Greene, K. (2018). Transferable Digital Literacy Knowledge. The Language and Literacy Spectrum, 28(1).
Greene, K. (2018). ‘Smarting’ the schools smartly: Sustainable change or projectitis? English Journal, 107(4), 92-94.
Greene, K. & Hopenwasser, C. (2017). Finding characters of color in transitional chapter books. The Dragon Lode, 32(1), 50-56.
Greene, K. (2016). Blogging as virtual resistance: Teachers’ critique of educational policy. English Journal, 105(5), 88-91.
Greene, K. (2016). Teacher blogs and education policy in a publicly-private world: Filling the gap between policy and practice. Learning, Media and Technology, 42(2), 185-197.
Greene, K., & Anyon, J. (2010). Urban school reform, family support, and student achievement. Reading and Writing Quarterly, 26(3), 223-236.
Anyon, J., & Greene, K. (2007). No Child Left Behind as an anti-poverty measure.Teacher Education Quarterly, 34(2), 157-162. Reprinted in Toser, S., Henry, A., & Gallegos, B. (Eds.) (2010). The Handbook of Research on the Social Foundations of Education. New York: Routledge.
Dandridge, A., & Greene, K. (2020). Higher education organizing for the Week of Action: An interview with Anthony Dandridge and Kiersten Greene. In Jones, D., & Hagopian, J. (Eds.), Black Lives Matter at School: An Uprising for Educational Justice. Haymarket Books.
Greene, K. (2020). Á la carte and on-demand: Professional development for educator preparation. In Ferdig, R., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.), Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education.
Greene, K. (2020). Text(ured) considerations: Rethinking critical reading in today’s digital classroom. In A. Borst & R. DiYanni (Eds.), Critical reading across the curriculum, volume II: Social and natural sciences. Hoboken, NJ: Wiley-Blackwell.
Greene, K., with Gorlewski, J. (2019). Collaboration in isolation: Policy paradox in edTPA. In E. Tuck & J. Gorlewski (Eds.), Who decides who become a teacher? Schools of education as sites of resistance. New York: Routledge.
Greene, K. (2016, May). [Review of the book Emerging Web 3.0/Semantic Web Applications in Higher Education by C. Wankel & A. Stachowicz-Stanusch (Eds).]Teachers College Record. [online]
Greene, K. (2014, October). [Review of the book Research on technology in English education, by C. Young & S. Kajder (Eds).] Teachers College Record. [online]
Greene, K. & Brier, S. (Eds.) (2014). Introduction. The Journal of Interactive Technology & Pedagogy, 6. [online]
Greene, K. (March-October 2014). Eight parts of a continuing series: Common Core @ Home. Hudson Valley Parent:
- Part One: Why does it seem like English Language Arts teachers are so upset about the Common Core?
- Part Two: Why is there such an emphasis on reading nonfiction in the Common Core?
- Part Three: I heard about parents keeping their kids out of the test this year. I was thinking about it but was afraid of the consequences. What can happen if you opt out?
- Part Four: What are the instructional level expectations for schools in reading now? I saw a chart that had a lot of letter grades on it from A to Z. What do those letters represent?
- Part Five: How will my child’s individual test score affect her personally?
- Part Six: Does the Common Core benefit my children at all?
- Part Seven: How can I find out more about the Common Core curriculum?
- Part Eight: How does Common Core affect students with special needs?
Greene, K. (2013). Looking back / moving forward. American Educational ResearchAssociation Division B Curriculum Studies Newsletter, Issue 3. [online]