Peggy Johnson, PhD

Short Biography
Peggy Johnson is an Associate Professor in the program area of Language Literacy.  She spent  many years teaching in international schools in South America (Uruguay and Chile) and Europe (Italy, Romania, and Spain).  She holds a B.A. in History from Adelphi University, an M.L.S. in Library Science from the University of Alabama, post-baccalaureate certification and an M.Ed. in Reading from Virginia Tech, and a Ph.D. in Curriculum and Instruction from the University of Florida.  She joined the faculty of Texas Tech in 1992, served as Chair of Curriculum and Instruction for four years, and is currently the Associate Dean for Teacher Education.

Professional interests
Peggy Johnson has focused both her teaching and research interests on the teaching of language arts and writing.  She has conducted research on literacy in classroom settings and has published articles about the connection between self-efficacy and writing performance.  She is also interested in the professional development of teachers and the ways they make classroom decisions.

As part of her duties as Associate Dean for Teacher Education, Peggy Johnson has worked with two year colleges on articulation between two and four year colleges through the Associate of Arts in Teaching (AAT).  She is interested in promoting teaching as a career for community college students.

Selected Publications
Pajares, F., Johnson, M., & Usher, E.L. (in press).  Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. Research in the Teaching of English.

Janisch, C., & Johnson, M. J. (2003). Effective literacy practices and challenging curriculum for at-risk learners:  Great Expectations.   Journal of Education for Students Placed at Risk, 8(3), 295-308.

Johnson, M. J., Janisch, C., & Morgan-Fleming, B. (2001).  Cultural literacy in classroom settings:  Teachers and students adapt the Core Knowledge Curriculum.  Journal of Curriculum and Supervision, 16, 259-272.

Johnson, M. J., & Button, K. A. (2000). Connecting graduate education in language arts with teaching contexts:  The power of action research. English Education, 32, 107-126.

Pajares, F., Miller, M. D., & Johnson, M. J. (1999).  Gender differences in writing self-beliefs of elementary school students.  Journal of Educational Psychology, 91, 50-61.

Johnson, M. J., & Janisch, C. (1998).  Connecting literacy with social studies content in intermediate classrooms.  Social Studies and the Young Learner. 10(4), 6-9.

Pajares,F., & Johnson, M. J. (1994).  Confidence and competence in writing:  The role of self-efficacy, outcome expectancy, and apprehension.  Research in the Teaching of English, 28, 313-331.

Vita

Vita here