Karee E. Dunn
Clinical Assistant Professor, Educational Statistics and Research Methods
Curriculum and Instruction
245 Graduate Education Building
Phone: 479-575-8465
FAX: 479-575-2492
kedunn@uark.edu
Degrees:
Ph.D., University of Memphis, Educational Psychology and Research, 2008
M.S., University of Memphis, Educational Psychology, 2004
B.A., University of Louisiana at Monroe, Psychology, 2001
Teaching Areas:
Psychological Foundations of Teaching and Learning
The Lifespan of Human Development
Educational Research Methods
Research Interests:
Learner-centered education and reform, teachers' epistemological beliefs, teacher efficacy and teacher concerns
Professional Biography:
Karee Dunn served as a graduate teaching assistant from 2004 until 2008 in the department of Counseling, Educational Psychology and Research at The University of Memphis where she taught classes in Human Development Across the Life Span and Learning Processes and Assessment. Dr. Dunn obtained her bachelor's degree in psychology and master's degree in educational psychology. Her doctoral degree is in the field of educational psychology and research. Her dissertation research focused on pre-service teacher beliefs and concerns regarding the implementation of learner-centered principles. More specifically, her research examined the relationship pre-service teachers’ concerns related to the implementation of the learner-centered teaching paradigm, teacher efficacy, and learner-centered beliefs.
Publications/Presentations:
Publications
Dunn, K. E. (2007). Teacher beliefs: An exploration of the relationship of teacher efficacy and years teaching to teachers' learner-centered beliefs. National Forum of Applied Educational Research, 20(3), 1-18.
Rakes, G. C., Fields, V. F., & Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 411-426.
Presentations
Rakes, G. C., & Dunn, K. E. (March 2008). Exploring relationships between teacher technology concerns and classroom practices. Paper presented at the 19th International Conference of the Society for Information Technology and Teacher Education; Las Vegas, Nevada.
Cox, K. E. (February 2007). An exploration of the relationship of teacher efficacy and years teaching to teachers’ learner-centered beliefs. Paper presented at the Educational Psychology Colloquium, The University of Memphis.
Buehl, M. M., Fives, H., Cox, K. E., & Manning, D. K. (August 2005). Preservice teachers’ initial and informed reactions to teaching as persuasion. Paper presented at the 113th Annual Convention of the American Psychological Association.
Long, C. J., Herche, A. L., Cox, K. E., & Hanks, S. J. (May 2003). The development of a model for the study of learning variables. Paper presented at the 15th Annual Convention of the American Psychological Society.
Works Submitted
Dunn, K. E., Rakes, G. C., & Magun-Jackson, S. (2008) Teacher education: A forum for learner-centered reform or failure? Submitted to Contemporary Educational Psychology.
Rakes, G. C., & Dunn, K. E. (2008). Teacher technology concerns as predictors of constructivist teaching practices. Submitted to the Journal of Technology and Teacher Education.