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Beth Green

Beth Green is Program Director of Cardus Education. She previously directed the National Centre for Christian Education at Liverpool Hope University in the United Kingdom where she also ran the Professional Doctorate in Education (EdD). Dr Green has a DPhil from the University of Oxford which was funded by a prestigious Economic and Research Council Scholarship; she is a Fellow of the Royal Society of the Arts and also a graduate of Cambridge and London Universities. Dr. Green took the Hans Prize in Education for her MA thesis in Education Management. Dr. Green has an international reputation for her expertise in religious school ethos; leadership and management; teaching and learning and social theory in education. She regularly publishes her empirical research in international journals including the British Journal of Sociology and Education and the Cambridge Journal of Education. Her consultancy regularly takes her to Europe and Australia where she advises on effective approaches to measurement, professional development, and pedagogy in the religious school sector. Dr. Green is a former high school history teacher who has worked in both government and non-government schools in the UK. Read More ›

Bio last modified March 8th, 2018.
Articles by Beth Green
  • Clear Numbers For School Choice

    Beth Green

    Beth Green, program director for Cardus Education, tells Convivium’s Peter Stockland that Angus Reid polling data released today show Canadians overwhelmingly support public funding of faith-based schooling

  • Three Back To School Essentials

    Beth Green

    As parents jot down to-do lists for their kids’ return to school, Cardus Director of Education Beth Green sets out her top priorities for educational success.

  • Distinctly Quebec Education

    Beth Green

    Analyzing data from the Cardus Education Survey, program director Beth Green fills Convivium readers in on the “distinct, positive advantages” of religious schools in Quebec. Find the link to the original research in the article. 

  • Schools Bridging Faith and Science

    Beth Green

    Data unearthed by the Cardus Religious Schools Initiative at the University of Notre Dame debunk popular caricatures of religious schools as sinkholes of anti-science obscurantism.

  • Checking the Selfish Gene

    Beth Green

    Cardus Program Director of Education Beth Green examines a way to inhibit the transmission of the so-called selfish gene in teenagers. 

  • Education Research as a Travel Guide for Wholesome Public Life

    Beth Green

    The CES is the only national survey commenting on the contribution of graduates from religious and independent schools to the public life of the nation. Once again, the survey has confirmed findings that undermine the somewhat persistent stereotype that Christians schools are socially and politically divisive.

  • Time for a national conversation on parental choice in education

    Beth Green and Ben Woodfinden

    Parents and children should be at the heart of education, not teachers or cumbersome regulation. National School Choice Week, spearheaded by our neighbour to the south, offers a chance to highlight examples of school diversity already on offer in Canada’s provinces and to renew the call for a national conversation on parental choice.

  • A School and a Church at the Heart of a City

    Beth Green

    Thriving cities depend on good relationships. People need to be connected to institutional and social resources. Good connections depend on education, transparency, and accountability. As my colleague Milton Friesen wrote, “Faith-based organizations have a unique role to play in knitting together the social fabric of the city.”

  • Put testing to the test

    Beth Green

    Testing measures progress and is obviously is a very important part of learning. The problem occurs when acing the test in order to prove the health of the education system becomes the main provincial or national goal. A decade of standardized testing has not improved the rankings of U.S. students in the Programme for International Student Assessment (PISA), which evaluates worldwide education systems.

  • What Is Education Research For?

    Beth Green

    I have found that relocating to a new culture requires a reframing because old habits and experiences work differently—or don’t work at all—on this side of the Atlantic Ocean. Slowly, I’ve been piecing together my mental map of the town where I live, connecting to new professional networks, and forming friendships. The whole things feels rather like a big research project. The practice of research is all about posing questions, answering them, and testing reality to see if it conforms to our understandings or challenges them. As things become familiar I will stop wondering why so much. No matter what, I will be able to say that I have mastered a different culture, satisfied my intellectual curiosity, and added a new experience to the list of things I’ve accomplished in my life. The trouble is that to leave it there is to be left with the nagging question: “Yes, but what it is for?”

  • What DO they teach them at these schools?

    Beth Green

    C.S. Lewis, himself a notoriously poor mathematician, challenged the false dualism of an education which separates reason from imagination: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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