headshot of Dr. Bagwell

Dawn Bagwell

Assistant Professor

Education

2023 – Ph.D. University of North Carolina at Greensboro 
2019 – M.Ed. University of North Carolina at Greensboro 
1996 – B.A. Université Lyon II, France

Research Interests

Dawn Bagwell is an assistant professor of multilingual education. She has had a range of teaching and supervisory experiences in the U.S. and abroad. She began her teaching career in France where she taught in a bilingual settings K-12. In the U.S., she taught a variety of subjects and grade levels before serving as a federal Title III coordinator and district instructional coach. She earned her doctorate in teacher education with a focus on culturally and linguistically responsive practices from the University of North Carolina at Greensboro. Her research focuses on teacher professional learning and cultivating their sense of preparedness to support multilingual learners and their families. 

 Courses Taught

  • Applied Linguistics 
  • Teaching Methodology 

Selected Publications

Bagwell, D. (2023). Efficacy-forming Experiences: Contributing factors to the development of  teacher self-efficacy in culturally and linguistically responsive practices (Doctoral dissertation, The University of North Carolina at Greensboro). 30314583. 


Bagwell, D., Hall, N. Worsley, T., Neblett, D. (2023). Critical race theory and mixed methods research: A scoping review. International Journal of Mixed Research Approaches, 14(1), 2-17. https://doi.org/10.29034/ijmra.v14n1a1 


He, Y., & Bagwell, D. (2022). Professional learning in hybrid spaces: A university-school-community partnership. In B. S. Zugelder & M. L'Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 120-142). IGI. 


He, Y., & Bagwell, D. (2022). Supporting teachers working with English learners: Engagement and impact of a professional development program. TESOL Journal, 13(1), e632. https://doi.org/10.1002/tesj.632 
He, Y., & Bagwell, D. (2022). Collaborative learning through online professional development. The Teacher Educator, 58(1), 15-28. https://doi.org/10.1080/08878730.2022.2051155 


Hinman, T. B., He, Y., & Bagwell, D. (2021). Developing teacher educators’ hybrid identities by negotiating tensions in linguistically responsive pedagogy: A collaborative self-study. Studying Teacher Education, 17(3), 330-349. https://doi.org/10.1080/17425964.2021.1960814

Honors & Awards

Feb. 2023 UNCG Teacher Education/Higher Education Department Graduate Research Award