Carla C. Johnson

Bio: Carla C. Johnson is an academic researcher from Purdue University. The author has contributed to research in topics: Science education & Professional development. The author has an hindex of 24, co-authored 59 publications receiving 2232 citations. Previous affiliations of Carla C. Johnson include North Carolina State University & University of Toledo.

What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships

Abstract: Educational reformation has proceeded slowly despite the many calls to improve science and mathematics for our students. The acronym STEM (science, technology, engineering, and mathematics) has been adopted by numerous programs as an important focus for renewed global competitiveness for the United States, but conceptions of what STEM entails often vary among stakeholders. This paper examines the conceptions of STEM held by faculty members from a public Research I institution in the middle of a regional “STEM movement.” Faculty members responded to two open-ended questions: (1) What is STEM? and (2) How does STEM influence and/or impact your life? Although 72% of these faculty members possessed a relevant conception of STEM, the results suggest that they do not share a common conceptualization of STEM. Their conception is most likely based on their academic discipline or how STEM impacts their daily lives. STEM faculty members were likely to have a neutral or positive conception where non-STEM faculty members often had negative feelings about STEM.

Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform

Abstract: This study focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, “What barriers do science teachers encounter when implementing standards-based instruction while participating in effective professional development experiences?” Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy-in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed.

Integrated stem education

Abstract: In this chapter, we provide an overview of what “integrated STEM” is – from its forms and characteristics to the practices and pedagogical approaches involved. Integrated STEM instruction is not meant to add to an already full curriculum, but to enhance the existing curriculum and find synergies among disciplines so that students can understand the interdependence among science, technology, engineering, and mathematics – for example, as they develop an understanding of and learn to explain natural phenomena or design and propose solutions to a local, national, or global problem. In turn, student learning will be more contextualized, authentic, and meaningful. The STEM Road Map is a tool to assist teachers in this process, identifying realistic intersections of content in the STEM disciplines, suggesting themes for situating integrated STEM instruction in a meaningful context and providing a model for planning integrated STEM learning experiences.

A Study of the Effect of Sustained, Whole-School Professional Development on Student Achievement in Science

Abstract: This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole-school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2-week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole-school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007

Interdisciplinary Science Teaching

Abstract: Some authors propose that the integration of subject areas helps students learn to think critically and develop a general core of knowledge necessary for success in the future (Carnegie Council on Adolescent Development, 1989). Curriculum integration advocates speak of the numerous advantages integration offers in helping students form deeper understandings, see the “big” picture, make curriculum relevant to students, build connections among central concepts, and become interested and motivated in school (Berlin, 1994; George, 1996; Mason, 1996). Advocates also maintain that curriculum integration is supported by societal reasons; traditional curriculum is not relevant to students and does not concentrate on genuine problems and issues.

Qualitative research for education: An introduction to theories and methods

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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

The New Meaning Of Educational Change

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