Dr. Kane is an Associate Professor of Literacy Education. She is the department head for the Zucker Family School of Education, and the Program Coordinator for Literacy Education. A native Coloradoan, Dr. Kane taught at the University of Colorado, Denver prior to her arrival at The Citadel. She received her PhD and MEd from Peabody College at Vanderbilt University, which was only possible because of the incomparable support she received from the University of South Carolina’s Honors College.
Dr. Kane’s teaching and research interests focus on how teachers learn to teach in ways that are both conceptually rich and equitable. She is interested in teachers’ development across their careers, especially in the design of preservice teacher education, how teachers’ collaborative talk supports their professional learning, and how instructional coaching supports teachers’ professional learning. Dr. Kane studies these supports for teachers’ learning especially as they relate to disciplinary literacy, writing instruction, and the STEM fields.
Dr. Kane has published in the American Educational Research Journal, the Journal of the Learning Sciences, the Journal of Teacher Education, Teachers College Record, 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. & Savitz, R. S. (2022). Disciplinary literacy and culturally sustaining pedagogies: Potential and tension. Eds. Cantrell, S., Walker-Dalhouse, D. & Lazar, A. In Culturally Sustaining Pedagogy: Developing Socially Just Literacy Teaching Practices. Teachers College Press.
Kane, B. D. (in press). Disciplinary literacy and disciplinary computational thinking: Theorizing the similarities to support teachers learning to teach ambitiously. Journal of Literacy and Technology.
Kane, B. D., Keene, K. C. & Reynolds, S. (2022).Collaborative literary reasoning as a support for preservice English language arts teachers’ learning about disciplinary literacy. English Teaching: Theory and Practice, 21(1), p. 84-97. https://doi.org/10.1108/ETPC-06-2021-0065
Kane, B. D. & Saclarides, E. S. (2022).Doing the math together:Coaches’ professional learning through engagement in mathematics. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09527-y
Saclarides, E. S. & Kane, B. D. (2021). Understanding coaches’ development: Coaches’ attributions of their professional learning in school districts. International Journal of Educational Research, 109, p. 1-12. https://doi.org/10.1016/j.ijer.2021.101815.
Kane, B. D. (2020). Equitable teaching and the Core Practice movement: Preservice teachers’ professional reasoning. Teachers College Record, 122(11).
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).