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Jennifer Greene


Jennifer C. Greene is a professor of Educational Psychology at the University of Illinois at Urbana-Champaign. She received her BA in psychology from Wellesley College and her PhD in educational psychology from Stanford University. Prior to Illinois, Greene held faculty positions at the University of Rhode Island and Cornell University. Greene’s work focuses on the intersection of social science methodology and social policy and aspires to be both methodologically innovative and socially responsible. Greene’s methodological research has concentrated on advancing qualitative and mixed methods approaches to social inquiry. In the field of evaluation, she has contributed both theoretical and practical scholarship in democratic and values-engaged approaches to evaluation. Greene has held leadership positions in the American Evaluation Association and the American Educational Research Association. She has also provided editorial service to both communities, including a six-year position as co-editor-in-chief of New Directions for Evaluation, and current positions as an associate editor of the Journal of Mixed Methods Research and series co-editor for the series Evaluation and Society. Her own publication record includes a co-editorship of the Sage Handbook of Program Evaluation and authorship of Mixed Methods in Social Inquiry. Greene is the past president of the American Evaluation Association.

Key Professional Appointments

  • Professor Emerita, Educational Psychology, University of Illinois, Urbana-Champaign
Awards, Honors, Associations

AERA Fellow, American Educational Research Association, 2010

Research & Service

Jennifer C. Greene's research interests focus on the intersections of social science and social policy. She works in the domain of educational and social program evaluation, and seeks to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed methods evaluation approaches. Her 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."


Teasdale, R. M., McNeilly, J. R., Ramírez Garzón, M. I., Novak, J., & Greene, J. C. (2023). “A Lot of It Really Does Come Down to Values”: An Empirical Study of the Values Advanced by Seasoned Evaluators. American Journal of Evaluation, 44(3), 453-473.  link >

Tovey, T. L. S., & Greene, J. C. (2021). What is next for cases in teaching and learning evaluation? A call to action. New Directions for Evaluation, 2021(172), 103-108.  link >

Abma, T. A., Visse, M., Hanberger, A., Simons, H., & Greene, J. C. (2020). Enriching evaluation practice through care ethics. Evaluation, 26(2), 131-146.  link >

Corr, C., Snodgrass, M. R., Greene, J. C., Meadan, H., & Santos, R. M. (2020). Mixed Methods in Early Childhood Special Education Research: Purposes, Challenges, and Guidance. Journal of Early Intervention, 42(1), 20-30.  link >

Evans, M., Teasdale, R. M., Gannon-Slater, N., Londe, P. G. L., Crenshaw, H. L., Greene, J. C., & Schwandt, T. A. (2019). How did that happen? Teachers' explanations for low test scores. Teachers College Record, 121(2).

Hall, J. N., & Greene, J. C. (2019). A kaleidoscope of perspectives on the potential, contributions, and grand vision of a mixed methods approach to educational inquiry. International Journal of Research and Method in Education, 42(3), 223-224.  link >

Evans, M., LaLonde, P., Gannon-Slater, N., Crenshaw, H., Teasdale, R., Green, J., & Schwandt, T. (2018). Beyond Matchmaking: Considering Aims for Teacher Data Use. In N. Barnes, & H. Fives (Eds.), Cases of Teachers' Data Use (pp. 112-127). Taylor and Francis.  link >

Greene, J. C. (2018). In Gratitude to Jim and Whit. New Directions for Evaluation, 2018(157), 75-77.  link >

Herman, G. L., Greene, J. C., Hahn, L. D., Mestre, J. P., Tomkin, J. H., & West, M. (2018). Changing the Teaching Culture in Introductory STEM Courses at a Large Research University. Journal of College Science Teaching, 47(6), 32-38.

Datnow, A., Greene, J. C., & Gannon-Slater, N. (2017). Data use for equity: implications for teaching, leadership, and policy. Journal of Educational Administration, 55(4), 354-360.  link >

Gannon-Slater, N., La Londe, P. G., Crenshaw, H. L., Evans, M. E., Greene, J. C., & Schwandt, T. A. (2017). Advancing equity in accountability and organizational cultures of data use. Journal of Educational Administration, 55(4), 361-375.  link >

Greene, J. C. (2017). In tribute to Lyn Shulha: The authentic evaluator. Canadian Journal of Program Evaluation, 31(3), 409-415.  link >

