@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={This study investigates the impact of an urban community school reform initiative that focuses on an immigrant and refugee population in middle school. A 6th–8th grade cohort of students in the community school are followed over time and compared to a propensity score matched group on overall GPA, mathematics, and science academic outcomes and traditional college preparedness indicators. Further, a deeper dive into the intersection of gender and race/ethnicity was examined on all outcomes. Findings revealed that students in the urban community school demonstrated significantly more preparedness to enroll in college and move into a STEM field if they desired compared to the matched students. All gender/racial groups in the community school performed significantly higher than those in the matched group. Further, all gender/racial groups of students in the urban community school defied standard academic achievement drops common over time in middle school, and instead increase overall, math, and science grades from 6th to 8th grade.}, 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}, 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}, number={7}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Johnson, Carla C.}, year={2019}, month={Nov}, pages={367–368} }