Elizabeth Stringer Keefe, Ph.D., MCEC President, is a teacher educator, researcher and associate professor at Stonehill College, where she serves as director of graduate teacher education. Her research focuses on teacher education, special education teacher preparation, and teacher education policy initiatives and reforms. She was a key architect of the Massachusetts Autism Endorsement, which provided a regulatory pathway for specialized training for educators who work with autistic PK-22 students. Stringer Keefe has more than 20 years’ experience in public and private education settings, as a teacher, consultant and critical friend to various non-profits. She is Principal Investigator of Project SOLVE (Strategies and Opportunities for Leading Virtual Education), a multi-year national research project focused on understanding the impact of pandemic teaching on teacher education. She served as co-principal investigator on Spencer Foundation funded multi-year research study of new Graduate Schools of Education (nGSEs) with teacher education scholar Dr. Marilyn Cochran-Smith (Boston College). Dr. Stringer Keefe has authored numerous academic articles, book chapters, and two books, Remixing the Curriculum: The Teacher's Guide to Technology in the Classroom (Rowman & Littlefield) and the award-winning Reclaiming Accountability in Teacher Education (Teachers College Press). She was guest-editor of a special peer-reviewed issue of Teachers College Record (Volume 124, Number 3, 2022) entitled Advancing Equity & Democracy in Teacher Education, in which her latest publication, ‘From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability’ appears. Dr. Stringer Keefe is the recipient of the 2020 American Association of Colleges for Teacher Education Outstanding Book Award, the 2019 American Educational Research Association Teacher Education Division Exemplary Research on Teaching & Teacher Education Award, the 2019 Society of Professors of Education Book Award, and the 2018 American Educational Studies Association Critics' Choice Award.
