Mandie B. Dunn
Assistant Professor, English Education
Dr. Mandie B. Dunn is an assistant professor of English Education at the University of South Florida. Her research investigates the lived experiences of teachers to better understand the complexity of their roles as professionals responding to multiple and competing stakeholders.
Dr. Dunn's work has been published in venues such as Teacher Education Quarterly, English Teaching: Practice and Critique, and Written Communication. One of her current projects investigates English language arts teachers’ experiences of teaching while grieving a death; this work considers how teachers’ personal experiences intersect with their efforts to build relationships with students as part of curricular engagement.
- 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.
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.