Janet Carlson

Janet Carlson is an Associate Professor (Research) of Education at Stanford University's Graduate School of Education, with her office located in Room 530 of the CERAS building. Her research focuses on science education, teacher professional development, and curriculum materials design.

Dr. Carlson earned her BA in Environmental Biology from Carleton College, an MS in Curriculum and Instruction from Kansas State University, and a PhD in Instruction and Curriculum (science education) from the University of Colorado. With over 20 years of experience beginning as a middle and high school science teacher, she brings extensive practical knowledge to her academic work.

Her research examines how educative curriculum materials and transformative professional development impact science teaching and learning, with recent expansion into mathematics education and equity issues. She investigates teacher noticing, pedagogical content knowledge, and responsive teaching practices through innovative methods like video annotation and teaching rehearsals.

Dr. Carlson's publication record (2017-2023) reveals consistent contributions to science and mathematics teacher education, particularly in refining pedagogical content knowledge models and developing video-based professional development approaches. Her work demonstrates strong collaboration with researchers like Hilda Borko and spans practical applications in K-12 classrooms.

No scientific awards are mentioned in the provided text.

While no specific advisees are listed, Dr. Carlson leads multiple research projects that likely involve mentoring graduate students. Her grant-funded initiatives include the AP Success Project, Letovo School collaboration, Middle School Science Coaching, PLATO protocol development, and the TELOS project focused on equity in learning opportunities.

She actively collaborates with Stanford's Center to Support Excellence in Teaching (CSET) and maintains research partnerships across institutions, contributing to national efforts in improving STEM teacher preparation and classroom practices through evidence-based approaches.