Biography

Elizabeth Stringer Keefe, Ph.D., is an associate professor and co-director of graduate teacher education at Stonehill and director of Stonehill at Riverview. She was the founding director of Graduate Inclusive Education. 

Stringer Keefe’s research agenda includes several current projects aimed at advancing the field of teacher education/preparation, particularly identifying innovations and new understandings about teacher preparation for diverse student groups and educational contexts. She is Principal Investigator of Project InSIDE: Instantiating Social Justice, Inclusivity, Democracy, and Equity: A Self-Study of Teacher Education Practices, examining how contemporary teacher education is preparing teachers to work constructively and successfully to address the endemic inequalities in educational opportunities and outcomes, especially those that persist between dominant and minoritized groups. She is Principal Investigator of Project SOLVE (Strategies and Opportunities for Leading Virtual Education), a multi-year national research project examining the impact of the pandemic on teachers and teaching and implications for teacher preparation programs. She is also Principal Investigator of the Inclusive Catholic Education Research (ICER) Project. Her research has also focused on teacher education policy initiatives and reforms, including Project TEER, a group of teacher education scholars and practitioners who collectively research issues related to teacher education, education reform, policy, and politics.  

Education

  • B.A., University of Massachusetts, Amherst
  • M.Ed., Lesley College
  • Ph.D., Boston College

Courses Taught

  • Contemporary Issues in Education
  • Curricular Innovations and Assistive Technology
  • Disability and Democracy 
  • Educational Equity and Inclusivity 

Titles

Associate Professor of Education, Co-Director of Graduate Teacher Education, Director of Stonehill at Riverview, Faculty Senate President

Departments

Education

Selected Publications, Awards and Accomplishments

  • Keefe, E.S. (2022). From detractive to democratic: The duty of teacher education to disrupt structural ableism and reimagine disability. Teachers College Record, v 124 (3).
  • Keefe, E.S. & Cochran-Smith, M. (2022). Advancing equity and democracy in teacher education. Teachers College Record, v 124 (3).
  • Cochran-Smith, M. & Keefe, E.S. (2022). Strong equity: Repositioning teacher education for social change. Teachers College Record, v 124 (3).
  • Keefe, E.S. and Marin, K.A. (2022). Beyond COVID: Extending teacher candidates' digital practice via virtual teaching, coaching, and supervision. In, Baumgartner, E., Kaplan-Rakowski, R., Ferdig, R.E., Hartshorne, R., & Mouza, C. (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 109-113). Association for the Advancement of Computing in Education (AACE). 
  • Miller, A., & Keefe, E.S. (2022). Neoliberal teacher education: Antithetical to social justice education? In, Sharma, A., Schmeichel, M., & Wurzburg, B. (Eds.): Progressive Neoliberalism & Schooling. Routledge. 
  • Keefe, E.S. & Miller, A.F. (2021). Training, technique, and automaticity: Teacher preparation at the Charles Sposato Graduate School of Education. The New Educator, 17(1), 1-20
  • Cochran-Smith, M., Keefe, E.S. & Jewett Smith, R. (2021). A Study in Contrasts: Multiple-Case Perspectives on Teacher Preparation at New Graduate Schools of Education. The New Educator, 17(1), 1-20.
  • Keefe, E.S. (2020). Learning to practice digitally: Advancing preservice teachers’ preparation via virtual teaching and coaching. Journal of Technology & Teacher Education, 28 (2).
  • Cochran-Smith, M., Keefe, E.S., Carney, M.C., Sanchez, J.G., Olivo, M. & Smith, R.J. (2020). Teacher preparation at new graduate schools of education: Studying a controversial innovation. Teacher Education Quarterly, 47 (2).
  • Visiting Scholar in Teacher Education for Diversity, Equity, and Inclusivity (2021), Instituto de Estudios Avanzados en Educacion, Universidad de Chile, Santiago, Chile
  • Outstanding Book Award (2020), American Association of Colleges of Teacher Education
  • Exemplary Research on Teaching and Teacher Education Award (2020), American Educational Research Association | Teacher Education Division 
  • Outstanding Book Award (2019), Society of Professors of Education
  • Critics’ Choice Award (2018), American Educational Studies Association