Roles and subjects
Supernumerary Fellow in Education
BSc. (Psychology) – The University of the West Indies, Mona Campus (Jamaica)
M.A. (Education) – Liverpool Hope University (England)
Ph.D. (Psychology) – Curtin University (Australia)
Education and Psychology
Introduction to Psychology and Science and Professional Practice in Psychology
Adult Developmental Psychology, Indigenous and Cross-Cultural Psychology, Individual Differences, Principles of Psychological Assessment, and Introduction to Counselling
- Sociology of Education
- Education for sustainable development
Samantha’s research profile and interest span a large area covering skill development, in particular, skills that support digital intelligence. She focuses on two strands: (1) strengthening the development and assessment of 21st century digital skills, including critical thinking and critical reading (including how students understand and use language), and (2) elevating the voices of young people from diverse backgrounds in their ethical engagement with technology. Samantha is particularly interested in ensuring that the rights of students are protected while they interact within the digital space, including elevating the voices of young people in decision-making processes and ensuring that students engage in critical thinking and critical reading in digital environments.
- Hillman, V., Manolev, J., Zeide, E., Kumar, P., Martin, F., Johnston, S-K., Vladova, G., & Lai, R (in press). Children, education, and technologies: current debates, key concerns, future directions around data privacy, surveillance and datafication, Pediatrics.
- Johnston, S-K (in press). Privacy considerations of using social robots in education: Policy recommendations for learning environments. United Nations Interagency Task Team on Science, Technology and Innovation for the Sustainable Development Goals.
- Hopfenbeck, T. N., Johnston, S-K., Cresswell, C., Double, K., & McGrane, J. (2023). An evaluation of the IB career-related programme implementation in Kent, UK. Globalisation, Societies and Education, 1-15.
- Binns, A., & Johnston, S-K. (2022). The impact of assistant language teachers on English education in Shizuoka. In P. Ferguson, & R. Derrah (Eds.), Reflections and New Perspectives. JALT. 89-99 https://doi.org/10.37546/JALTPCP2021-11.
- Hopfenbeck, T.N., Denton-Calabrese, T., Johnston, S-K., Scott-Barrett, J., & McGrane, J. (2022). Facilitating curiosity and creativity in the classroom: An international multisite video study. International Baccalaureate Organisation.
- Hopfenbeck, T.N., Johnston, S-K., Cresswell, C., Double, K., & McGrane, J. (2021). Evaluation of IB CP implementation in the county of Kent, UK. International Baccalaureate Organisation.
- UNESCO Report (2021). Reimaging our futures together: A new contract for education. UNESCO (Invited contribution).
- Participants in an Ethics of Digitalisation Research Sprint. (2021). Digital ethics in times of crisis: COVID-19 and access to education and learning spaces. Berkman Klein Centre for Internet & Society at Harvard University. Retrieved from: https://cyber.harvard.edu/publication/2021/digital-ethics-times-crisis-covid-19-and-access-education-and-learning-spaces
- Johnston, S-K., Hennessey, N., & Leitao, S. (2019). Determinants of assessing auditory efficiency within auditory attention networks. The Journal of General Psychology,146(2), 134-169. https://doi/10.1080/00221309.2018.1541861
- Johnston, S-K. (2018). The phonics check checks more than phonics. The Professional Educator (Special Edition), 41-43.
- Johnston, S-K., Hennessey, N.W., Leitão, S., & Kane, R.T. (2018). Reading development and developmental dyslexia. In Casillas, M., Cristia, A., and Rowland, C. (Eds.), Many Paths to Language (MPaL) (pp. 98–99). Max Planck Institute for Psycholinguistics.