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Rebecca Johnson

Title: Teaching Fellow

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

HDFS 2313.022Courtship and MarriageSpring 2023 Syllabus SPOT
HDFS 3123.021Child Development for Non MajorsFall 2022 Syllabus SPOT
HDFS 2313.020Courtship and MarriageSpring 2020 Syllabus
HDFS 3423.020Family, School, and CommunityFall 2019 Syllabus SPOT
HDFS 3423.021Family, School, and CommunityFall 2019 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Rinn-McCann, A.N., Johnson, R. (2022). Should gifted students be friends with non-gifted students?. Peer relationships in classroom management: Evidence and interventions for teaching. 95-108. Routledge.

    • Journal Article

  • Johnson, R., Rinn, A.N., Mun, R.U., Yeung, G. (2024). Perspectives of parents of highly and profoundly gifted children regarding competence, belonging, and support within a sociocultural context. Gifted Child Quarterly. 68 (4) 294-315.
  • Acar, S., Berthiaume, K., Johnson, R. (2023). What kind of questions do creative people ask?. Other. 33 (3) 100062. Elsevier BV. http://dx.doi.org/10.1016/j.yjoc.2023.100062
  • Hodges, J., Mun, R., Johnson, R. Lewis Terman in context: An analysis of citations of Genetic Studies of Genius inside and outside the field of gifted education.. Journal for the Education of the Gifted.

    • Magazine/Trade Publication

  • Johnson, R., Mun, R.U. (2021). Asynchronous development and gifted children: Parenting challenges ahead. Parenting for High Potential.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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