Britnie D. Kane, Ph.D.
Dr. Kane joins The Citadel as an assistant professor in the Zucker Family School of Education.
Office: Capers Hall 332D
Ph.D. in Literacy Education - Vanderbilt University, Nashville, TN
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.