Kiersten Greene

Kiersten Greene (she/they) is an associate professor for childhood education in the School of Education, Department of Curriculum & Teaching. They hold a PhD in Urban Education from the CUNY Graduate Center and MSEd in Early Childhood and Elementary Education from Bank Street College of Education. Interested in bridging the gap between policy and practice in P-12 schooling, Kiersten’s scholarship is rooted in making sense of the 21st century classroom experience. Their most recent work explores professional learning, technology infusion, and transinclusive education in educator preparation. Prior to becoming a teacher educator, Kiersten taught 3rd and 5th grades and served as a literacy coach at PS125M. When they’re not teaching, reading, writing, or researching, you can find them rollerskating, cheering on the sidelines at their kiddo’s soccer games, or trying out a new vegan recipe.

• PhD, Urban Education, CUNY Graduate Center
• MSEd, Early Childhood and Elementary Education, Bank Street College

Kiersten has taught courses in literacy education, early childhood and elementary education, critical pedagogy, and educational research. They have also supervised teacher candidates in fieldwork, practicum, and student teaching.

Kiersten’s current research takes up questions around access to transinclusive educational practices and materials in teacher education. Previously, they spent more than a decade on research projects at the intersection of teacher education and technology.

Peer-reviewed articles

• Greene, K., Cain, L., Brennan, E., & Vaughn, B. (2023). Looking back in order to move forward: Lessons from COVID-19 for teacher education. Excelsior: Leadership in Teaching & Learning, 16(1), 40-49.
• Jin, Y., Clausen, J., Elkordy, A., Greene, K., McVey, M. (2023). Design principles for modeled experiences in technology-infused teacher preparation programs. Contemporary Issues in Technology and Teacher Education.
• Greene, K. (2018). Transferable digital literacy knowledge. The Language and Literacy Spectrum, 28(1), 3.
• Greene, K. (2018). ‘Smarting’ the schools smartly: Sustainable change or projectitis? English
  Journal. 107(4), 92-94.
• Greene, K., & Hopenwasser, C. (2017). Finding characters of color in transitional chapter books. The Dragon Lode, 32(1), 50-56.
• Greene, K. (2016). Teacher blogs and education policy in a publicly-private world: filling the gap between policy and practice. Learning, Media and Technology, 42(2), 185-197.
• Greene, K. (2016). Blogging as virtual resistance: Teachers’ critique of educational policy. English Journal, 105(5), 88-91.
• Greene, K., & Anyon, J. (2010). Urban school reform, family support, and student achievement. Reading and Writing Quarterly, 26(3), 223-236.
• Anyon, J., & Greene, K. (2007). No Child Left Behind as an anti-poverty measure. Teacher Education Quarterly, 34(2), 157-162. Reprinted in Toser, S., Henry, A., & Gallegos, B. (Eds.) (2010). The Handbook of Research on the Social Foundations of Education. New York: Routledge.

Book Chapters

• Greene, K. (2020). Á la carte and on-demand: Professional development for educator preparation. In Ferdig, R., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.), Teaching, Technology, and Teacher Education During the COVID-10 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education.
• Greene, K. (2020). Text(ured) considerations: Rethinking critical reading in today’s digital classroom. In A. Borst & R. DiYanni (Eds.), Critical reading across the curriculum, volume II: Social and natural sciences. Hoboken, NJ: Wiley-Blackwell.
• Greene, K., with Gorlewski, J. (2019). Collaboration in isolation: Policy paradox in edTPA. In E. Tuck & J. Gorlewski (Eds.), Who decides who becomes a teacher? Schools of education as sites of resistance. New York: Routledge.

• 2018 TeachNY Implementation Fund: Teaching and Learning through Laboratories and Technology Award ($15,000)