Holly Johnson, PhD, Director of the School of Education & Associate Professor

Holly Johnson
Dr. Johnson graduated in Language, Reading, & Culture from the University of Arizona and was an Associate Professor at Texas Tech University before joining the UC faculty in 2004. Her professional and research interests focus on teacher preparation and professional development in middle level literacy education; adolescent and children’s literature; middle school language arts/literacy education; multicultural education and literature; teacher research; feminist pedagogy; education for social justice; and, qualitative research techniques and methodology. She is the Division Head for the division of Teacher Education.


Education

  • Doctorate (Ph.D.), University of Arizona, Tuscon, AZ, 1997 (Language, Reading, and Culture with an emphasis in children’s literature, adolescent literacy and literature; minor in Multicultural Education)
  • Master of Arts of Teaching, University of Louisville, Louisville, KY, 1991 (Middle School Language Arts and Social Studies)
  • Bachelor of Arts, University of California, Santa Barbara, CA, 1986 (History, English, and Psychology)

Peer-reviewed Publications

Freedman, L., & Johnson, H. (2003). Beyond their own experience: Teacher education students’ exploration of social justice issues through Newbery Award winning books. Journal of Reading Education 2, 16, 25

Fallona, C., & Johnson, H. (2002). A teacher’s and researcher’s experiences with power and representation within the practical argument process. Teachers and Teaching: Theory and Practice 2, 141, 154

Johnson, H., & Freedman, L. (2001). Talking about content knowledge at the middle level: Using informational picture books in content area literature circles. Language and Literacy Spectrum 1, 52, 62

Johnson, H., & Freedman, L. (2001). Oral and written narratives: Using adolescents’ stories to create community at the middle level. Middle School Journal 5, 35, 44

Freedman, L., & Johnson, H. (2000). Who’s protecting whom?: Self-censorship in the choice of young adult literature for use in middle level classrooms. Journal of Adolescent and Adult Literacy 4, 356, 371

Johnson, H. (2000). “To Stand Up and Say Something”: “Girls Only” literature circles at the middle level. The New Advocate 4, 375, 388

Johnson, H., Freedman, L., Taylor, M., & Fallona, C. (1999). The subject/object dilemma in feminist research. English and Literacy Clearing House

Smith, J., & Johnson, H. (1995). Dreaming of America: Weaving literature into middle school social studies. The Social Studies 2, 60, 68

Johnson, H.A. (1995). A desire for dissonance: Three eighth graders’ conceptions of a democratic classroom. Arizona English Bulletin 1, 3, 12

Smith, J., & Johnson, H. (1994). Models for implementing literature in content studies. The Reading Teacher 3, 198, 208

Johnson, H., & Jett, P. (1993). Making the connection. Science Scope 6, 4, 6

Smith, J., & Johnson, H. (1993). Control in the classroom: Listening to adolescent voices. Language Arts 1, 18, 30

Smith, J., & Johnson, H. (1993). Interdisciplinary thematic literature units. Language Arts Journal of Michigan 1, 54, 67

Smith, J., & Johnson, H. (1993). Sharing responsibility: Making room for student voices. Social Education 7, 362, 364

Smith, J., & Johnson, H. (1993). Bringing it together: Literature in an integrative curriculum. Middle School Journal 1, 3, 7

Freedman, L., Johnson, H., & Thomas, K. (Under Review). CIMS: A literacy framework for effective literacy instruction. Journal of Literacy Research

Freedman, L., & Johnson, H. (Under Review). Ruling the rules: A metaphorical reading of The Giver in the era of high stakes testing and No Child Left Behind. Teaching For Tolerance

Johnson, H., & Martin, D. (Under Review). Building proficiency: Processes & practices students report validate and violate their reading independence. Voices in the Middle

Published Books

Johnson, H., Freedman, L., & Thomas, K. (2007). Building reading confidence in adolescents: Key elements that enhance proficiency, Thousand Oaks, CA: Sage Publications

Johnson, H., & Freedman, L. (2005). Developing critical awareness at the middle level: Using texts as tools for critique and pleasure, Newark, DE: International Reading Association

Johnson, H., & Freedman, L. (2005). Content area literature circles: Using discussion for learning across the content areas, Norwood, MA: Christopher-Gordon Publishers

Freedman, L., & Johnson, H. (2004). Inquiry, literacy, and learning in the middle grades, Norwood, MA: Christopher-Gordon Publishers

Hurst, J., & Johnson, H. (Under Review). In spite of the label: Overcoming the “at-risk” expectation, Thousand Oaks, CA: Sage Publications

Book Chapters

Johnson, H., & Hoffman, J. (2008). Focus on literacy: Effective content teachers for the middle grades. Literacy learning and an inquiry curriculum in Jeff’s middle school social studies classroom. Olney, MD Association for Childhood Education International.