Greene, J. C. (2015). How Evidence Earns Credibility in Evaluation. In S. I. Donaldson, C. A. Christie, & M. M. Mark (Eds.), Credible and Actionable Evidence: The Foundation for Rigorous and Influential Evaluations (2 ed., pp. 205-220). SAGE Publishing.  link >

Greene, J. C. (2015). The emergence of mixing methods in the field of evaluation. Qualitative Health Research, 25(6), 746-750.  link >

Ahn, J., & Greene, J. C. (2013). Evaluating the developmental stages of digital educational programs: Challenges and opportunities. E-Learning and Digital Media, 10(4), 470-482.  link >

Greene, J. C. (2013). Logic and evaluation theory. Evaluation and Program Planning, 38, 71-73.  link >

Greene, J. C. (2013). On rhizomes, lines of flight, mangles, and other assemblages. International Journal of Qualitative Studies in Education, 26(6), 749-758.  link >

Greene, J. C. (2013). Reflections and Ruminations. New Directions for Evaluation, 2013(138), 109-119.  link >

Johnson, J., Hall, J., Greene, J. C., & Ahn, J. (2013). Exploring Alternative Approaches for Presenting Evaluation Results. American Journal of Evaluation, 34(4), 486-503.  link >

Beer, A. M., Spanierman, L. B., Greene, J. C., & Todd, N. R. (2012). Counseling psychology trainees' perceptions of training and commitments to social justice. Journal of Counseling Psychology, 59(1), 120-133.  link >

Greene, J. C. (2012). Engaging Critical Issues in Social Inquiry by Mixing Methods. American Behavioral Scientist, 56(6), 755-773.  link >

Hall, J. N., Ahn, J., & Greene, J. C. (2012). Values engagement in evaluation: Ideas, illustrations, and implications. American Journal of Evaluation, 33(2), 195-207.  link >

Greene, J. C. (2011). The construct(ion) of validity as argument. New Directions for Evaluation, 130(1), 81-91.  link >

Yang, Y., Decelle, S., Reed, M., Rosengren, K., Schlagal, R., & Greene, J. (2011). Subjective experiences of older adults practicing Taiji and Qigong. Journal of Aging Research, 2011, Article 650210.  link >

Greene, J. C. (2010). Evaluation in service of the public good: The views of one US American evaluator. Zeitschrift fur Evaluation, 9(2), 199-210.

Greene, J. C. (2010). Foreword: Beginning the conversation. International Journal of Multiple Research Approaches, 4(1), 2-5.  link >

Greene, J. C. (2010). Serving the public good. Evaluation and Program Planning, 33(2), 197-200.  link >

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.  link >

Greene, J. (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). SAGE Publishing.  link >

Greene, J. C. (2009). Meaningfully Engaging With Difference Through Mixed Methods Educational Evaluation. In K. E. Ryan, & J. B. Cousins (Eds.), The SAGE International Handbook of Educational Evaluation (pp. 323-340). SAGE Publishing.  link >

Greene, J. C. (2008). In Tribute to Egon Guba. Qualitative Inquiry, 14(8), 1360-1365.  link >

Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2(1), 7-22.  link >

Greene, J. C. (2008). Memories of a Novice, Learning From a Master. American Journal of Evaluation, 29(3), 322-324.  link >

Greene, J. C., Lipsey, M. W., Schwandt, T. A., Smith, N. L., & Tharp, R. G. (2007). Method choice: Five discussant commentaries. New Directions for Evaluation, 2007(113), 111-127.  link >

Greene, J. C. (2007). Mixed Methods in Social Inquiry. (Research Methods for the Social Sciences). Jossey-Bass.

Greene, J. C., Feinberg, W., Stitzlein, S., & Miron, L. (2007). Narrations on democratic accountability. In B. Somekh, & T. A. Schwandt (Eds.), Knowledge Production: Research Work in Interesting Times (pp. 126-141). Taylor and Francis.  link >

Hopson, R. K., Greene, J. C., Bledsoe, K. L., Villegas, T. M., & Brown, T. A. (2007). Rebuilding Schools, Restoring Communities: A Vision of Urban Educational Evaluation. In W. T. Pink, & G. W. Noblit (Eds.), International Handbook of Urban Education (pp. 905-926). Springer.  link >

Lee, Y. J., & Greene, J. (2007). The Predictive Validity of an ESL Placement Test: A Mixed Methods Approach. Journal of Mixed Methods Research, 1(4), 366-389.  link >

