Lindy L Johnson
Biographic Data
| ID | 3983658 |
|---|---|
| NAME | Lindy L Johnson |
| GIVEN NAMES | Lindy L |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON L L |
| AFFILIATIONS | William & Mary |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education
This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners’ STEM identit…
Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class
This study investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concept…
Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during Covid-19
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged dig…
Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design
The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students’ out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PST…
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
Distributed Scaffolding in a Service-Learning Course
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course in…
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
Distributed Scaffolding in a Service-Learning Course
This article argues that the instructional scaffolding metaphor may be reconceived as distributed scaffolding when multiple means of influence are provided in a service-learning setting. In the service-learning course described here, the professor's role is largely as designer of activity settings for preservice teacher candidates, through which the students construct their own conceptions of teaching culturally diverse populations. The course in…
Mediating the “Two-Worlds” Pitfall Through Critical, Project-Based Clinical Experiences
This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing…
Playful Practices: Reimagining Literacy Teacher Education through Game-Based Curriculum Design
The prevalence of high-stakes testing, scripted curricula, and accountability measures in schools discourages experimentation with curriculum. This article encourages curriculum design experimentation in teacher education by proposing playful practices, game-like activities for designing curriculum that draws on students’ out-of-school literacies. We explore the benefits and challenges of game-based curriculum design with preservice teachers (PST…
Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class
This study investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concept…
Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during Covid-19
The COVID-19 global pandemic presented unprecedented challenges to K-16 educators, including the closing of educational agencies and the abrupt transition to online teaching and learning. Educators sought to adapt in-person learning activities to teach in remote and hybrid online settings. This study explores how a partnership between middle and high school teachers in an urban school district and undergraduate STEM mentors of color leveraged dig…
Middle School Teachers and Undergraduate Mentors Collaborating for Culturally Relevant STEM Education
This qualitative multiple case study explores the collaborations between three STEM middle school teachers and three STEM undergraduate mentors of color in an urban school district. Drawing on sociocultural theories and literature on culturally relevant education, we used a comparative thematic approach to explore how mentors contributed to culturally relevant opportunities in STEM curriculum and pedagogy. We found that the partners’ STEM identit…
Pedagogy (6 works) · Psychology (6 works) · Mathematics education (5 works) · Sociology (5 works) · Computer Science (2 works) · Curriculum (2 works) · Education and Critical Thinking Development (2 works) · Experimental Learning in Engineering (2 works) · Innovative Teaching Methods (2 works) · Literacy, Media, and Education (2 works)