Dr. Jen McConnel is an assistant professor of English education at Longwood University. She grew up in mid-Michigan, but after teaching in North Carolina for nearly 10 years (and earning both a Master’s of Science in Library Science and a Master’s of Arts in Children’s Literature), she shifted out of the K-12 classroom as she returned to graduate school at Queen’s University in  Ontario, where she earned her PhD in Education.

She specializes in writing pedagogy and teacher professional development, and she loves working with future educators. Her most recent book chapter explores the ways in which the teachers at Hogwarts neglect self-care, with catastrophic consequences.

For fun, she likes to run in sparkly road races, and ran her first (and likely only) half-marathon wearing a tiara. ​


PhD in Education (Queen’s University, Kingston, ON)

MA in Children’s Literature (Hollins University, Roanoke, VA)

MS in Library Science (Clarion University of Pennsylvania, Clarion, PA)

BA in English and Secondary Education (Western Michigan University, Kalamazoo, MI)


(2020). The fractured pedagogy of care: How Hogwarts’ teachers (don’t) demonstrate self-care. in Pedagogy of Harry Potter, Rovan, M. & Wehler, M. (Eds.) Jefferson, NC: McFarland.


McConnel, J., & de Leon, C. (2020). The Brightest Part of the Forest: A Grit Analysis of an Ontario Children’s Book Award. Language and Literacy, 22(2), 64-79. https://doi.org/10.20360/langandlit29473


Beach, P., Kirby, J., McDonald, P., and McConnel, J. (2019). How do elementary teachers study and learn from a multimedia model of reading development? An exploratory eye-tracking study. Canadian Journal of Education, 42(4), 1022-1058.


(2019). Fan spaces as third spaces: Tapping into the creative community of fandom. English Journal. 109(1), 45-51.  http://secure.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1091-sep2019/EJ1091Sep19Fan.pdf


(2019). That one class. in Key Concepts in Curriculum Studies: Perspectives on the Fundamentals, Wearing, J., Ingersoll, M., DeLuca, C., Bolden, B., Ogden, H., & Christou, T. (Eds.), New York: Routledge.


(2019, January 7). The Teacher/Poet in V Parts. Writers Who Care.  https://writerswhocare.wordpress.com/2019/01/07/the-teacher-poet-in-v-parts/


Beach, P., & McConnel, J. (2018). Eye tracking methodology for studying teacher learning: A review of the research. International Journal of Research & Method in Education. https://www.tandfonline.com/eprint/wXRGTuKxGpQ8jZxygtFV/full


Beach, P., McDonald, P., McConnel, J., & Kirby, J. (2018). Investigating how teachers interact with a visual model of reading development: An eye-tracking study. Journal of Eye Movement Research, 5(11), 21.


(2018). “Why Are We Doing This?”: Using Digital Reflection to Increase Student Engagement. Ubiquitous Learning: An International Journal, 11(2), 13–22. https://doi.org/10.18848/1835-9795/CGP/v11i02/13-22


McConnel, J, & Zamborsky, E. (2017). “Thou Talks’t of Nothing”: Teaching Shakespeare’s Romeo and Juliet in a Contemporary Context. Unboxed. 17. http://gse.hightechhigh.org/unboxed/issue17/thou_talkst_of_nothing/

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