Justina A. Ogodo, Ph.D., is an Assistant Professor in the Department of Curriculum & Instruction at Baylor’s School of Education. She earned her doctoral degree in curriculum and instruction from the University of Alabama. Her teaching career in science education spans over two decades across K - 20 settings. Dr. Ogodo is passionate about students' learning because of her firm belief that students have unique assets waiting to be discovered by their teachers and that every child can learn if presented with equitable learning opportunities. Her research focuses on enhancing teachers’ knowledge base and equipping them to meet students where they are and take them where they need to be. She teaches undergraduate and graduate courses covering science curriculum, teaching for understanding, and general teacher praxis, educating culturally competent STEM teachers to teach in urban high-need schools and developing out-of-field science teachers. Dr. Ogodo is a co-editor of a book and has several peer-reviewed articles and book chapters.
Dr. Ogodo is affiliated with several professional organizations, including the American Education Research Association (AERA), the National Association of Research in Science Teaching(NARST), the School Science and Mathematics Association (SSMA), and the Mixed-Methods International Research Association (MMIRA) where she has served on various capacities. She is currently the chair of AERA Constructivism Theory, Research, and Practice SIG.
- Science Teacher Pedagogical Content knowledge
- Pre-service teacher preparation/In-service teacher development
- Science curriculum and Instruction
- Urban education
- Culturally relevant and responsive teaching
- Out-of-field science teaching.
Ogodo, J. A. (2022). Developing STEM Teachers’ Cultural Competence through an Urban Teaching Curriculum: A Cultural Border Crossing Experience. https://doi.org/10.1080/1046560X.2022.2046248
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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. https://doi.org/10.33423/jhetp.v21i11.4660
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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. https://scholarworks.sfasu.edu/jma/vol7/iss1/4
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Ogodo, J. A. (2019). Comparing Advanced Placement Physics Teachers Experiencing Physics Focused Professional Development. Journal of Science Teacher Education, 30(6), 639-665. https://doi.org/10.1080/1046560X.2019.1596720
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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.
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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.
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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.
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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