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Cardus Education

Education bridges our private and our public worlds. It cultivates our deepest held religious, moral, and ideological convictions, and so shapes our relationships with others in our society. It looks both inward and outward, forming the next generation to think, to love and to learn.

Yet not all would agree. A very real challenge is that competing claims about education's purpose abound. Therefore, we need to talk well in the public sphere about the aims of education, the practices of teaching and learning, the nature of good graduate outcomes, and the complex systems that underpin its delivery. Cardus education explores each of these areas, equipping parents and caregivers, community groups, policy makers, business associations, employers, and practicing educators with answers to the most critical questions facing our institutions of learning and those who lead them.

More than talking points are needed, however. And Cardus education exists to bring reliable and credible data on education measurement, policy, and practice to this conversation. Cardus undertakes research that assumes there is a deeply moral and spiritual dimension to education and therefore measures a broad range of outcomes to provide a fuller picture of the impact of school sector on the academic, spiritual, religious, and civic formation of graduates. If the best education helps us to love our neighbour, as we believe, just what schools and colleges are actually doing that work today?

Education sets the course of public life for the next generation. Even in its most private forms, education implicates us all. If you're interestow we educate and how we might do it better, please follow the work of Cardus education.


Press Inquiries


Reporters and newsdesks seeking photos, videos, and other promotional material should contact:
Daniel Proussalidis, Director of Communications
dproussalidis@cardus.ca
613.241.4500 x 508


Meet the Program Director

Beth Green is Program Director of Cardus Education. She 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 also a graduate of Cambridge and London Universities and 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


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.