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

Einav Aizikovitsh-Udi, Beit Berl Academic College

Examining Science Teachers' Pedagogical Content Knowledge Using Online Video-Based Reflection - Mariko Cavey, University of California - San Diego; Hayley Ryan Weddle, University of California - San Diego; Pete Bjorklund, University of California - San Diego; Sherice Clarke, University of California - San Diego

Improving Teacher Mathematical Content Knowledge With Integrative and Sustained Engineering Design Support - Reagan Curtis, West Virginia University; Darran Cairns, West Virginia University; Johnna Bolyard, West Virginia University; Angela Walker, West Virginia Regional Education Service Agency 3

Profiles of Teachers' Number Choice Use in Problem Posing - Tonia Jo Land, Drake University; McKenzie Hoxit Brittain, Clemson University; Andrew Tyminski, Clemson University

Two-Year Impacts of the Ongoing Assessment Project on Teacher Professional Development and Student Learning - Jonathan A. Supovitz, University of Pennsylvania; Robert Nathenson, Consortium for Policy Research in Education; Caroline Brayer Ebby, University of Pennsylvania; Janine Remillard, University of Pennsylvania

Jade Caines Lee, University of New Hampshire