Elizabeth Stringer Keefe is a teacher educator and researcher in the Graduate School of Education, where she serves as faculty coordinator of graduate autism programs. Her work and research at the university focuses on special education teacher preparation, autism, assistive technology, and teacher education policy, most recently the Massachusetts autism teacher endorsement.

She is a researcher with Project TEER, an international multidisciplinary research team of eight teacher education scholars and practitioners who research education reform policy and accountability mechanisms in teacher education. Annually, she is guest curator for 3artists, an art exhibit featuring the work of professional autistic artists. 

Elizabeth has over 20 years of experience in public and private education settings, as a teacher, consultant, and critical friend to various non-profits. Elizabeth is president of Massachusetts Council for Exceptional Children and a member of the Autism Center Advisory Board for Massachusetts Advocates for Children.

Education

BA, University of Massachusetts, Amherst
M.Ed., Lesley University
PhD, Boston College

Selected Publications

  • Cochran-Smith, Carney, M.C., Keefe, E.S, Burton, S., Chang, W., Fernández, M.B., & M., Sánchez, J.G., Miller, A., & Baker, M. (2018). Reclaiming Accountability in Teacher Education. Columbia University, NY: Teacher’s College Press
  • Keefe, E.S. & Steiner, A. (in press). Remixing the Curriculum: The Teacher’s Guide to Classroom Technology. Baltimore: Rowman & Littlefield.
  • Cochran-Smith, Carney, M.C., Keefe, E.S*, Burton, S., Chang, W., Fernández, M.B., & M., Sánchez, J.G., Miller, A., & Baker, M.* (in press). Reclaiming Accountability: Teacher Education in Uncertain Times. Columbia University, NY: Teacher’s College Press.
  • Bottema-Beutel, K., Woynaroski T., Louick, R., Keefe, E.S., Watson, L.R., & Yoder, P.J. (in press). Longitudinal association and typical development. Autism.
  • Cochran-Smith, M., Sánchez, J.G., Miller, A., Keefe, E.S*, Fernández, M.B., Chang, W., Carney, M.C., Burton, S., & Baker, M.* (2017). The accountability era in US teacher education: Looking back, looking forward. The European Journal of Teacher Education, 40th Anniversary Issue. Taylor & Francis: London.
  • Cochran-Smith, M., Baker, M., Burton, S., Chang, W.C., Fernandez, M.B., Keefe, E.S*., Miller, A., Sanchez, J.G., Stern, R. (2018). Teacher quality and teacher education policy: The U.S. case and its implications, in, Routledge International Handbook of Teacher Quality and Policy, Akiba, M. & LeTendre, G. Eds., New York, NY: Stringer Publications.
  • Malloy, C., Keefe, E.S., & Bottema-Beutel, K. (2017). Social support. In, E.B. Braaten (Ed.), The SAGE encyclopedia of intellectual and developmental disorders. Thousand Oaks: Sage Publications.
  • Cochran-Smith, M., Stern, R., Sánchez, J.G., Miller, A., Keefe, E.S.*, Fernández, M.B., Chang, W., Carney, M.C., Burton, S., & Baker, M. (2016). Holding Teacher Preparation Accountable: A Review of Claims and Evidence. Boulder, CO: National Education Policy Center.
  • Cochran-Smith, M., Baker, M., Burton, S., Chang, W.C., Fernandez, M.B., Keefe, E.S.*, Miller, A., Sanchez, J.G., Stern, R. (2016). Fixing Teacher Preparation: Analysis and critique of major reform efforts. Paper presented at the American Educational Research Association Annual Meeting, Washington, D.C.

 *denotes second co-equal authorship