Parisi, J. M., Greene, J. C., Morrow, D. G., & Stine-Morrow, E. A. L. (2007). The Senior Odyssey: Participant experiences of a program of social and intellectual engagement. Activities, Adaptation and Aging, 31(3), 31-49.  link >

Stine-Morrow, E. A. L., Parisi, J. M., Morrow, D. G., Greene, J., & Park, D. C. (2007). An engagement model of cognitive optimization through adulthood. Journals of Gerontology - Series B Psychological Sciences and Social Sciences, 62(SPEC. ISSUE 1), 62-69.  link >

Greene, J. C., Destefano, L., Burgon, H., & Hall, J. (2006). An educative, values-engaged approach to evaluating STEM educational programs. New Directions for Evaluation, 2006(109), 53-71.  link >

Greene, J. C., & Lee, J. H. (2006). Quieting educational reform ⋯ with educational reform. American Journal of Evaluation, 27(3), 337-352.  link >

Shaw, I., Greene, J. C., & Mark, M. M. (Eds.) (2006). The SAGE Handbook of Evaluation. SAGE Publishing.  link >

Alkin, M. C., Christie, C. A., Greene, J. C., Henry, G. T., Donaldson, S. I., & King, J. A. (2005). The reality of unreal situations: Caveats and insights. New Directions for Evaluation, 2005(106), 99-109.  link >

Greene, J. C. (2005). A value-engaged approach for evaluating the Bunche-Da Vinci learning academyengaged approach. New Directions for Evaluation, 2005(106), 27-45.  link >

Greene, J. C. (2005). Section II commentary: "The eyes of the beholders". Early Education and Development, 16(4), 489-492.  link >

Greene, J. C. (2005). The generative potential of mixed methods inquiry. International Journal of Research and Method in Education, 28(2), 207-211.  link >

Greene, J. C., Millett, R. A., & Hopson, R. (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). Jossey-Bass.

Costantino, T. E., & Greene, J. C. (2003). Reflections on the use of narrative in evaluation. American Journal of Evaluation, 24(1), 35-49.  link >

Greene, J. C. (2003). Commentary: Margaret Mead, the Salzburg Seminar, and a historical evaluation report. American Journal of Evaluation, 24(1), 115-121.  link >

Greene, J. C. (2002). Mixed-method evaluation: A way of democratically engaging with difference 1. Evaluation Journal of Australasia, 2(2), 23-29.  link >

Greene, J. C. (2002). Telling Tales. qualitative social work, 1(3), 297-302.  link >

Greene, J. C. (2002). With a Splash of Soda, Please: Towards Active Engagement with Difference. Evaluation, 8(2), 259-266.  link >

Abma, T. A., Greene, J. C., Karlsson, O., Ryan, K., Schwandt, T. A., & Widdershoven, G. A. M. (2001). Dialogue on Dialogue. Evaluation, 7(2), 164-180.  link >

Greene, J. C. (2001). Dialogue in Evaluation: A Relational Perspective. Evaluation, 7(2), 181-187.  link >

Greene, J. C., & Abma, T. A. (2001). Editors’ notes. New Directions for Evaluation, 2001(92), 1-6.  link >

Greene, J. C. (2001). Evaluation extrapolations. American Journal of Evaluation, 22(3), 397-402.  link >

Greene, J. C. (2001). Evaluation of the Natural Resources Leadership Program, 1995 through 1998. American Journal of Evaluation, 22(1), 81-83.  link >

Greene, J. C., & Abma, T. A. (Eds.) (2001). Responsive Evaluation. New Directions for Evaluation, (92).

Greene, J. C., Benjamin, L., & Goodyear, L. (2001). The Merits of Mixing Methods in Evaluation. Evaluation, 7(1), 25-44.  link >

Greene, J. C. (2001). The relational and dialogic dimensions of program quality. In A. P. Benson, D. M. Hinn, & C. Lloyd (Eds.), Vision of Quality: How Evaluators Define, Understand and Represent Program Quality (pp. 57-71). (Advances in Program Evaluation; Vol. 7). Emerald Group Publishing Ltd..  link >

Greene, J. C. (2000). Challenges in practicing deliberative democratic evaluation. New Directions for Evaluation, 2000(85), 13-26.  link >

Greene, J. C. (1999). The inequality of performance measurements. Evaluation, 5(2), 160-172.  link >

Ryan, K., Greene, J., Lincoln, Y., Mathison, S., & Mertens, D. M. (1998). Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice. American Journal of Evaluation, 19(1), 101-122.  link >

Caracelli, V. J., & Greene, J. C. (1997). Crafting mixed-method evaluation designs. New Directions for Evaluation, 1997(74), 19-32.  link >

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).

