- Ph.D., Educational Psychology, Stanford University, 1976
- M.A., Education, Stanford University, 1972
- B.A., Psychology, Wellesley College, 1971
Key Professional Appointments
- Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 1999--
- Assistant, Associate, Full Professor, Department of Policy Analysis and Management, Cornell University, 1983-1999
- Assistant, Associate Professor, Department of Education, University of Rhode Island, 1977-1983
Activities & Honors
- Distinguished Fellow Award, School of Critical Studies in Education, Auckland University, 2012- present
- Member of the Board, American Evaluation Association, 2012-
- Distinguished Scholar, Aalborg University, 2011- present
- Series Editor, Evaluation and Society, Evaluation and Society, 2010- present
- Reviewer, American Educational Research Journal, 2010- present
- Fellow of the American Educational Research Association, American Educational Research Association, 2010-
- Member of Evaluation Team, University of Illinois, Education Justice Project, 2009- present
- Alva Myrdal Guest Professor, Department of Education and Culture, Eskilstuna Sweden, Malardalen University, 2008-2009
- R. Stewart Jones Award for the Outstanding Teacher in Educational Psychology, Department of Educational Psychology, 2006-
- Distinguished Senior Scholar, College of Education, 2003-
- Paul F. Lazarsfeld Award, for contributions to evaluation theory, American Evaluation Association, 2003-
Research StatementMy research interests focus on the intersections of social science and social policy. I work in the domain of educational and social program evaluation, and I seek to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. My current work emphasizes evaluation as a venue for democratizing dialogue about critical social and educational issues, with a focus on conceptualizing evaluation as a "public good."
- Principal Investigator, Advancing the State-of-the-Art in Evaluation: Field-Testing and Disseminating an Educative, Values-Engaged Approach to Evaluating STEM Education Programs, National Science Foundation, 2006-2011
- Co-Principal Investigator, Center Evaluation, Center on Democracy in a Multiracial Society, 2005-2006
- Principal Investigator, Internal Evaluation: Spring 2005, Center for African Studies, 2005-2005
- Co-Principal Investigator, 12-Step Participation After Adolescent Treatment, National Institutes of Health, 2005-2008
- Co-Principal Investigator, Illinois Project for Democratic Accountability, Campus Research Board, 2004-2005
- Principal Investigator, An Evaluation Plan for the 2003 Annual Conference of the American Evaluation Association, U.S. Department of Education (American Evaluation Association), 2003-2004
- Principal Investigator, An Evaluation of the EPICS, K-12 Program at UIUC, National Science Foundation (College of Engineering), 2003-2004
- Co-Principal Investigator, Evaluation of the APPEALS Training, U.S. Department Veterans Administration (Leads Corporation), 1998-2002
- Greene, J.C. (2012). La contribution des données probantes au processus de crédibilisation d’une évaluation. [How evidence earns credibility in evaluation]. In M. Hurteau, S. Houle & F. Guillemette (Eds.), L’évaluation de programme axée sur le jugement crédible. (pp.57-73). Québec: Les Presses de l’Université du Québec.
- Greene, J.C. (2012). Values-engaged evaluation. In Marco Segone (ed.), Evaluation for equitable development results. New York: UNICEF.
- Hall, J.N., Greene, J.C., & Ahn, J. (2012). Values-engagement in evaluation: Ideas, implications, and illlustrations. American Journal of Evaluation, 33(2), 195-207.
- Greene, J.C. (2012). Engaging critical issues in social inquiry by mixing methods. American Behavioral Scientist. Special issue on mixing methods, edited by R. Burke Johnson, 56, 755-773.
- Johnson, J., Hall, J., Greene, J.C., & Ahn, J. (in press). Exploring alternative approaches for presenting evaluation results. American Journal of Evaluation.
- Greene, J.C. (in press). Reflections and ruminations. In D.M. Mertens & S. Hesse-Biber (eds.), Mixed methods’ contributions to credibility of evidence in evaluation. New Directions for Evaluation.
- Greene, J.C. (2011). The construct(ion) of validity as argument. In H.T. Chen, S.I. Donaldson, & M.M. Mark (eds.), Advancing validity in outcome evaluation: Theory and practice. New Directions for Evaluation 130, (pp. 81-91). San Francisco: Wiley.
- Greene, J.C., Kreider, H., & Mayer, E. (2011). Combining qualitative and quantitative methods in social inquiry. In B. Somekh & C. Lewin (eds.), Theory and methods in social research, second edition (pp. 259-266). London: Sage.
- Greene, J.C., Sommerfeld, P., & Haight, W.L. (2010). Mixing methods in social work research. In Shaw, I., Briar-Lawson, K., Orme, J., & Ruckdeschel, R. (eds.), The SAGE handbook of social work research. London: Sage.
