Katherine H. Greenberg, Ph.D.

Professor & Coordinator

Katherine H. Greenberg, Ph.D. (Peabody College of Vanderbilt University) coordinates the educational psychology course taken by all students seeking a teaching license and teaches graduate courses on the survey of educational psychology, learner-centered teaching in higher education, facilitating change in educational agencies and schools, cognitive/affective/motivational factors in human learning and development, mediated learning theory, and meeting the needs of underachieving and nontraditional learners throughout the lifespan.  Her research focus is the study of means to improve learning environments and meet hidden needs, particularly for marginalized learners.  Along with doctoral students, she continues the development of a research and theory based educational approach designed to improve learning how to learn (Cognitive Enrichment Advantage/CEA, formerly one of 12 national models funded by the USDE Follow Through Program for the improvement of learning in schools serving children from low income families), family-school partnerships, dynamic assessment, and how teachers integrate theory into their professional praxis.  In 1995, CEA was designated a validated approach by a national team of evaluation experts based on 14 studies we completed with first through fourth graders. Dr. Greenberg received a Fulbright Research Scholars Award, 1986-87, and collaborated with researchers and a primary theorist at his research institute in Jerusalem, Israel.  She has consulted with educators in more than 7 countries, working with learners of all ages, in learning how to adapt the approach to their particular needs.  Dr. Greenberg has written three books about CEA, which have been translated into Flemish and Spanish.  She is past president of The University of Tennessee Faculty Senate, past Faculty Representative to the UT Board of Trustees, past president of the International Association for Cognitive Education and Psychology, and Chair of the Lives of Teachers Special Interest Group of the American Educational Research Association.  Recent peer reviewed publications include:

Oreskina, M. & Greenberg, K. (2008). In C. Sunal & K. Mutua (Eds). Book V: Undertaking Educational Challenges in the 21st Century. (Series) Research on education in Africa, the Caribbean and the Middle East.  I want to make a difference in their lives:  A case study on learning from the lived experience of nine South African teachers working with underachieving students.  pp. 87 – 108. Charlotte, N.C.: Information Age Publishing.
Thomas, S., Thompson, C., Pollio, H., Greenberg, K., Conwill, W. Sall, A., Klukken, G. Davis, M., & Dias-Bowie, Y. (2007). Experiences of Struggling African American Studens at a Predominantly White University.  Research in Schools. Vol.14, No. 2, 1 – 17.     

Orechkina, M. J., & Greenberg, K. H. (2007). Metacognition as a form of discourse within a community of learners. Journal of Cognitive Education and Psychology [online], 6(2), 248-258. www.iacep.cogned.org

Davis, M., Dias-Bowie,Y., Greenberg, K., Klukken, G., Pollio, H., Thomas, S., & Thompson, C. (2004).  “A fly in the buttermilk”:  Descriptions of university life by successful African-American undergraduate students at a predominately white southeastern university.  The Journal of Higher Education. Vol. 75No. 4, 420-445.

Updated 02/25/2009

Contact Information

1122 Volunteer Boulevard
517 Bailey Education Complex
Knoxville, TN 37996-3452

Phone: 865-974-4157
fax: 865-974-0135
Email: khgreen@utk.edu
URL: web.utk.edu/~khgreen/

Contact EPC

525 Jane & David Bailey Education Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996-3452

Phone: 865-974-8145
Fax: 865-974-0135