Johnson, H. (2003). Constructivist methods for teaching in diverse middle level classrooms. Planning for student engagement: A case study. Boston, MA Allyn & Bacon, Inc.

Johnson, H., & Fox, D. (1998). Literary and media texts in secondary English: New approaches. Adolescent girls’ responses to female literary. London, UK Cassell.

Johnson, H., & Freedman, L. (In Progress). “Funny how these things can be explained in a children’s book”: Using children’s literature to address issues of social justice. New York, NY Queens College, CUNY.

Invited Presentations

Johnson, H.;Freedman, L.;Thomas, K. (12-2006). Actions that create, actions that destroy: Practices and processes for building secondary students’ reading proficiency, Symposium presentation at National Reading, Los Angeles, CA

Johnson, H.;Freedman, L.;Thomas, K.; Crawford-McKinney, K. (12-2005). CIMS: A research report on developing secondary students’ reading self-efficacy, Roundtable at the National Reading Conference, Miami, FL

Freedman, L.;Johnson, H.;Thomas, K. (12-2004). Students’ reading self-efficacy: The elements that matter, National Reading Association, San Antonio, TX

Johnson, H.;Fallona, C. (12-1999). Using picture books as tools of confrontation: Exploring issues of social justice in teacher-education courses, National Reading Conference, Orlando, FL

Fallona, C.;Freedman, L.;Johnson, H. (12-1999). Using adolescent texts to read against the grain: The Giver and social justice, National Reading Conference, Orlando, FL

Freedman, L.;Johnson, H.;Fallona, C. (12-1997). Using adolescent literature: The ideological issues involved in teachers’/researchers’ choices, National Reading Conference Annual Meeting, Scottsdale, AZ

Johnson, H.;Freedman, L.;Fallona, C.;Fox, D.;Anders, P. (12-1996). The subject/object dilemma in gender and literacy research, National Reading Conference, Charleston, SC

Chen, X.;Johnson, H. (11-2007). Middle school struggling readers and the social aspect of reading,National Reading Conference, Austin, TX

Johnson, H.;Swafford, J.;Thompson-Book, B.;Reynolds, K. (11-2007). Creating proficient readers at the middle level: Students’ ideas on reading self-efficacy and practices that do and don’t work, National Council of Teachers of English, New York, NY

Johnson, H.;Freedman, L. (11-2003). The partnership between teachers and middle level literacy learners: The pragmatics of learning, NCTE Annual Conference, San Francisco, CA

Johnson, H.;Freedman, L. (11-2001). Engaging middle level students in the power of words and the importance of critical thinking and reading, National Council of Teachers of English Annual Fall Conference, Baltimore, MD

Johnson, H.;Freedman, L. (11-2000). Middle grades, picture books, and curricular borders: Using literature circles for connecting content knowledge, comprehension, and the language arts, NCTE Annual Conference, Milwaukee, WI

Johnson, H.;Freedman, L. (11-2000). Picture books and beyond: Using primary materials in a middle level classroom to improve middle level students’ literacy, National Middle School Association Annual Conference, St. Louis, MO

Johnson, H.;Schroeder, J. (11-1999). Inquiry in the middle: A curricular framework that fosters reading development, National Council of Teachers of English, Fall Conference, Denver, CO

Johnson, H.;Freedman, L. (11-1998). How do we get there from here: Connecting thematic units through literature, National Middle School Association’s Annual Conference, Denver, CO

Johnson, H.;Freedman, L.;Thompson, B. (11-1998). Creating authentic curriculum for preservice teachers, National Council of Teachers of English Annual Conference, Nashville, TX

