UNC School of Education

Faculty

Curriculum Vitae (PDF)

"Soft pedagogics have taken the place of the old steep and rocky path to learning. But from this lukewarm air the bracing oxygen of effort is left out. It is nonsense to suppose that every step in education can be interesting. The fighting impulse must often be appealed to."

- William James

Overview

Jeffrey Greene received his Ph.D. in educational psychology from the University of Maryland in August 2007. He holds a Master of Arts degree in measurement, statistics and evaluation, and a Master of Education degree in college student personnel, both from the University of Maryland. He received his baccalaureate degree in psychology from Carleton College in Minnesota.

Greene is currently examining how students self-regulate their learning, as well as how their beliefs about knowledge and knowing relate to learning. He is also interested in the interaction between self-regulated learning and student beliefs, and how this interaction influences learning.

Greene has received awards from the American Educational Research Association and is on the editorial board of Contemporary Educational Psychology and The Journal of Experimental Education. He is a member of several professional organizations, including the American Psychological Association, the American Educational Research Association and Sigma Xi: The Scientific Research Society.

Greene’s research focuses upon student cognition, regulation and beliefs in science and history domains. Specifically, he studies self-regulated learning, or how students’ knowledge, beliefs and characteristics interact with their ability to actively and adaptively monitor and control their learning, motivation, behavior and context. He also examines epistemic and ontological cognition, or how students think about knowledge and the ways in which those views influence learning. His research includes both experimental and non-experimental designs as well as quantitative, qualitative and mixed-methods methods. Greene publishes his research in professional journals including Educational Psychologist, Contemporary Educational Psychology, Review of Educational Research, Journal of Educational Computing Research and Instructional Science.

Websites

• Google Scholar
• Profile on Academia.edu
• Research Profile and List of Publications on ResearcherID

Educational Background

• Ph.D. 2007 – University of Maryland, Educational Psychology
• M.A. 2006 – University of Maryland, Measurement, Statistics and Evaluation
• M.Ed. 1998 – University of Maryland, Education, Counseling and Personnel Services
• B.A. 1995 – Carleton College, Psychology

Research Interests

• Cognition and Learning
• Self-Regulated Learning
• Epistemic and Ontological Cognition
• Computer-Based Learning Environment

Teaching Areas

• Psychology of Learning
• Self-Regulated Learning
• Cognition
• Research Methods

Courses

• EDUC 504: Cognitive Psychology and Learning Sciences
• EDUC 680: Introduction to Educational Research
• EDUC 711: Promoting Academic Development
• EDUC 782: Psychology of Learning in the School
• EDUC 788: Instructional Theories
• EDUC 801: Fundamentals of Educational Research
• EDUC 871: Advanced Quantitative Research Methods: Causality
• EDUC 882: Seminar in Human Learning and Cognition

Honors & Awards

• 2009, UNC-Chapel Hill “Star Heel” Award for excellent employees.
• 2008, Outstanding Article of the Year, Association for Educational Communications and Technology; for Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45-72.
• 2007, Graduate Student Research Award, Studying and Self-Regulated Learning Special Interest Group, American Educational Research Association Conference, Chicago, IL.

Funded Research

• 2011-2014, Co-Principal Investigator: Realizing the potential of digital libraries through the development of a self-regulated learning intervention aimed to foster conceptual understanding in science and history. National Science Foundation National STEM Educational Distributed Learning Program. Co-PI is Cheryl Mason Bolick. ($434,779)
• 2010-2011, Principal Investigator: Supporting Rural At-Risk Youth in High School Mathematics. National Education Association Foundation. Lead Principal Investigator is Judith Meece ($49,963)
• 2009-2011, Principal Investigator: Fostering conceptual understanding in science using computer based learning environments: A self-regulated learning intervention. University of North Carolina at Chapel Hill University Research Council. ($3,391)
• 2009-2010, Principal Investigator: Fostering conceptual understanding in science using computer based learning environments: A self-regulated learning intervention. Spencer Foundation Teaching, Learning, and Instructional Resources Area of Inquiry Grant ($39,445)
• 2008-2010, Principal Investigator: Predicting student success when learning with a hypermedia environment: The influence of implicit theories of intelligence, self-regulated learning processes, and prior knowledge. University of North Carolina at Chapel Hill University Research Council. ($4,546)
• 2009, Principal Investigator: A Qualitative Investigation into the Epistemic and Ontological Cognition of Experts and Students in Science and History. University of North Carolina Junior Faculty Development Award. ($7,123)
• 2008-2009, Co-Principal Investigator: Fostering Historical Thinking Skills Using Hypermedia Environments:  The Role of Self-Regulated Learning. University of North Carolina at Chapel Hill School of Education Lezley and Jeff Hoffman Research Award Grant Initiative. Co-PI is Cheryl Mason Bolick. ($15,028)
• 2008-2009, Co-Principal Investigator: Madres Para Ninos. University of North Carolina at Chapel Hill School of Education Guy B. Phillips Research Award. Co-PI is Steve Knotek. ($19,900)
• 2008-2009, Principal Investigator: Surveying the Landscape: A Qualitative Investigation into the Epistemic and Ontological Cognition of Experts and Students in Science and History. University of North Carolina at Chapel Hill School of Education Guy B. Phillips Research Award. ($16,844)

Selected Professional Affiliations

• Southwest Consortium for Innovative Psychology in Education
• American Educational Research Association
• American Psychological Association - Division 15
• Sigma Xi: National Research Society

Selected Publications

Greene, J. A., Hutchison, L. A., Costa, L., & Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology, 37, 307-230.

Murphy, P. K., Alexander, P. A., & Greene, J. A. (2011). Projecting educational psychology’s future from its past and present: A trend analysis. In K. Harris, S. Graham, & T. Urdan (Eds.), American Psychological Association educational psychology handbook (pp. 3-32). Washington, DC: American Psychological Association.

Greene, J. A., Costa, L-J., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition & Learning, 6, 275-301.

Greene, J. A., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245-257.

Greene, J. A., Costa, L. C., Robertson, J., Pan, Y., & Deekens, V. (2010). Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education, 55, 1027-1043.

Greene, J. A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102(1), 234-255.