• methodological mentoring
• PhD thesis/dissertation review
• supporting supervisors new to classic GT
• paper review
• face to face presentations or seminars
• online seminars

Ph.D. Mathematics Education using the Grounded Theory Method Oregon State University 2006. 

MS. ed. Mathematics Education, 1997.

BA. ed. Elementary Mathematics Education and English Education, 1993.

Attended Grounded Theory seminars: New York 2005, 2006, 2007, 2008; San Francisco 2006, 2008, 2009. 

Peer review Editor Grounded Theory Review

Fellow of the Grounded Theory Institute

PH.D. committee member, 2008, Substantive area: Communication concerning palliative care decisions.

Department of Science and Mathematics Education, Oregon State University, Post doctoral researcher (2009-current). 

Development of online Masters Degree in science and mathematics education funded by a Mathematics and Science Partnership (MSP) Grant with the High Desert Educational Service District.  Duties include Collaborating on design of online courses and face to face support; grading online assignments; developing data collection plan; analyzing and disseminating results of data collection.

Johnston T. (October 23-25, 2007) Marketing for acceptance: a grounded theory study of publishing classic grounded theory research, Grounded theory seminar, New York NY.

Johnston, T. (March 19-21, 2007) Pushing into the high group: a study of math classes that group by ability, NCTM pre-session, Atlanta, GA.

Johnston, T. (November 16, 2005) Classic grounded theory research Departmental presentation, Oregon State University, Corvallis OR

Johnston, T. (in press) Marketing for acceptance: publishing grounded theory research.  The grounded theory review.

Johnston, T. & Niess, M. & Gillow-Wiles, H. (under review) A Master’s degree program in mathematics teacher education: a program of professional development leadership support for teachers in rural schools.  Professional development in education.

Johnston, T. (2009) Preventing ‘pushing for privileged passage’: A study of a school working to step back from tracking.  Proceedings from The mathematics education into the 21st century project conference, Dresden Germany.

Johnston, T.  2008. Pushing for privileged passage: a grounded theory study of parents and educators with students in homogeneously grouped middle-level mathematics classes. The grounded theory review; 7(1) pp. 41-58.

Johnston, T.  2006.  Pushing into advanced mathematics classes: A grounded theory study of ability grouping in middle level mathematics classes: Dissertation, Department of Science and Mathematics Education, Oregon State University. 

Johnston, T.  2005.  Improving student achievement through staff development: Unpublished review of the literature, Department of Science and Mathematics Education, Oregon State University. 2005.