Evelyn S Johnson
Biographic Data
| ID | 6607951 |
|---|---|
| NAME | Evelyn S Johnson |
| GIVEN NAMES | Evelyn S |
| FAMILY NAME | Johnson |
| SIGNATURE | JOHNSON E S |
| AFFILIATIONS | Boise State University |
| ORCID | 0000-0003-2235-2675 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Impact of Aligning Instruction to Cognitive Strengths for Gifted Learners
This study examined whether aligning gifted education instruction to students’ cognitive reasoning strengths is associated with improved academic achievement. Using a quasi-experimental design with overlapping cohorts, outcomes for gifted students in Grades 3–5 from one large urban school district were compared across two academic years. The comparison cohort included 2,836 students from 47 schools, and the intervention cohort included 2,735 stud…
The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes
In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school ye…
Introduction to The Special Series
Examining rater accuracy and consistency with a special education observation protocol
Translating dyslexia across species
Examining an Alternate Assessment
This study reviewed the alternate assessment results (N = 1,404) from 1 state that uses a portfolio system. It addressed 3 main questions: (a) the extent to which assessment content was linked to the state's general curricular standards, (b) the types of tasks that operationalized the general curricular standards, and (c) the correlation of the completeness of the portfolio with student performance. Although we found connections to the general cu…
Gender inclusive policy developments in Australia
This article traces two chronologies of gender inclusive policy development in Australia's national and state education policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Although gender inclusive principles are seen as desirable, inadequate policy conceptualizations are viewed as limited in the extent to which gender inclusiveness can be realized in schools. In particular, it is argued tha…
Gender inclusive policy developments in Australia
This article traces two chronologies of gender inclusive policy development in Australia's national and state education policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Although gender inclusive principles are seen as desirable, inadequate policy conceptualizations are viewed as limited in the extent to which gender inclusiveness can be realized in schools. In particular, it is argued tha…
Gender inclusive policy developments in Australia
This article traces two chronologies of gender inclusive policy development in Australia's national and state education policy arenas to demonstrate, from a feminist perspective, their limited applicability at the school level. Although gender inclusive principles are seen as desirable, inadequate policy conceptualizations are viewed as limited in the extent to which gender inclusiveness can be realized in schools. In particular, it is argued tha…
Examining an Alternate Assessment
This study reviewed the alternate assessment results (N = 1,404) from 1 state that uses a portfolio system. It addressed 3 main questions: (a) the extent to which assessment content was linked to the state's general curricular standards, (b) the types of tasks that operationalized the general curricular standards, and (c) the correlation of the completeness of the portfolio with student performance. Although we found connections to the general cu…
Translating dyslexia across species
Examining rater accuracy and consistency with a special education observation protocol
The Relationship of Special Education Teacher Performance on Observation Instruments With Student Outcomes
In this study, we examined the relationship of special education teachers’ performance on the Recognizing Effective Special Education Teachers (RESET) Explicit Instruction observation protocol with student growth on academic measures. Special education teachers provided video-recorded observations of three instructional lessons along with data from standardized, curriculum-based academic measures at the beginning, middle, and end of the school ye…
Introduction to The Special Series
The Impact of Aligning Instruction to Cognitive Strengths for Gifted Learners
This study examined whether aligning gifted education instruction to students’ cognitive reasoning strengths is associated with improved academic achievement. Using a quasi-experimental design with overlapping cohorts, outcomes for gifted students in Grades 3–5 from one large urban school district were compared across two academic years. The comparison cohort included 2,836 students from 47 schools, and the intervention cohort included 2,735 stud…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Academic achievement (2 works) · Behavioral and Psychological Studies (2 works) · Cognition (2 works) · Cognitive Abilities and Testing (2 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Computer Science (2 works) · Curriculum (2 works)