Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Learning and Professional Development

Rhonda Suzanne Bondie, Harvard University

Science Teachers' Growth Trajectory in Engagement in Continuous Online Professional Development: A Large-Scale Randomized Controlled Trial Perspective - Allison Margaret Esparza, Texas A&M University - College Station; Kenneth John Fleming, Texas A&M University - College Station; Shifang Tang, East Texas A&M University; Cindy Lynn Guerrero, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station; Zhuoying Wang, University of Texas at Austin; Henan Zhang, Texas A&M University

Job-Embedded MOOC Inspires Effective Collaborative Learning for Rural Teachers - Zhong Sun, Capital Normal University; Chin-Hsi Lin, The University of Hong Kong; Zheng Qu, Beijing No.8 High School; Yuxi Wen, Vanderbilt University; Yining Zhang, Tsinghua University

Using the Technology Integration Planning Cycle to Design Online Coursework for Literacy Teachers - Lindsay Woodward, Drake University; Beth Beschorner, Minnesota State University - Mankato

Towards Understanding the Relations Among Mathematical Teaching Self-Efficacy, Goals for Professional Learning, and Engagement in Online Professional Development - Emma Cocatre-Zilgien, University of Michigan - Ann Arbor; Meg Bates, University of Illinois; Shereen Oca Beilstein, University of Illinois at Urbana-Champaign; Joseph R. Cimpian, New York University; Cheryl Moran, University of Chicago; Michelle Perry, University of Illinois