Faculty

Institution

Unit

Venue

Heather J. Johnson, Ph.D.

Associate Professor of the Practice of Science Education

Vanderbilt University

Affiliations

Peabody College

Heather J. Johnson, Ph.d. is currently serving as a Peabody College Associate Professor of the Practice of Science Education at Vanderbilt University.

Honors

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Experiences

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Education

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Heather J. Johnson, Ph.D.

Vanderbilt University

Associate Professor of the Practice of Science Education

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education teacher education professional development science education preservice teacher education educational research performance studies educational psychology teacher development stem education higher education educational strategies in-service professional development teacher preparation educational technology teaching methods career development educational practices culture distance education higher education teaching professional preparation design research inclusive education educational assessment curriculum development video understanding student learning student teaching future education educational equity study attrition elementary science teacher candidates biology belonging context (linguistics) technology transfer technological forecasting general chemistry language teaching reading research distributed systems information technology human-computer interaction digital mediums online education video adaptation video communication educational contexts educational design video content analysis classroom practices teacher recruitment video observation curriculum experience language education instructional design scientific literacy e-science network communication protocols transport layer communication architecture face-to-face professional development curriculum implementation video clubs stem community teacher learning science thinking diverse ideas multiple representations science teacher education accomplished teachers reading strategies structured literacy activities curriculum-aligned professional development

Notable Scholarly Works

Notable Federal Grants

Collaborators

도토리묵 (Acorn Jelly) as an Actor to Connect Culture and Science. Proceedings. (2025)

science and technology studieseast asian studiesculturehistory and philosophy of sciencevisual culturematerial culturepopular culturecultural studies

Elementary Science Teacher Candidates’ Equitable Noticing and Curriculum Design. Journal of Science Teacher Education (2025)

teacher educationscience educationteacher preparationeducationpreservice teacher educationcurriculum designstem education

Elementary Teacher Candidates’ Lines of Flight Toward Humanizing Science Assessments. Proceedings. (2025)

educational psychologyteacher educationeducational strategiesscience educationeducational assessmentteacher preparationeducationpreservice teacher educationteacher developmentcognitive scienceeducational research

Exploring Teacher Candidates’ Reflection on Equity-Oriented 5E Lessons From Culturally Responsive Perspectives. Proceedings. (2025)

educational equityteacher educationcultural diversitycultureeducationpreservice teacher educationintercultural studiesdiverse learnersintercultural educationinclusive educationequity-oriented 5eculturally responsive perspectivesculture education

Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts. CBE—Life Sciences Education (2025)

learning sciencesexperiential learningscience educationhigher educationeducationstudent belongingbehavioral sciencescourse contextsstudent successprofessional developmentstem educationeducational researchstudent learning

Prompts or Protocol: Helping Teacher Candidates See Students’ Strengths. Proceedings. (2025)

educational psychologyteacher educationeducational strategieseducational assessmenteducationpreservice teacher educationteacher evaluationteacher leadershipteacher enhancement

Teacher Candidates Co-Constructing Anti-Deficit Narratives About Learners in Video Club. Proceedings. (2025)

teaching methodsteacher educationeducational strategiesperformance studiesdrama educationeducationpreservice teacher educationperformative teachinginstructional videovideo club

Designing to Support Equity-As-Transformation Perspectives for Multilingual Science Learners. Instructional Science (2024)

Ashlyn PiersonD. Teo KeifertBethany DanielSarah LeeTessaly JenAdam BellHeather JohnsonRachel AskewAndrea Henrie

educational equityscience educationinstructional designmultilingual science learnerslanguage pedagogyequity-as-transformation perspectiveshigher educationeducationlanguage teachingeducational technologyinclusive educationlanguage educationhigher education teaching

"How Are Acorns Equitable?": Teacher Candidate Perceptions of Immersive Multilingual Experiences. Proceedings. (2024)

Sarah LeeBethany DanielD. Teo KeifertAshlyn PiersonSophia JeongHeather JohnsonAndrea HenrieSkye O’BeollainMutiara Syifa

immersive multilingual experiencesmultilingualismteacher candidate perceptionshigher educationhumanities

Leading by Looking and Listening: Observation Framework to Support Equitable and Ambitious Teaching and Learning. Journal of School Leadership (2024)

Michael NeelHeather Jo JohnsonKristen W. Neal

teacher educationactive learningleadership developmentambitious teachingeducationeducational leadershipteacher leadershipeducational researchobservation frameworkschool leadership

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Heather J. Johnson, Ph.D.