Fallona, C.;Freedman, L.;Janisch, C.;Johnson, H. (11-1998). Exploring preservice teachers’ beliefs about themselves as readers and teachers of reading, National Reading Conference Annual Conference, Austin, TX

Johnson, H.;Freedman, L.;Fallona, C.;Fox, D. (11-1997). Choice as moral endeavor: The use of children’s and adolescent fiction in classroom research, National Council of Teachers of English Annual Conference, Detroit, MI

Johnson, H.;Fallona, C.;Taylor, M.;Noll, E.;Fox, D. (11-1996). Exploring cultural “texts”: Case studies of students and teachers in multicultural classrooms, Research Strand, National Council of Teachers of English Fall Convention, Chicago, IL

Fox, D.;Anders, P.;Johnson, H.;Freedman, L.;Fallona, C.;Taylor, M.;Schroeder, J.;Prassas, L.;Pham, P.;Unterreiner, A.;Marasco, J.;Greene, T. (11-1995). Gender and literacy: representations of educators’ beliefs and knowledge, National Reading Conference, New Orleans, LA

Short, K.;Fox, D.;Reimer, K.;Stephens, D.;Johnson, H.;Teale, W.;Five, C.L.;Bartch, J.;Thompson, R. (11-1995). Finding the time and courage to write about our lives as teachers, National Council of Teachers of English Fall Convention, San Diego, CA

Jett, P.;Johnson, H.;Souza, N.;Vaughn, P. (11-1993). Humming along with Hum-Bio, National Science Teachers’ Association Annual Conference, Louisville, KY

Johnson, H.;Smith, L. (11-1993). Listening to adolescent voices NMSA Annual Conference, San Antonio, TX

Johnson, H.;Smith, L. (11-1993). The ‘literature’ of science, National Science Teachers’ Association Annual Conference, Louisville, KY

Jett, P.;Johnson, H.;Souza, N.;Vaughn, P. (11-1993). Making the connection, National Middle School Association Annual Conference, San Antonio, TX

Jett, P.;Johnson, H.;Souza, N.;Vaughn, P. (11-1992). Humming with Hum-Bio, National Middle School Annual Conference, Portland, OR

Johnson, H. (10-2005). Children’s literature to evoke student inquiry, Wilmington College Children’s Literature Conference, Wilmington, OH

Freedman, L.;Johnson, H. (10-2001). Let’s talk about it: Using tradebooks and discussion to increase content knowledge, Preconference Session, National Middle School Association Annual Conference, Washington, DC

Johnson, H.;Freedman, L. (10-1999). Getting them talking: Using picture books to engage middle schoolers in literature discussions across the curriculum, National Middle School Association Annual Conference, Orlando, FL

Johnson, H. (10-1998). Using picture books to introduce literature circles to middle level students, “Fire Up!”: Inter-Collegiate Conference for Preservice Educators, Grand Rapids, MI

Johnson, H. (10-1997). The ABCs of teacher research, TAIR Annual Reading Conference, Lubbock, TX

Fox, D.;Johnson, H.;Fallona, C.;Taylor, M. (10-1996). Supporting teachers as writers: Finding time and courage to write, Arizona Reading Conference, Mesa, AZ

Johnson, H. (10-1995). Models for implementing literature in the content areas, Arizona State Reading Association Annual Conference, Mesa, AZ

Johnson, H.;Fallona, C. (10-1995). Literature, life, and language arts, The Annual Teachers Applying Whole Language Annual Conference, Tucson, AZ

Jett, P.;Johnson, H.;Souza, N.;Taylor, J.;Vaughn, P. (10-1993). Making the connection, Kentucky Middle School Association Annual Fall Conference, Louisville, KY

Johnson, H.;Smith, L. (10-1992). Literature in the content classroom, Kentucky Middle School Association Annual Fall Conference, Lexington, KY

Johnson, H.;Johnson, C. (10-1990). Organizing an interdisciplinary unit, Kentucky Middle School Association Annual Conference, Covington, KY

Johnson, H. (09-1998). Using adolescent literature to explore issues of race, class, and gender with middle level students, Literacy Conference, Grand Valley State University, Allendale, MI

Johnson, H.;Freedman, L.;Thomas, K.; Thompson-Book, B. (08-2006). Building secondary students’ reading self-efficacy, World Reading Congress, Budapest, Hungary

