Dr. Kane is an Assistant Professor and Program Coordinator of Literacy Education 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.
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
- Teacher Learning
- Writing Instruction
- Literacy Across the Content Areas
Kane, B. D. (in press). Developing professional reasoning in teacher education: Preservice teachers’ opportunities for concept development in a practice-based design study. Teachers College Record.
Kane, B. D. & Rosenquist, B. (2019). Relationships between district- and school-level policies and expectations and instructional coaches’ time use. American Educational Research Journal, 56(5), 1718–1768.
Horn, I. S. & Kane, B. D. (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).
Kane, B. D. & Rosenquist, B. (2018). Making the most of instructional coaches. Phi Delta Kappan Magazine, 99(7), p. 21-25.
Kane, B. D., Cobb, P. & Gibbons, L. (2018). Supporting ambitious instruction at scale: The role of instructional coaching. In Cobb, P., Jackson, K., Henrick, E., Smith, T.M., & the MIST team. Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press: Cambridge, MA.
Horn, I. S., Kane, B. D. & Garner, B. (2018). Supporting ambitious instruction at scale: Teachers’ collaborative time. In Cobb, P., Jackson, K., Henrick, E., Smith, T.M., & the MIST team. Systems for instructional improvement: Creating coherence from the classroom to the district office. Harvard Education Press: Cambridge, MA.
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).