Angeles; Sharroky Hollie, California State University - Dominguez Hills

13. Does STEM-Integrated Professional Development Impact Early Childhood Teachers' Pedagogical Beliefs? A Case Study - Hengameh Kermani, University of North Carolina - Wilmington; Jale Aldemir, University of North Carolina - Wilmington

14. Early Childhood Teachers of Mainstream English Language Learners: How Attitudes Shape Instruction - Kerry C Rizzuto, Monmouth University; Lilly Steiner, Monmouth University

15. Educators' Perceptions of Culturally Relevant Pedagogy in Math Instruction for Black Students - Angela N. Campbell, Cabrini College; Ronald Williams Whitaker, University of Pennsylvania; Zakia Y. Gates, Cabrini University

16. Elementary Mathematics Teacher Planning Sessions as Professional Opportunities to Learn to Improvise While Teaching - Hee-Jeong Kim, Hongik University, South Korea; Michelle Metzer, University of Nebraska - Lincoln; Ruth M. Heaton, University of Nebraska - Lincoln

17. Formative Assessment Associated With Students' Mathematical Skills - Christie Lynn Martin, University of South Carolina - Columbia; Chuang Wang, University of North Carolina - Charlotte; Andrew B. Polly, University of North Carolina - Charlotte; Richard G. Lambert, University of North Carolina - Charlotte; David K. Pugalee, University of North Carolina - Charlotte

18. In-Service Middle-Grade Mathematics Teachers' Technological Pedagogical Content Knowledge (TPACK) in Practice - Karman Kurban, University of Houston

19. Linking the Structure of Teaching Research Groups in China to Teacher Learning for Innovation - Licui Chen, The University of Hong Kong; Leming Liang, The University of Hong Kong

20. Mutualism: An Ethnographic Case Study on a School's Participation in a Professional Development Program in Science - Olga Gould, SUNY - Buffalo; Xiufeng Liu, University at Buffalo - SUNY; Shaohui Chi, University at Buffalo - SUNY; Yang Yang, University at Buffalo - SUNY

21. Partners in Action: Developing a Teacher Discourse Community to Read and Plan for Social Justice - Ashley Summer Boyd, Washington State University - Pullman

22. Redefining Professional Practice in Primary STEM Through Collaborative Action Research: An Activity Theory Perspective - Karen C. Goodnough, Memorial University

23. Science Teachers' Argumentation Discourse in an Engineering-Oriented Teacher Professional Development - Baki Cavlazoglu, Karadeniz Technical University; Carol L. Stuessy, Texas A&M University

24. Teachers as Learners: A Model to Build Teacher Content Knowledge Through Engineering Design - Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; Sera Mathew, West Virginia University; David Luke Loomis, West Virginia University; Kelly Watts

25. The STEM Leadership Institute: Meeting the Challenge of STEM Professional Development in High-Need Schools - Regina E. Toolin, The University of Vermont; Herman W. Meyers, Lighthouse Evaluation; Stephanie Ratmeyer, The University of Vermont; Simon N. Jorgenson, The University of Vermont; Donna Rizzo, University of Vermont; Michael Blouin