| Education | ||
| P.h.D. | 2013 | Michigan State University |
| M.Ed. | 2004 | University of Pittsburgh |
| B.S. | 2002 | Miami University (Ohio) |
| Experience | ||
| Associate Professor | 2019-Present | Brigham Young University |
| Assistant Professor | 2013-2019 | Brigham Young University |
| Teaching Assistant | 2008-2013 | Michigan State University |
| Mathematics Teacher | 2004-2008 | Virginia School for the Deaf and Blind |
| Brief Biography |
| Dr. Johnson grew up moving around as her father was in the US Navy. She lived in New York, Connecticut (twice), Washington, Ohio, and Virginia (twice) before attending Miami University in Ohio. While in college, she realized a deep love for teaching and worked as a teacher’s assistant/resident assistant at the SummerMath program at Mount Holyoke College in Massachusetts, which is a summer mathematics program for historically marginalized young women. Deaf and hard of hearing girls were included in the program and Dr. Johnson became interested in becoming a mathematics teacher for Deaf students. After getting a Master of Education degree in Deaf education, she taught high school mathematics at the Virginia School for the Deaf and Blind and enjoyed serving as a yearbook coordinator and mentor teacher for prospective teachers. Dr. Johnson began her doctoral studies in Fall 2008 and met two new friends who were “from Utah.” They introduced her to The Church of Jesus Christ of Latter-day Saints and, after studying and lessons, she was baptized and confirmed on May 9, 2009. |
| Selected Publications |
| Johnson, K. R., & Fonbuena, L. C. (2023). Positionalities in our practices and papers. Mathematics Teacher Educator, 11(3). https://doi.org/10.5951/MTE.2023.0007 |
| Johnson, K. R., Harper, F. K., Herbel-Eisenmann, B. A. (2022). Socio-politics of mathematics teachers beliefs: A panoptic consideration. Journal for Theoretical & Marginal Mathematics Education, 1(1), Article 0106, 1-32. doi: 10.5281/zenodo.7152957 |
| Johnson, K. R., Holdaway, E. & Ross, A. S. (2021). “We are Children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. doi: 10.1016/j.linged.2021.100936 |
| Johnson, K. R. (2020). Eternal graffiti: Using poetry to develop social justice educators. In C. Clausen and S. Logan (Eds.), Integrating Social Justice Education in Teacher Preparation Programs. Hershey, PA: IGI Global Publishing. doi: 10.4018/978-1-7998-5098-4.ch012 |
| Herbel-Eisenmann, B., Cirillo, M., Steele, M. D., Otten, S., & Johnson, K. R. (2017). Mathematics discourse in secondary classrooms: A practice-based resource for professional learning. Sausalito, CA: Math Solutions. |
| Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. doi: 10.1080/15507394.2016.1147916 |
| Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). New York, NY: Peter Lang Publishing. |
| Herbel-Eisenmann, B. A., Johnson, K. R., Otten, S., Cirillo, M., & Steele, M. D. (2015). Mapping talk about the mathematics register in a secondary mathematics teacher study group. Journal of Mathematical Behavior, 40, 29-42. doi: 10.1016/j.jmathb.2014.09.003 |
| Steele, M. D., Johnson, K. R., Otten, S., Herbel-Eisenmann, B. A., & Carver, C. L. (2015). Improving instructional leadership through the development of leadership content knowledge: The case of principal learning in algebra. Journal of Research on Leadership Education, 10(2), 127-150. doi: 10.1177/1942775115569353 |
| Herbel-Eisenmann, B. A., Wagner, D., Johnson, K. R., Suh, H. & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185-204. doi: 10.1007/s10649-014-9588-5 |
| Bartell, T. G., & Johnson, K. R. (2013). Making unseen privilege visible in mathematics education research. Journal of Urban Mathematics Education, 6(1), 35-44. |
| Selected Presentations |
| Johnson, K. R., Holdaway, E., & Ross, A. S. (2021, October). “We Are All Children of God”: White Christian Teachers Discussing Racism. Presentation at the annual meeting of the Mormon Social Science Association (MSSA)/Society for the Scientific Study of Religion and the Religious Research Association (SSSR), Portland, OR. |
| Johnson, K. R., & Belliston, A. C. (2017, April). Illuminating teacher educator identities: A heuristic. Presentation at the annual meeting of the American Educational Research Association, San Antonio, TX. |
| Johnson, K. R. (2016, September). Pedagogy of the heart. Presentation, part of the Power of Teaching Lecture Series in the McKay School of Education, Brigham Young University, Provo, UT. |
| Joseph, N. R., Johnson, K. R., & Spencer, J. (2016, January). Exploring racial consciousness and faculty behavior in STEM classrooms. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA. |
| Otten, S., Herbel-Eisenmann, B., & Johnson, K. R. (2014, April). Using tools from discourse analysis to understand change in a teacher study group. Presentation at the annual meeting of the American Educational Research Association, Philadelphia, PA. |
| Bartell, T. G., & Johnson, K. R. (2014, February). Unpacking privilege in mathematics education research: Implications for mathematics teacher educators. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA. |
| Herbel-Eisenmann, B., Cirillo, M., Steele, M. D., Johnson, K. R., & Cavanna, J. (2014, February). Facing the multiplicity of selves as designers, researchers, and teacher educators focused on classroom discourse. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA. |
| Herbel-Eisenmann, B. A., Johnson, K. R., Otten, S., & Cirillo, M. (2013, November). Secondary teachers’ expanding understanding of the mathematics register. Paper submitted to 35th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. Chicago, Illinois. |
| Herbel-Eisenmann, B., Johnson, K. R., Cirillo, M., & Suh, H. (2013, January). Elaborating how tasks shape classroom discourse. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Orlando, FL. |
| Johnson, K. R. (2011, April). I believe, I am: Teacher beliefs as an expression of teacher identity. Paper presented at the annual meeting of American Education Research Association, New Orleans, LA. Johnson, K. R. (2011, April). I believe, I am: Teacher beliefs as an expression of teacher identity. Paper presented at the annual meeting of American Education Research Association, New Orleans, LA. |
| Johnson, K. R. (2010, May). Deaf, not silent: Deaf culture and culturally relevant teaching. Paper presented at the annual meeting of American Education Research Association, Denver, CO. |
| Johnson, K. R. (2009, July). Creating an experience-based mathematics classroom. Presentation at the Council of the American Instructors of the Deaf, Washington, DC. |
| Awards |
| Recipient of 2016 JRLE Best Article Award from the University Council for Educational Administration. Awarded for the article: Steele, M. D., Johnson, K. R., Otten, S., Herbel-Eisenmann, B. A., & Carver, C. L. (2015). Improving instructional leadership through the development of leadership content knowledge: The case of principal learning in algebra. Journal of Research on Leadership Education, 10(2), 127-150. doi: 10.1177/1942775115569353 |