The Military College of South Carolina
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Britnie D. Kane, Ph.D.

Assistant Professor

Dr. Kane joins The Citadel as an assistant professor in the Zucker Family School of Education.
Prior to her arrival at The Citadel, Dr. Kane taught at the University of Colorado, Denver, in the Department of Language, Literacy, and Culturally Responsive Teaching. Dr. Kane received her B. A. in English from the University of South Carolina’s Honors College and her M. Ed. at Peabody College at Vanderbilt University, with a focus on Secondary English Education. She received her Ph.D. in Literacy Education at Vanderbilt University.
Dr. Kane’s teaching and research interests focus on teachers’ professional learning across their careers. She is interested in how preservice teacher education, in-service professional learning communities, and instructional coaching support teachers’ learning.  Dr. Kane studies these supports for teachers’ learning especially as they relate to writing instruction and the STEM fields. Her work is moving toward a focus on teaching teachers to support literacy across the content areas.
Dr. Kane has published in the American Educational Research Journal, the Journal of the Learning Sciences, and Teaching/Writing: A Journal of Writing Teacher Education and elsewhere.

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Contact Information:

Office: Capers Hall 332D
Telephone: 843-953-3163


Ph.D. in Literacy Education - Vanderbilt University, Nashville, TN
M.Ed. in Secondary English Education - Peabody College at Vanderbilt University, Nashville, TN
B.A. in English - University of South Carolina's Honors College, Columbia, SC

Research Interests:

  • Teacher Learning
  • Writing Instruction
  • Literacy Across the Content Areas

Recent Publications:

Kane, B. D. & Rosenquist, B. (under review). Relationships between District- and School-level Policies and Expectations and Instructional Coaches’ Time Use. American Educational Research Journal.

 Horn, I. S. & Kane, B. D. (accepted for publication, April 2019). What we mean when we talk about teaching: Professionalizing discourse and the limits of technical language for teacher learning. Teachers College Record, 121(4).

Horn, I. S., Garner, B., Kane, B. D. & Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers’ workgroup conversations. Journal of Teacher Education, 68(1), 41-54.

Kane, B. D. (2016). Design conjectures for preservice teachers’ concept development about rigorous and equitable writing instruction. Teaching/Writing: The Journal of Writing Teacher Education, 5(1).

Horn, I. S. & Kane, B. D. (2015). Opportunities to learn in mathematics teachers’ collaborative conversations. Journal of the Learning Sciences, 24(3), 373-418.

Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making sense of student performance data: Mathematics teachers’ learning through conversations with assessment reports. American Educational Research Journal, 1-35. doi: 10.3102/0002831215573773.

Dr. Kane

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