Texas Tech University

Linnie Greenlees, Ph.D.

Assistant Professor
Teacher Education Department

Email: Linnie.Greenlees@ttu.edu

Phone: 806-834-6343

Office: Education 367

Linnie Greenlees is an Assistant Professor and the Curriculum Anchor for Special Education in the Department of Teacher Education at Texas Tech University. Dr. Greenlees is a passionate advocate for students with varied learning needs and a champion of individualized, barrier-free education that ensures full participation and achievement for all.

Her research agenda encompasses four principal areas: (1) the preparation of teacher candidates for multispecialty certifications, (2) the investigation of teacher candidates' self-efficacy in teaching special populations, and (3) the utilization of real-time data to inform the development and assessment of educator preparation coursework and residency experiences.

Prior to joining Texas Tech as a faculty member, Dr. Greenlees spent over a decade in K–12 settings as a special education teacher, intervention specialist, and educational diagnostician. She holds certifications in Generic Special Education, English as a Second Language (Supplemental), and as a Professional Educational Diagnostician.

Linnie Greenlees

Education

  • Ph.D., Curriculum & Instruction, Specialization: Curriculum Studies & Teacher Education, Minor: Special Education - Texas Tech University, 2015
  • Graduate Certification, Autism - Texas Tech University, 2011
  • M.Ed., Special Education, Certification: Professional Educational Diagnostician - Texas Tech University, 2008
  • B.A., English and Sociology, Minor in Speech - Texas A&M University – Kingsville, 1991

Research Interests

  • Collaborative Teacher Education
  • Culturally Responsive Teaching
  • Teacher Identity & Attrition
  • Specialized Instruction
  • Differentiation for Diverse Learners
  • Bilingual Educator Preparation
  • Equitable & Inclusive Education
  • Multi-Specialty Certification
  • Self-Efficacy in Teaching

Selected Publications

  • Greenlees, L., Carrizales, D., & Lara, D. (in press). The journey out of the silos: A multi-specialty course sequence for educator preparation programs. Voices of Reform: Educational Research to Inform and Reform.
  • Carrizales, D., Lara, D., Greenlees, L., Valle, F., & Ataide Pinheiro, W. (2025). Exploring elementary bilingual teacher candidates' self-efficacy in teaching Spanish across content areas: A multi-method study. Texas Educator Preparation, 9(2).
  • Phelps, R., Ataide Pinheiro, W., Cherry Shive, E., Carrizales, D., Greenlees, L., Valle, F., & Sartor, K. (2025). Bilingual education preparation programs across the United States: A review of the past decade's literature. International Journal of Bilingual Education and Bilingualism, 1–22. Advance online.
  • Ataide Pinheiro, W., Carrizales, D., Greenlees, L., Valle, F., Cherry Shive, E., & Phelps, R. (2025). Bilingual teacher candidates: Addressing cultural assumptions in standardized mathematics assessment through culturally relevant pedagogy. Education Sciences, 15(3), 313.
  • Greenlees, L., Lara, D., Carrizales, D., & Beach, W. (2024). Teacher candidates' culturally responsive teaching self-efficacy and attributional development: A multi-methods study. The Teacher Educators' Journal, March 2024.
  • Palmer, D., Greenlees, L., & Valle, F. (2023). Preparing inclusive aspiring leaders: Learning to lead instruction for special education. School Leadership Review, 18(1).
  • Carrizales, D., Greenlees, L., & Lara, D. (2022). The effects of teacher preparation courses for multi-specialty certification. New Waves Educational Research and Development Journal, 25(1), 26–46. Zimmerman, A. S., Greenlees, L., Isidro, E., & Sneed, S. (2019). Knowing teaching poetically. LEARNing Landscapes Journal, 12(1), 303–315.
  • Zimmerman, A. S., Bottoms-Brewer, C. A., Greenlees, L., Isidro, E., et al. (2018). Storytelling as self-study: Exploring the bildungsroman of teacher educators. LEARNing Landscapes Journal, 11(2), 345–353.

Grants

  • Funded - US Department of Education - 2023 - Co-PI: Augustus F. Hawkins Centers of Excellence Program ($1,149,297) — IBET: Investigating Bilingual Educators in Texas

College of Education

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