@article{mendoza_johnson_2024, title={A (TRANS)formative approach to gender-inclusive science education}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21928}, abstractNote={Abstract}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Mendoza, K. Rende and Johnson, Carla C.}, year={2024}, month={Feb} }
 @article{johnson_walton_strickler_elliott_2022, title={Online Teaching in K-12 Education in the United States: A Systematic Review}, ISSN={["1935-1046"]}, DOI={10.3102/00346543221105550}, abstractNote={ The transition to fully or partially online instruction for K–12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K–12 student learning in online settings in emergency situations but also, more troublingly, in K–12 online teaching and learning more generally. A systematic review of literature regarding K–12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K–12 online settings (prepared educators, technology access and autonomy, students’ developmental needs and abilities, and students’ self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment). }, journal={REVIEW OF EDUCATIONAL RESEARCH}, author={Johnson, Carla C. and Walton, Janet B. and Strickler, Lacey and Elliott, Jennifer Brammer}, year={2022}, month={Aug} }
 @article{johnson_2021, title={New Direction for SSM Journal}, volume={121}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12446}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Johnson, Carla C.}, year={2021}, month={Jan}, pages={1–1} }
 @book{johnson_walton_peters-burton_2020, place={Virginia}, title={Healthy living, grade 10 : STEM road map for high school Arlingtonn}, publisher={NSTA Press, National Science Teaching Association}, author={Johnson, Carla C. and Walton, Janet B. and Peters-Burton, Erin}, year={2020} }
 @book{johnson_walton_peters-burton_2020, place={Virginia}, title={Human impacts on our climate, grade 6 : STEM road map for middle school Arlington}, publisher={National Science Teaching Association}, author={Johnson, Carla C. and Walton, Janet B. and Peters-Burton, Erin}, year={2020} }
 @article{sondergeld_provinzano_johnson_2020, title={Investigating the impact of an urban community school effort on middle school STEM-related student outcomes over time through propensity score matched methods}, volume={120}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12387}, abstractNote={Abstract}, number={2}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Sondergeld, Toni A. and Provinzano, Kathleen and Johnson, Carla C.}, year={2020}, month={Feb}, pages={90–103} }
 @article{johnson_sondergeld_2020, title={Outcomes of an Integrated STEM High School: Enabling Access and Achievement for All Students}, ISSN={["1552-8340"]}, DOI={10.1177/0042085920914368}, abstractNote={ There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams. }, journal={URBAN EDUCATION}, author={Johnson, Carla C. and Sondergeld, Toni A.}, year={2020}, month={Apr} }
 @book{johnson_walton_peters-burton_2020, place={Virginia}, title={The changing earth, grade 8 : STEM road map for middle school Arlington}, publisher={NASTA Press, National Science Teaching Association}, author={Johnson, Carla C. and Walton, Janet B. and Peters-Burton, Erin}, year={2020} }
 @article{johnson_sondergeld_walton_2019, title={A Study of the Implementation of Formative Assessment in Three Large Urban Districts}, volume={56}, ISSN={["1935-1011"]}, DOI={10.3102/0002831219842347}, abstractNote={ In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed. }, number={6}, journal={AMERICAN EDUCATIONAL RESEARCH JOURNAL}, author={Johnson, Carla C. and Sondergeld, Toni A. and Walton, Janet B.}, year={2019}, month={Dec}, pages={2408–2438} }
 @article{sondergeld_johnson_2019, title={Development and validation of a 21st Century Skills Assessment: Using an iterative multimethod approach}, volume={119}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12355}, abstractNote={Abstract}, number={6}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Sondergeld, Toni A. and Johnson, Carla C.}, year={2019}, month={Oct}, pages={312–326} }
 @book{johnson_walton_peters-burton_2019, place={Virginia}, title={Radioactivity, grade 11 : STEM road map for high school Arlington}, publisher={National Science Teachers Association}, year={2019} }
 @article{johnson_2019, title={Understanding "What is STEM?" a decade later}, volume={119}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12366}, abstractNote={School Science and MathematicsVolume 119, Issue 7 p. 367-368 EDITORIAL Understanding “What is STEM?” a decade later Carla C. Johnson, Corresponding Author Carla C. Johnson carlacjohnson@ncsu.edu College of Education, NC State University, Raleigh, NC, USA Correspondence Carla C. Johnson, College of Education, NC State University, 1890 Main Campus Drive, Raleigh, NC 27606, USA. Email: carlacjohnson@ncsu.eduSearch for more papers by this author Carla C. Johnson, Corresponding Author Carla C. Johnson carlacjohnson@ncsu.edu College of Education, NC State University, Raleigh, NC, USA Correspondence Carla C. Johnson, College of Education, NC State University, 1890 Main Campus Drive, Raleigh, NC 27606, USA. Email: carlacjohnson@ncsu.eduSearch for more papers by this author First published: 25 November 2019 https://doi.org/10.1111/ssm.12366Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume119, Issue7November 2019Pages 367-368 RelatedInformation}, number={7}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Johnson, Carla C.}, year={2019}, month={Nov}, pages={367–368} }