Herman, D.;Johnson, H. (07-2007). Lessons learned about chapter restructuring, AAUP Annual Conference, Lake Tahoe, CA

Johnson, H.;Thompson-Book, B.;McCall, C.;Reynolds, K. (07-2007). Actions that create, actions that destroy: Middle school students’ thoughts on reading self-efficacy, Whole Language Umbrella, Louisville, KY

Johnson, H.;Freedman, L. (07-2004). Middle level student’s self-efficacy and reading: Four aspects to consider Whole Language Umbrella, NCTE, St. Louis, MO

Johnson, H.;Freedman, L. (07-2003). Inquiry in the middle: A framework for content learning through continuous literacy development, NCTE Whole Language Umbrella, St. Paul, MN

Johnson, H.;Freedman, L. (07-2002). Using literature circles in content subjects: Connecting knowledge, comprehension, and the language arts, International Reading Association’s World Congress, Edinburgh, Scotland

Johnson, H.;Freedman, L.;Fallona, C. (07-2000). Issues of social justice: Letting the literature for children speak, International Reading Association World Congress, Auckland, New Zealand

Freedman, L.;Johnson, H.;Thomas, K. (05-2005). Developing reading self-efficacy: Literacy strategies that engage young adolescents, International Reading Association Annual Conference, San Antonio, TX

Butner, B.;Burley, H.;Johnson, H.;Morgan-Fleming, B.;Skoog, G. (04-2002). The devil is in the details: Creating a multicultural philosophy statement for a college of education, AERA Annual Convention, New Orleans, LA

Johnson, H. (04-2001). Content area literacy Preconference Presentation/Workshop, International Reading Association Annual Conference, New Orleans, LA

Johnson, H. (04-1998). The potential and problematic elements of teaching a multicultural populace, Diversity Conference, Texas Tech University/Baylor University Partnership, Lubbock, TX

Johnson, H.;Fallona, C. (04-1997). Dilemmas of practice in qualitative research in teaching and teacher education, AERA Annual Conference, Chicago, IL

Johnson, H.;Freedman, L.;Abbot, R. (03-2002). Transcending borders: Middle level students’ cross-cultural engagements in literature discussions, National Council of Teachers of English Annual Spring Conference, Portland, OR

Johnson, H.;Freedman, L. (03-2000). Using picture books as cultural confrontation: Exploring issues of social justice in teacher-education courses, National Council of Teachers of English Annual Spring Conference, New York, NY

Mitchell, D.;Apol, L.;Johnson, H.;Fallona, C. (03-1999). Gender issues and children’s literature, NCTE Spring Conference, Cincinnati, OH

Johnson, H.;Freedman, L. (03-1999). Using inquiry to motivate students’ reading at the middle level, Michigan Reading Association, Annual Conference, Grand Rapids, MI

Anders, P;Fallona, C.;Fox, D.;Freedman, L.;Johnson, H. (03-1998). Gender and literacy: A self-study of educator’s beliefs and knowledge, National Council of Teachers of English, Spring Conference, Albuquerque, NM

Johnson, H. (03-1997). A girl like me?: Looking at issues of race, class, and gender in adolescent female responses to female literary characters, Conference on Literature and Literacy for Children and Adolescents, University of Arizona, Tucson, AZ

Fox, D.;Anders, P.;Johnson, H.;Freedman, L. (03-1995). Gender and literacy: A case study of educators’ beliefs and knowledge, 16th Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, PA

Johnson, H. (03-1995). Implementing literature in middle school content areas, Children’s Literature and Literacy Conference, University of Arizona, Tucson, AZ

Johnson, H.;Janisch, C. (02-2002). Questions, questions, questions! Using question posing for content knowledge acquisition, STEP into Teaching Conference, Texas Tech University, Lubbock, TX

Fox, D.;Johnson, H.;Freedman, L. (02-1995). Gender and literacy: A case study of educators’ beliefs and knowledge, 8th Annual Language, Reading, and Culture Graduate Student Colloquy, University of Arizona, Tucson, AZ

Jett, P.;Johnson, H.;Souza, N.;Taylor, J.;Vaughn, P. (02-1994). Making the connection, Southeast Region Middle School Association Annual Spring Conference, Atlanta, GA

