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Carolyn Parker



  • Higher Ed: Education, Researcher 


Carolyn Parker is a STEM education faculty member in the division of Teaching and Learning at The Johns Hopkin's University School of Education. Her research interests include equity issues in STEM education, teacher professional development, and the equitable distribution of teachers. Her work appears in the Journal of Research in Science Teaching, Written Communication, and Association for Teacher Education Ninth Teacher Education Yearbook IX. She serves as a reviewer for the Journal of Research in Science Teaching, National Association of Research in Science Teaching, and The National Science Foundation.

Dr. Parker was co-principal investigator on a $1,577,169 National Science Foundation Supported Instructional Materials Design Grant entitled Engineering Inquiry-Based Learning Modules for Technology Education, which is focused on increasing the participation of women and minorities in STEM careers through innovative curriculum development. In 2007, Dr. Parker secured a $49,456 NSF workshop award, which allowed her to organize 11 Loudoun County, Virginia science teachers to travel to Singapore to study innovative science pedagogy. Presently, Dr. Parker is the Principal Investigator for a Maryland Department of Education Race to the Top Elementary STEM education initiative with Baltimore County Public Schools. She is also co-principal investigator on a 7.4 million dollar National Science Foundation Math and Science Partnership between the Johns Hopkins University and Baltimore City Schools.

Dr. Parker began her career as a science educator as a Peace Corps volunteer in Guatemala. Upon her return to the United States, she earned an M.A. in science teaching and then taught high school science for five years in New York State and Miami, Florida. Dr. Parker's dissertation focused on the science learning of Latina girls at the middle school level in the urban setting.  


Science Education, Teacher Education, Teacher Professional Development, Equity 


Goe, L. & Parker, C.A. (2009). The Distribution of Teachers in the State of Delaware. America's
Opportunity: Teacher Effectiveness and Equity in K-12 Classrooms. National Comprehensive Center for Teacher Quality, 92-100.

Titus, S., Bayles, T.M., Parker, C., Raczek, J., Jarrell, B.J., & Ross, JM. (2006). Engineering in
health care multimedia curriculum for high school technology education. Proceedings of the American Society for Engineering Education Annual Conference.

Wheeler, J., Bayles, T.M., Parker, C., Raczek, J., Jarrell, B.J., & Ross, J.M. (2005). Engineering new
curricula for technology education. Proceedings of the American Society for Engineering Education Annual Conference, 1793.

McGinnis, J.R., Parker, C., & Graeber, A. (2004). A cultural perspective of the induction of five
reform-minded beginning mathematics and science teachers. Journal of Research in Science Teaching, 41, 7, 720-747.

Chambliss, M. J., Christenson, L. A., & Parker, C. (2003). Fourth graders composing scientific
explanations about the effects of pollutants: Writing to understand. Written Communication, 20, 426-454.

McGinnis, J. R., Kramer, S., Shama, G., Graeber, A., Parker, C. & Watanabe, T (2002).
Undergraduates' attitudes and beliefs of subject matter and pedagogy measured longitudinally in a reform-based mathematics and science teacher preparation program. Journal of Research in Science Teaching. 39, 8. 713-737.

McGinnis, J. R., Kramer, S., Graeber, A., & Parker, C. (2001). Measuring the impact of reform
based teacher preparation on teacher candidates' attitudes and beliefs (mathematics and science focus). In J. Rainer & E. Guyton (Eds.), Research on the effects of teacher education on teacher performance: Teacher education yearbook IX (Association for Teacher Education), (pp. 9-28). Dubuque, Iowa: Kendall/Hunt Publishing Company

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