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 20 years across all tiers of learning. She currently teaches graduate and undergraduate courses.
Dr. Ogodo believes all students have assets; therefore every child can learn. Therefore her primary goal as an educator is to prepare better science teachers to reach and meet the needs of more students. Her research focuses on science teachers' knowledge base. She is interested in pre-service teacher preparation, in-service teacher professional development, urban-based education, 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 the examination of the influences of urban students in under-resourced schools and their enrollment in advanced placement courses. She has published several peer-reviewed publications.
She is affiliated with and serves in different capacities in many professional organizations including, the American Education Research Association (AERA), National Association of Research in Science Teaching(NARST), School Science and Mathematics Association (SSMA), and the Mixed-Methods International Research Association (MMIRA).

Research Interests (1)

  • Science Teacher Pedagogical Content knowledge
    • Pre-service teacher preparation/In-service teacher development
    • Service curriculum and Instruction
  • Urban education
  • Culturally relevant and responsive teaching
  • Out-of-field science teaching.
Select Publications (7) Showing 5 of 7. Showing 7 of 7. Show All Show Less

Ogodo, J. A. (2022). Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience.


Ogodo, J. A., Simon. M., Morris, D., & Akubo, M. (2021). Experiences of teachers in the era of coronavirus. Journal of Higher Education Teaching and Practice.


Ogodo, J. A, (2021). Uncharted Territories: COVID-19 and other 2020 events that changed our lives forever. Journal of Multicultural Education. 7(1) Article 4.


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. Atanda, M. A., Adedoyin, A. C., Carter, S. A., & Thrasher, J. (2021). COVID-19, Cultural competency, and church responsiveness in Nigeria. In R. D. Smith, S. C. Bodie, & B. English (Eds). Radicalized Health, COVID-19, and Religious Responses: Black Atlantic Contexts and Perspectives. Routledge.


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., 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 (6)

TED 4643/4 – Middle & Secondary Intership

TED 4641/2 – Middle & Secondary Internship

TED 4325 – Science Curriculum

EDC 5699 – Graduate Teaching Internship

TED 3880 – Social Issues in Education

EDC 4350 – Teaching for Understanding