Johnson, H.;Johnson, C. (02-1991). Implementing literature in the content areas, Kentucky Council of Teachers of English Annual Conference, Louisville, KY

Johnson, H. (01-2001). Drafting a middle level teacher education program at Texas Tech University, Tomorrow’s Teachers Today, NMSA National Symposium on Middle Level Teacher Preparation, Dallas, TX

Fallona, C.;Johnson, H. (01-1999). The ins and outs of researching together, 1999 Conference on Qualitative Research in Education, University of Georgia, Athens, GA

Johnson, H.;Ortiz, R. (01-1998). She’s not like me: The multiple representations of girls in children’s texts, Southwest/Texas Popular Culture Association/American Culture Association Annual Regional Conference, Texas Tech University, Lubbock, TX

Boreen, J.;Fernandez, A.;Fiesta, M.;Fox, D.;Johnson, H.;Payne, D.;Atonna, L.S.;Smith, D. (01-1998). Joining the professional conversation: Writing for publication, Arizona English Teacher Association Annual Conference, Tucson, AZ

Honors & Awards

  • Outstanding Service Award, Division of Teacher Education, University of Cincinnati, 2007.
  • Outstanding Faculty Member, The Texas Students Teachers Association, Texas Tech University, 2004.
  • Outstanding Article of the Year, Journal of Reading Education, 2004.
  • IRA Book of the Month Selection for July: Developing Critical Awareness at the Middle Level: Using Texts as Tools for Critique and Pleasure, 2004.
  • Nominated for the Hemphill-Wells New Professor Excellence in Teaching Award, Texas Tech University, 2002.
  • Nominated for the President’s Excellence in Teaching Award, Texas Tech University, 2002.
  • Nominated for the Spencer A. Wells Faculty Award, Texas Tech University, 2002.
  • Professing Excellence Award, Texas Tech University, 2002.
  • New Faculty Award, Ex-Students Association, Texas Tech University, 2001.
  • Nominated for the Hemphill-Wells New Professor Excellence in Teaching Award, Texas Tech University, 1999.
  • Nominated for the New Faculty Award, Ex-Students Association, Texas Tech University, 1999.
  • Nominated for Outstanding Teaching Assistant Award, College of Education, University of Arizona, 1998.
  • Nominated for McDonald Teaching Award, College of Education, Texas Tech University, 1998.
  • Academic Graduate Fellowship Recipient, Department of Language, Reading, and Culture, University of Arizona, 1996.
  • Graduate Registration Scholarship Recipient, Department of Language, Reading, and Culture, University of Arizona, 1995.
  • Graduate Tuition Scholarship Recipient, Department of Language, Reading, and Culture, University of Arizona, 1995.
  • Academic Graduate Fellowship Recipient, Department of Language, Reading, and Culture, University of Arizona, 1994.
  • National Endowments for the Humanities Project Teacher for Science/Humanities, Eastern Kentucky University, 1994.
  • Human Biology (Hum-Bio) Project Teacher, Stanford University, 1992.
  • Joe Wilkes Award for Outstanding Achievement in Education, University of Louisville, 1991.

Research Support

  • 2007 – to Present, Head, Division of Teacher Education, University of Cincinnati, Cincinnati, OH
  • 2004 – 2007, Associate Professor, College of Education, University of Cincinnati, Cincinnati, OH
  • 1999 – 2004, Assistant/Associate Professor, College of Education, Texas Tech University, Lubbock, TX
  • 1998 – 1999, Assistant Professor, School of Education, Grand Valley State University, Allendale, MI
  • 1997 – 1998, Assistant Professor, College of Education, Texas Tech University, Lubbock, TX
  • 1996 – 1997, Graduate Assistant in Teaching, Department of Language, Reading, and Culture, University of Arizona, Tuscon, AZ
  • 1996 – 1996, Teaching Intern for Qualitative Methodology Course, University of Arizona, Tuscon, AZ
  • 1994 – 1996, Language Arts and Reading teacher, Sahuarita Middle School, Sahuarita, Arizona
  • 1991 – 1994, Language Arts teacher, South Oldham Middle School, Crestwood, Kentucky

 

call to action


Leave a Reply


six − = 1