Bio

Justina A. Ogodo, Ph.D., is an Assistant Professor in the Department of Curriculum & Instruction at Baylor University School of Education. She earned her doctorate degree in curriculum and instruction from the University of Alabama. Justina is a passionate educator with teaching experience spanning over 19 years across all tiers of learning. She currently teaches graduate and undergraduate courses.

Dr. Ogodo's research focuses on science teachers' knowledge base. She is interested in pre-service teacher preparation, in-service teacher professional development, urban education, culturally responsive teaching, and out-of-field science teaching. Her most recent works focused on the impact of targeted professional development on out-of-field physics teachers and examined what influences students in urban under-resourced schools to enroll in advanced placement courses.  She has published articles and book chapters.

She is affiliated with and serves in different capacities in these professional organizations: American Education Research Association (AERA), National Association of Research in Science Teaching, and Association Science Teacher Education (NARST). Association of Science Teacher Association (ASTE), and the School Science and Mathematics Association (SSMA).

Research Interests (1)

  • Science teacher Pedagogical Content knowledge
    • Pre-service teacher preparation
    • In-service teacher professional development
  • Urban education
  • Culturally relevant and responsive teaching
  • Out-of-field science teaching.
Select Publications (5)

Ogodo, J. A. (2019). Comparing Advanced Placement Physics Teachers Experiencing Physics Focused Professional Development. Journal of Science Teacher Education, 30(6), 639-665.

.

Ogodo, J. (2019). The intersection of culture, scholarship, and survival: Nigerian college graduates in America’s higher institution. In R. M. Lowery, R. Pringle, & M. Oslick, (Eds.), Land of opportunity: Immigrant experiences in the North American landscape. New York, NY: Rowman and Littlefield.

.

Ogodo. J., Irving, K., Brosnan, P., & Ding, L. (2019). Rise, Defy, Teach – The ENABLE STEM Project. In J. Leonard, A. Burrows, & R. Kitchen, (Eds.). Recruiting, preparing, and retaining STEM teachers for a global generation. Sense Publishers.

.

Sunal, D. W, Simon, M., Ogodo, J., Sunal, C. S., Harrell, J. W & Aggarwal, M. (2019). Reform in High School Physics Teaching. In Physics Teaching and Learning: Challenging the Paradigm. Sunal, D., Shemwell, J., Harrell, J. W., & Sunal, C. (Eds): Information Age Publisher.

.

Sunal, D. W., Sunal, C., Ogodo, J., & Stephens, M. (2019). High School Physics Teaching Reform: Support for Professional Development in the literature. In Sunal, D., Shemwell, J., Harrell, J. W., & Sunal, C. (Eds): Physics Teaching and Learning: Challenging the Paradigm. Information Age Publisher, Charlotte NC.

.

Courses (2)

EDC 4350 – Teaching for Understanding

TED 4325 – Teaching Science in Secondary School