Carla Johnson

Partners
Professor,
Purdue University

Dr. Johnson primarily uses case study research to conduct longitudinal investigations of science teacher reform including professional development, particularly for diverse populations in urban settings and has explored outcomes including teacher quality, teacher beliefs, student achievement, and student attitudes toward science. Further, she has developed grounded theory (educational turbulence) to detail the impact of both formal and informal educational policies (federal, state, local) on science education reform and classroom practice.