Nick Johnson is a doctoral candidate in urban schooling at University of California, Los Angeles, and serves as a research assistant for DREME’s Teacher Educator Professional Development project and Preschool Through Elementary School Coherence project. Nick’s research investigates learning and teaching through the lens of children’s mathematical thinking. Prior to entering graduate school, Nick worked as a classroom teacher, instructional coach, and professional development coordinator and facilitator, supporting teachers to make use of research-based information about the development of children’s mathematical thinking. Nick’s work strives to build connections between research, policy, and classroom practice, and to better understand issues of equity as related to teacher learning and children’s schooling experiences. He is co-author of Young Children’s Mathematics: Cognitively Guided Instruction in Early Childhood Education, and a current NAEd/Spencer Dissertation Fellow.