Greene, J. C., & Caracelli, V. J. (1997). Defining and describing the paradigm issue in mixed-method evaluation. New Directions for Evaluation, 1997(74), 5-17.  link >

Greene, J. C., & Caracelli, V. J. (1997). Editors' notes. New Directions for Evaluation, 1997(74), 1-3.  link >

Greene, J. C. (1997). Evaluation as advocacy. American Journal of Evaluation, 18(1), 25-35.  link >

Mathie, A., & Greene, J. C. (1997). Stakeholder participation in evaluation: How important is diversity? Evaluation and Program Planning, 20(3), 279-285.  link >

Greene, J. C. (1996). Qualitative evaluation and scientific citizenship: Reflections and refractions. Evaluation, 2(3), 277-289.  link >

Greene, J. C. (1992). A case study of evaluation auditing as metaevaluation. Evaluation and Program Planning, 15(1), 71-74.  link >

Greene, J. C., Dumont, J., & Doughty, J. (1992). A formative audit of the ECAETC year 1 evaluation. Audit procedures, findings, and issues. Evaluation and Program Planning, 15(1), 81-90.  link >

Greene, J. C. (1992). The Practitioner's Perspective. Curriculum Inquiry, 22(1), 39-45.  link >

Radimer, K. L., Olson, C. M., Greene, J. C., Campbell, C. C., & Habicht, J. P. (1992). Understanding hunger and developing indicators to assess it in women and children. Journal of Nutrition Education, 24(1), 36S-44S.  link >

Greene, J. C., & McClintock, C. (1991). The Evolution of Evaluation Methodology. Theory Into Practice, 30(1), 13-21.  link >

Greene, J. C. (1990). Technical quality versus user responsiveness in evaluation practice. Evaluation and Program Planning, 13(3), 267-274.  link >

Greene, J. C. (1988). Communication of results and utilization in participatory program evaluation. Evaluation and Program Planning, 11(4), 341-351.  link >

Greene, J. C., Doughty, J., Marquart, J. M., Ray, M. L., & Roberts, L. (1988). Qualitative Evaluation Audits in Practice. Evaluation Review, 12(4), 352-375.  link >

Greene, J. G. (1988). Stakeholder Participation and Utilization in Program Evaluation. Evaluation Review, 12(2), 91-116.  link >

Greene, J. C. (1987). Justifying conclusions in naturalistic evaluations. A practical perspective. Evaluation and Program Planning, 10(4), 325-333.  link >

Greene, J. C. (1987). Stakeholder participation in evaluation design: Is it worth the effort? Evaluation and Program Planning, 10(4), 379-394.  link >

Greene, J. C., Compton, J. L., Whitmore, E., & Sappington, H. (1987). Strategies for Qualitative Data Analysis. American Journal of Evaluation, 8(4), 5-11.  link >

Greene, J., & Mcclintock, C. (1985). Triangulation in evaluation: Design and Analysis Issues. Evaluation Review, 9(5), 523-545.  link >

McClintock, C., & Greene, J. C. (1985). Triangulation in practice. Evaluation and Program Planning, 8(4), 351-357.  link >

Fisher, M. D., Blackwell, L. R., Garcia, A. B., & Greene, J. C. (1975). Effects of student control and choice on engagement in a CAI arithmetic task in a low-income school. Journal of Educational Psychology, 67(6), 776-783.  link >


Jennifer C. Greene is an experienced teacher of social science methodology at the doctoral level. Her primary instructional ambitions are twofold. First, she aims to facilitate student understanding of the politics and power of method, of the premise that method importantly shapes the knowledge and understanding obtained from an empirical study. This is in contrast to an understanding of method as value-neutral and mainly a matter of technique. Greene’s second instructional ambition is to enable students to not only learn about various methodological traditions, but to begin to become wise practitioners of them. Methodological practice is ever so much more challenging than methodological theory. Greene’s own methodological expertise includes interpretivist-qualitative and mixed methods traditions.