- Greene, J.C., & Hall, J.N. (2010). Dialectics and pragmatism: Being of consequence. In A. Tashakkori and C. Teddlie (eds.), Sage handbook of mixed methods in social and behavioral research, second edition (pp. 119-143). Thousand Oaks CA: Sage.
- Greene, J.C. (2010). Evaluation in service of the public good: The views of one US American evaluator. Zeitschrift fur Evaluation [the journal of the German Evaluation Society], 9(2), 199-210.
- Greene, J. C. (2009). Evidence as “proof” and evidence as “inkling.” In S. I. Donaldson, C. A. Christie, & M. M. Mark (Eds.), What counts as credible evidence in applied research and evaluation practice? (pp. 153-167). Thousand Oaks CA: Sage.
- Greene, J.C. (2009). Meaningfully engaging with difference through mixed methods educational evaluation. In K.R. Ryan & J.B. Cousins (eds.), The Sage international handbook of educational evaluation. (pp. 323-340). Thousand Oaks CA: Sage.
- Benjamin, L. M., & Greene, J. C. (2009). From program to network: The evaluator’s role in today’s public problem-solving environment. American Journal of Evaluation, 30(3), 296-309.
- Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2(1), 7-21.
- Greene, J. C., DeStefano, L., Burgon, H., & Hall, J. (2006). An educative, values-engaged approach to evaluating STEM educational programs. In D. Huffman & F. Lawrenz (Eds.), Critical issues in STEM evaluation. New directions for evaluation, 109 (pp.53-71). San Francisco: Jossey-Bass.
- Greene, J. C. (2006). Toward a methodology of mixed methods social inquiry. Research in the Schools. Special Issue: New Directions in Mixed Methods Research, 13(1), 93-99.
- Shaw, I. F., Greene, J. C., & Mark, M. M. (Eds.). (2006). Handbook of evaluation. London: Sage.
- Greene, J. C. (2005). A value-engaged approach for evaluating the Bunche-Da Vinci Learning Academy. In M. C. Alkin & C. Christie (Eds.), Theorists' models in action: New directions for Evaluation, 106, pp. 27-45. San Francisco: Jossey-Bass.
- Greene, J. C. (2005). The generative potential of mixed methods inquiry. International Journal of Research and Method in Education, 28(2), 207-211.
- Greene, J. C., Kreider, H., & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (pp. 274-281). London: Sage.
- Greene, J. C. (2005). Synthesis: A reprise on mixing methods. In T. S. Weisner (Ed.), Discovering successful pathways in childrens development: Mixed methods in the study of childhood and family life (pp. 405-419). Chicago: University Press.
- Greene, J. C. (2005). Evaluators as stewards of the public good. In S. Hood, R. K. Hopson, & H. T. Frierson (Eds.), The role of culture and cultural context: A mandate for inclusion, truth, and understanding in evaluation theory and practice. Evaluation and Society Series (pp. 7-20). Greenwich, CT: Information Age.
- Greene, J. C. (2005). Various entries. In S. Mathison (Ed.), Encyclopedia of evaluation. Thousand Oaks, CA: Sage.
- Greene, J. C., Millet, R. A., & Hopson, R. H. (2004). Evaluation as a democratizing practice. In M. T. Braverman, N. A. Constantine, & J. K. Slater (Eds.), Foundations and evaluation: Contexts and practices for effective philanthropy (pp. 96-118). San Francisco: Jossey-Bass.
- Costantino, T. E., & Greene, J. C. (2003). Reflections on the use of narrative in evaluation. The American Journal of Evaluation, 24(1), 35-49.
- Greene, J.C. (2003). Commentary: Margaret Mead, the Salzburg Seminar, and a historical evaluation report. The American Journal of Evaluation, 24(1), 115-121.
- Greene, J. C. (2002). Mixed-method evaluation: A way of democratically engaging with difference. Evaluation Journal of Australasia, 2(2), 23-29.
- Greene, J. C. (2001). Mixing social inquiry methodologies. In V. Richardson (Ed.), Handbook of research on teaching, 4th ed. (pp. 251-258). Washington, DC: American Educational Research Association.
- Greene, J. C. (2000). Understanding social programs through evaluation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.; pp. 981-999). Thousand Oaks, CA: Sage.
- Greene, J. C. (1999). The inequality of performance measurements. Evaluation, 5, 160-172.
- Greene, J. C. (1999). Balancing philosophy and practicality in qualitative evaluation. In R. Davis (Ed.), Proceedings of the 1998 Robert E. Stake Symposium on Educational Evaluation (pp. 35-49). Urbana-Champaign, IL: University of Illinois.
- Greene, J. C., & Caracelli, V. J. (Eds). (1997). Advances in mixed-method evaluation: The challenges and benefits of integrating diverse paradigms. New Directions for Evaluation, 74. San Francisco: Jossey-Bass.
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