Karee E. Dunn, Ph.D.
Clinical Assistant Professor, Educational Statistics and Research Methods
Curriculum and Instruction
248 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:
The Lifespan of Human Development
Psychological Foundations of Teaching and Learning
Educational Research Methods
Research Interests:
Learner-centered education and reform, teachers' epistemological beliefs, teacher efficacy, teacher concerns and formative assessment
Professional Biography:
Karee Dunn is a Clinical Assistant Professor of Educational Psychology in the College of Education and Health Professions. She 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., & Mulvenon, S. W. (submitted). Let's Talk Formative Assessment and Evaluation. Phi Delta Kappan.
Dunn, K.E., & Rakes, G. C. (in press). Producing caring qualified teachers: An exploration of the influence of pre-service teacher concerns on learner-centeredness. Teaching and Teacher Education.
Dunn, K. E., & Rakes, G. C. (in press). Learner-centeredness and teacher efficacy: Predicting teachers' consequence concerns regarding the use of technology in the classroom. Journal of Technology and Teacher Education.
Dunn, K. E., & Rakes, G. C. (in press). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research.
Dunn, K. E., & Mulvenon, S. W. (2009). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment, Research, and Evaluation, 14(7). Retrieved March 23, 2009 from http://pareonline.net/genpare.asp?wh=0&abt=14
Dunn, K. E., & Rakes, G. C. (2008). I think I can: An analysis of the influence of teacher efficacy on learner-centered beliefs. National Forum of Educational Administration and Supervision Journal, 26(1), 4-25.
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 Journal, 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
Dunn, K. E., & Johnson, C. A. (August 2009). Examining teacher beliefs: The development and validation of the Teacher Beliefs about Teaching Knowledge survey. Poster presented at the 117th Annual Meeting of the American Psychological Association; Toronto, Canada.
Dunn, K., & Rakes, G. C. (August 2009). Concerning learner-centered education: The influence of pre-service teacher concerns on their learner-centeredness. Poster presented at the 117th Annual Meeting of the American Psychological Association; Toronto, Canada.
Dunn, K. E., Airola, D., Mulvenon, S. W., & Sutcliffe, R. (February 2009). Enhancing formative assessment and evaluation infrastructure through P-20 partnerships. Paper presented at the 1st Annual What Works in Education Partnerships Conference; Phoenix, Arizona.
Mulvenon, S. W., Airola, D., Dunn, K. E., & Sutcliffe, R. (February 2009). Effective Partnerships of K-12 and Higher Education: Two Bites of the Same Financial Apple! Paper presented at the 1st Annual What Works in Education Partnerships Conference; Phoenix, Arizona.
Dunn, K., & Rakes, G.C. (November 2008). Teacher education: A time and a place for learner-centered change. Paper presented at the 37th Annual Meeting of the Mid-South Educational Research Association; Knoxville, Tennessee.
Rakes, G.C., & Dunn, K. (March 2008). Exploring relationships between teacher technology concerns and classroom practices. Paper presented at the Nineteenth Annual International Conference for 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, Memphis, Tennessee.
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, San Francisco, California.
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 Fifteenth Annual Convention of the American Psychological Society.