Associate Professor of the Practice of Science Education

Vanderbilt University

Affiliations

Peabody College

Heather J. Johnson, Ph.d. is currently serving as a Peabody College Associate Professor of the Practice of Science Education at Vanderbilt University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Heather J. Johnson, Ph.D.

Vanderbilt University

Associate Professor of the Practice of Science Education

You can click a keyword to filter the displayed items

Notable Scholarly Works

Notable Federal Grants

Collaborators

도토리묵 (Acorn Jelly) as an Actor to Connect Culture and Science. Proceedings. (2025)

science and technology studieseast asian studiesculturehistory and philosophy of sciencevisual culturematerial culturepopular culturecultural studies

Elementary Science Teacher Candidates’ Equitable Noticing and Curriculum Design. Journal of Science Teacher Education (2025)

teacher educationscience educationteacher preparationeducationpreservice teacher educationcurriculum designstem education

Elementary Teacher Candidates’ Lines of Flight Toward Humanizing Science Assessments. Proceedings. (2025)

Exploring Teacher Candidates’ Reflection on Equity-Oriented 5E Lessons From Culturally Responsive Perspectives. Proceedings. (2025)

Impacts of Learning Assistants on Student Belonging and Confidence Vary Across Science Disciplines and Course Contexts. CBE—Life Sciences Education (2025)

Prompts or Protocol: Helping Teacher Candidates See Students’ Strengths. Proceedings. (2025)

educational psychologyteacher educationeducational strategieseducational assessmenteducationpreservice teacher educationteacher evaluationteacher leadershipteacher enhancement

Teacher Candidates Co-Constructing Anti-Deficit Narratives About Learners in Video Club. Proceedings. (2025)

teaching methodsteacher educationeducational strategiesperformance studiesdrama educationeducationpreservice teacher educationperformative teachinginstructional videovideo club

Designing to Support Equity-As-Transformation Perspectives for Multilingual Science Learners. Instructional Science (2024)

Ashlyn PiersonD. Teo KeifertBethany DanielSarah LeeTessaly JenAdam BellHeather JohnsonRachel AskewAndrea Henrie

"How Are Acorns Equitable?": Teacher Candidate Perceptions of Immersive Multilingual Experiences. Proceedings. (2024)

Sarah LeeBethany DanielD. Teo KeifertAshlyn PiersonSophia JeongHeather JohnsonAndrea HenrieSkye O’BeollainMutiara Syifa

immersive multilingual experiencesmultilingualismteacher candidate perceptionshigher educationhumanities

Leading by Looking and Listening: Observation Framework to Support Equitable and Ambitious Teaching and Learning. Journal of School Leadership (2024)

Michael NeelHeather Jo JohnsonKristen W. Neal

teacher educationactive learningleadership developmentambitious teachingeducationeducational leadershipteacher leadershipeducational researchobservation frameworkschool leadership

1
2
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4
5
10 / page

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Rebecca Woodard

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University of Illinois Chicago

climate change education

performative teaching

Andrew Hostetler

Institution

Vanderbilt University

democratic theory

teacher education

Jessica Watkins

Institution

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collaborative learning

educational practice

Josh Radinsky

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University of Illinois Chicago

performative teaching

educational strategies

Jana Bouwma-Gearhart

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Oregon State University

future education

education innovations

Rebecca Hite

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Texas Tech University

community leadership

stem education

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University of Illinois Chicago

mathematics education

support structures

Shanna Hirsch

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classroom environments

educational assessment