网曝吃瓜

Bio

Degree

PhD in Teaching, Learning, & Sociocultural Studies

University of Arizona

MA in Language, Reading, & Culture

University of Arizona

BS in Education

Northern Arizona University

Published Works

• Johnson, M. J., Bourelle, K., Clifton, A., Coleman, M., Edingfield, P., Myers, A., Onstott, M., Schneiderwind, J., Weaver, K. (2024). A Call to Action for More Inclusive STEM. (pp 247-262). The WAC Clearinghouse; University Press of Colorado.
• Arnal-Palaci谩n, M., Johnson, M. J. (2023). Analysis of Interdisciplinary STEM Lessons Generated by Pre-Service and Inservice Teachers in the United States. Journal of Curriculum and Teaching, 12(6). .
• Johnson, M. J., Konuk, N., Koester, M. (2023). Using Lesson Study to Build Interdisciplinary Stem Collaborations at an Urban Commuter University. (pp 137-147). Routledge.
• Johnson, M. J., Konuk, N., Koester, I. M. . Johnson, Janelle; Konuk, Nursen; & Koester, Mark. (Accepted). 鈥淪TEM Collaborations: Building Interdisciplinary Collaboration with Lesson Study at an Urban Commuter University.. (). Taylor & Francis/Routledge.
• Johnson, M. J., Kumin, J. (2022). Network Highlight: Planning for Inclusive Leadership from the Start. NSF INCLUDES Hub, www.includesnetwork.org
• Schneiderwind, J., Johnson, M. J. (2021, April (2nd Quarter/Spring)). Hidden in Plain Sight: Students with Disabilities in STEM Education. Filodritto.
• Schneiderwind, J., Johnson, M. J. (2021). Disability and Invisibility in STEM Education. Journal of Higher Education Theory & Practice, 20(14). .
• Tang, M., Johnson, M. J. (2020). Concept maps as a technique for organizing, analyzing and transforming knowledge . (). .
• Schneiderwind, J., Johnson, M. J. (2020). Why Are Students With Disabilities So Invisible in STEM Education?. Education Week,
• Barnes Johnson, J., Johnson, M. J. (2018). STEM21: Implications & Conclusions. (). Peter Lang--Social Justice Across Contexts in Education series.
• Barnes Johnson, J., Johnson, M. J. (2018). STEM21: Introduction. (). Peter Lang--Social Justice Across Contexts in Education series.
• Johnson, M. J., Schendel, K. R., Ribble, M. B., Liu, H. (2018). Institutional Capacity Building for STEM Teacher Education at an Urban Commuter University . (). Peter Lang--Social Justice Across Contexts in Education series.
• Barnes Johnson, J., Johnson, M. J. (2018). STEM21: Equity in Teaching and Learning to meet the Global Challenges of Standards, Engagement and Transformation . Peter Lang--Social Justice Across Contexts in Education series,
• Johnson, M. J., Margolin-Sneider, J., Moreno-Martinez, M. (2018). Multimedia Connected STEM Learning with Middle School Students. National Science Teachers Association Connected Science Learning, csl.nsta.org
• Johnson, M. J., Richards, J. (2016). Language Orientations in Guatemala: Toward Language as Resource?. (). Multilingual Matters.
• Johnson, M. J. (2015). A Vision for Metro Denver: Community Development that Begins with the Child. Colorado I Have a Dream Foundation,
• Johnson, M. J. (2013). Teachers as Agents of Change Within Indigenous Education Programs in Guatemala and Mexico. (pp 153-170). SensePublishers.
• Johnson, M. J. (2013). Teachers as agents of change within Indigenous education programs in Guatemala and Mexico: Examining some outcomes of cross-border professional development. (pp 153-170). Sense Publishers.
• Johnson, M. J. (2013). Review of Christine H茅lot and Muiris 脫 Laoire (Eds.): Language Policy for the Multilingual Classroom: Pedagogy of the Possible. Language Policy,
• Johnson, M. J. (2011). Mapping a new field: Cross border professional development for teachers. .
• Johnson, M. J. (2010). Cross-cultural professional development for teachers within global imbalances of power. Journal of International & Global Studies, 2(1), 118-133. .
• Rubinstein-Avila, E., Johnson, M. J. (2008). Meaningful Content for Middle School Students for Whom English is an Additional Language. (pp 20-38). Guilford.

Research Interests

Dr. Johnson's research research interests are intertwined with her teaching and service, focused on inclusive STEM pedagogies. The goal of her research to raise practitioner awareness of culturally and linguistically diverse learners' needs, so it is often collaborative action research-based through a critical diversity and equity lens to K-20 learning contexts. She is especially interesting in closing STEM opportunity gaps for historically marginalized students and communities.

Teaching Interests

Dr. Johnson's teaching interests are at the intersection of inclusive pedagogies and crossdiscipinary STEM (science, technology, engineering and math)-based instruction. She strives to cultivate a deep understanding of teaching and learning among the students and teachers she works with, helping them to develop the lenses they need to better serve students and their families. Her approach to STEM centers on problem-based learning, collaboration, and relevance to the learner.