Beth Green

Beth Green is a Senior Fellow in Education for Cardus, and formerly Program Director of Cardus Education. She is Provost & Chief Academic Officer and Acting Dean of the University at Tyndale University in Toronto.

Beth 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.

Academic Publications

Beth Green (2018) The Contours for Researching Religion and School Choice, Journal of School Choice, DOI: 10.1080/15582159.2018.1524229 

Green, E. H. (2017) Measuring Complexity in the Classroom. In J. Collier, T. George & K. Goodlet (Eds.) Better Learning: Trajectories for Educators in Christian Schools. Barton, Australia: Barton Books.

Green, E. H. & Pennings, R. (2017) Religion in Schools. In N. Buchanan and R. Fox (Eds.) Handbook of School Choice. New York: Wiley-Backwell.

Green, E. H. (2016) The Translation of Ethos in Joint Church Academies. In A. Morris (Ed.) Faith, Hope and Educational Research: Aspects of Research at the National Centre for Christian Education 2008-15. Liverpool: Hope Press.

Cooling, T, with Green, E. H., Morris, A. & L. Revell (2016) Christian Faith in English Church Schools: Research Conversations with Christian Teachers. Oxford: Peter Lang.

Flintham, A. Green, E. H. & D. Moore (2016) A Study of Ethos and Engagement in Seven Church of England Academies. In A. Morris (Ed.) Faith, Hope and Educational Research: Aspects of Research at the National Centre for Christian Education 2008-15. Liverpool: Hope Press.

Green, E. H. (2014) The negotiation and articulation of identity, position and ethos in Joint Church Academies. Research Papers in Education, 29, (3), pp. 285-299.

Green, E. H. (2013) Research in the new Christian Academies: Perspectives from Bourdieu. In M.Murphy (Ed.) Social Theory and Education Research. London: Routledge, pp. 9-21.

Green, E. H. (2012) The contribution of secular social theory to research in Christian Education. Journal of Education and Christian Belief, 16, (1), pp. 391-407.

Green, E. H. (2012) Analysing religion and education in faith-based academies. British Journal of Sociology of Education, 33, (3), pp. 391-407.

Morris, A. & Green, E. H. (2012) Sharing Hope and Understanding. In A. Morris (Ed.) Catholic Education: Universal Principles, Locally Applied, Newcastle upon Tyne, Cambridge Scholars Publishing, pp. 178-183.

Green, E. H. (2010) What would Jesus do now in the classroom? The CREATe research project. Journal of Beliefs and Values, 31, (3), pp. 349-352.

Green, E. H. & Cooling, T. (2009) Mapping The Field. London: Theos.

Green, E. H. (2009) ‘Speaking in Parables’: The responses of students to a Bible-based ethos in a Christian City Technology College. Cambridge Journal of Education, 39, (4),pp. 443-456.

Green, E. H. (2009) Corporate Features and Faith-Based Academies. Management in Education, 23, (3), pp. 135-138.

Green, E. H. (2009) Discipline and school ethos: Exploring students’ reflections upon values, rules and the Bible in a Christian City Technology College. Ethnography and Education, 4, (2), pp. 197-210.