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Direct linkJohnson, Carla C.; Fargo, Jamison D. – Journal of Science Teacher Education, 2014
This paper reports the findings of a study of the impact of the transformative professional development (TPD) model on student achievement on state-mandated assessments of science in elementary school. Two schools (one intervention and one control) participated in the case study where teachers from one school received the TPD intervention across a…
Descriptors: Faculty Development, Transformative Learning, Academic Achievement, Standardized Tests
Johnson, Carla C. – Journal of Science Teacher Education, 2013
Enactment of federal educational policy has direct implications for states and local school districts across the nation, particularly in the areas of accountability and funding. This study utilized constructivist grounded theory to examine the impact of policy on science education reform in a large, urban school district over a 5-year period. The…
Descriptors: Accountability, Science Education, Educational Change, Grounded Theory
Milner, Andrea R.; Sondergeld, Toni A.; Demir, Abdulkadir; Johnson, Carla C.; Czerniak, Charlene M. – Journal of Science Teacher Education, 2012
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers' beliefs about teaching science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in elementary schools in favor of more emphasis on reading and mathematics. This study examines the…
Descriptors: Elementary School Science, Elementary Schools, Federal Legislation, Science Tests
Johnson, Carla C. – Journal of Science Teacher Education, 2009
This longitudinal study of middle school science teachers explored the relationship between effective science instruction, as defined by the National Science Education Standards (NRC in National science education standards. National Academy Press, Washington, DC, 1996), and student achievement in science. Eleven teachers participated in a three…
Descriptors: Teacher Effectiveness, Science Teachers, White Students, Science Education
Johnson, Carla C.; Marx, Sherry – Journal of Science Teacher Education, 2009
This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in…
Descriptors: Educational Change, Science Teachers, Professional Development, Middle School Teachers
Johnson, Carla C. – Journal of Science Teacher Education, 2007
The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative, sustained, whole-school professional development and their implementation of standards-based instructional practices are the focus of this study. Participants were involved in their second year of the professional development…
Descriptors: Educational Change, Science Teachers, Professional Development, Teaching Methods
