Mandie B. Dunn
Assistant Professor, English Education
Dr. Mandie Bevels Dunn is an assistant professor of English Education at the University of South Florida. Motivated by an interest in teacher wellness, she studies how teachers’ emotions and personal experiences influence teaching and learning, especially in English language arts classrooms. In one current project, sponsored by the ELATE research initiative grant, she is studying English language arts teachers’ experiences teaching literature following personal loss. Her published research findings can be found in venues such as English Education, English Teaching: Practice and Critique, and Written Communication.
- PhD, Curriculum and Instruction, Michigan State University
- MEd, English Education, The University of Georgia
- BA, English; BSEd English Education with 6-12 Secondary English Teaching Certification, The University of Georgia
Dr. Dunn teaches graduate and undergraduate courses in classroom communication, English teaching methods, and literacy pedagogies.
Dunn, M.B. (2022). When teachers lose loved ones: Affective practices in teachers’ accounts of addressing loss in literature instruction. Reading Research Quarterly. DOI: https://doi.org/10.1002/rrq.460
Dunn, M. B. (2021). Hiding behind closed classroom doors and opening up space for sharing grief. In Sieben, N. & Shelton, S. A. (Eds.) Humanizing Grief in Higher Education: Narratives of Allyship and Hope (pp. 107-13). Routledge
Dunn, M.B. (2021), Teaching literature following loss: teachers’ adherence to emotional rules, English Teaching: Practice & Critique, Vol. 20 No. 3, pp. 354-367. https://doi.org/10.1108/ETPC-11-2020-0147
Dunn, M. B. (2021). When teachers hurt: Supporting preservice teacher well-being. English Education, 53(2), 145-151.
Everett, S. & Dunn, M. B. (2021). Creating space for grief: cultivating an intersectional grief-informed systemic pathway for teacher leaders. English Leadership Quarterly, 43(4), 2-6.
Dunn, M. B. & Johnson, R. A. (2020). Loss in the English classroom: A study of English teachers’ emotion management during literature instruction. The Journal of Language and Literacy Education, 16(2)1-21.
DeHart, J. & Dunn, M. B. (2020). Shared viewing from phenomenological perspectives: English teachers and lived experience as text [38 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 21(3), Art. 14, http://dx.doi.org/10.17169/fqs-21.3.3506.
Dunn, M. B. & Garcia, A. (2020). Grief, loss, and literature: Reading texts as social artifacts. The English Journal. 109(6), 52-58.
Sulzer, M. & Dunn, M. B. (2019). Disrupting the Neoliberal Discourse of Teacher Reflection through Dialogical-Phenomenological Texts. Reflective Practice, 20(5), 604-618.
Dunn, M. B. (2018). The complexity of becoming a dialogic teacher in an English language arts classroom. Changing English, 25(2), pp. 135-145.
Dunn, M. B., VanDerHeide, J., Caughlan, S., Northrup, L., Kelly, S., & Zhang, Y. (2018). Tensions in learning to teach English. English Teaching: Practice and Critique, 17(1), 44-56.
Kelly, S., Zhang, Y., Northrop, L., VanDerHeide, J., Dunn, M., & Caughlan, S. (2018). English and language arts teachers’ perspectives on schooling: Initial exposure to a teacher education curriculum. Teacher Education Quarterly, 45(41), 57-86.
Wynhoff-Olsen, A., VanDerHeide, J., Goff, B., & Dunn, M. B. (2018). Examining intertextual connections in written arguments: A study of student writing as social participation and response. Written Communication 35(1), 58-88.
Dunn, M. B. (2021, April). Loss and language: A narrative analysis of grieving teachers’ responses to literature. Paper presented at the annual meeting of American Educational Research Association. Online.