Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Professional Development: Impact on Teacher Practices and Student Learning

Monica Gonzales, Lone Star College - Montgomery

The Power of Considering Teacher Resistance as Perceptions of Risk - Kaye Twyford, The University of Auckland; Deidre Le Fevre, University of Auckland

Do Teachers Accurately Report Their Learning? A Comparison of Teacher Reports to Validated Measures - Yasemin Copur-Gencturk, University of Southern California; Ian Thacker, University of Texas, San Antonio; Debra L. Plowman, The University of Texas - Austin

The Impact of Teacher Professional Development on Student Achievement: Implications of a Multilevel Quasi-Experimental Study - Jayce R. Warner, The University of Texas - Austin; James P Van Overschelde, Texas State University; Menglu Peng, The University of Texas - Austin; Carol Fletcher, The University of Texas - Austin; Lisa Garbrecht, The University of Texas - Austin

Why Teachers Do Not Participate in Professional Development: An Empirical Study of Deterrents - Eric Richter, Universität Potsdam; Dirk Richter, University of Potsdam; Alexandra Marx, Universität Potsdam

Maria Teresa Tatto, Arizona State University - Tempe