Justina A Ogodo
Biographic Data
| ID | 9974154 |
|---|---|
| NAME | Justina A Ogodo |
| GIVEN NAMES | Justina A |
| FAMILY NAME | Ogodo |
| SIGNATURE | OGODO J A |
| AFFILIATIONS | Baylor University |
| ORCID | 0000-0001-6698-9307 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching Sensitive Topics Through Critical Reflective Practice and Discourse
Reflective practice is essential to teaching and professional growth in the classroom. However, reflection is often seen as an evaluative tool for teachers’ practice, with limited emphasis on how it can be used to gain student insights or explore their beliefs, sociocultural assumptions, and contextual biases in learning. This oversight can miss its potential to foster deep knowledge development, civic discourse, and transformative engagement. Th…
Teacher Disposition as a Mediator of Professional Development Outcomes
Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained profe…
Culturally Responsive Pedagogical Knowledge
Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to re…
No prominent works on this page.
Culturally Responsive Pedagogical Knowledge
Teaching can be challenging, especially when teachers are under-prepared to enter a workforce with a constantly changing landscape. Preparing teachers for STEM content has generated multiple approaches from varying perspectives. While some scholars advocate for content expertise, others promote pedagogy or social context as approaches for translating STEM content for students. Yet, many contend that teachers must be culturally knowledgeable to re…
Teacher Disposition as a Mediator of Professional Development Outcomes
Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained profe…
Teaching Sensitive Topics Through Critical Reflective Practice and Discourse
Reflective practice is essential to teaching and professional growth in the classroom. However, reflection is often seen as an evaluative tool for teachers’ practice, with limited emphasis on how it can be used to gain student insights or explore their beliefs, sociocultural assumptions, and contextual biases in learning. This oversight can miss its potential to foster deep knowledge development, civic discourse, and transformative engagement. Th…
Teacher Education and Leadership Studies (3 works) · Educator Training and Historical Pedagogy (2 works) · Alternative teacher certification (1 work) · Computer Science (1 work) · Critical reflection (1 work) · Curriculum (1 work) · Disposition (1 work) · Diverse Educational Innovations Studies (1 work) · Economic shortage (1 work) · Education and Critical Thinking Development (1 work)