Thompson, F., Tyler, K., Matias, C., Toland, M. D., & Johnson, N. H. (Accepted). Exploring Preservice Teachers’ Practices and Perspectives on Whiteness. Whiteness and Education. [Rasch]

Johnson, N. H. & Jeong, S. (2023). Cases in Elementary Science Teaching: Now and in the Future. In S. Jeong , L. Bryan, D. Tippins & C. Sexton (Eds.), Navigating the challenges of elementary science teaching and learning: Using case - based pedagogy to understand dilemmas of practice . Dordrecht, the Netherlands: Springer.

Johnson, N. H. & Jeong, S. (2023).  A look inside the atom: The basic building block of matter and the foundation in an online science course .In F. Allaire & J. Killham (Eds.), Teaching and learning online: Science for secondary grade levels . Information Age Publishing Inc.

Johnson, N. H. (2021). Life in the Double Bind: An investigation of how the experiences of African American females influence their persistence in STEM majors. In B. Polnick, B.  Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishing Inc. 

Atwater, M. M. & Johnson, N. H. (2012). Diversity and science education, In Banks, J. A. (Ed.).  Encyclopedia of Diversity in Education (Vol. 1). SAGE Publications, Incorporated.

Atwater, M. M., Lance, J., Woodard, U. & Johnson, N. H. (2013). Race and ethnicity: Powerful cultural forecasters of science learning and performance, Theory into Practice, 52(1), 6-13. 

Johnson, N. H. & Atwater, M. M. (2013). Infusion of culturally relevant pedagogy in science teaching: Beliefs and actions are the problem. In Atwater, M. M., Russell, M., & Butler, M.  (Eds.), Multicultural science education: Preparing teachers for equity and social justice. 

Johnson, N. H. & Brumback, L. (2013). Co-teaching in the science classroom: The one teach/one assist model. Science Scope. 36 (6), 6-9.