HEATHER A. DAVIS Department of Curriculum, Instruction, & Counselor Education

602cJ Poe Hall Campus Box 7801; North Carolina State University Raleigh, NC 27695-7801; (919)-515-0288(office); Heather_Davis@ncsu.edu

http://www4.ncsu.edu/~hadavis2/ Last Updated June 2012

EDUCATION 1996 - 2001 Ph.D. in Educational Psychology, Applied Cognition and Development,

Department of Educational Psychology, University of Georgia, Athens, GA Dissertation: Making the connection: A multi-method case study of relationships between middle school students and teachers.

1996 - 1998 M.A. in Educational Psychology, University of Georgia, Athens, GA Thesis: Variables influencing the development of the student-teacher relationship.

1994 - 1996 B.A. in Psychology, Emory University, Atlanta, GA. 1992 - 1994 Mount Holyoke Women's College, South Hadley, MA.

ACADEMIC POSITIONS July 2008 - present

Associate Professor, Department of Curriculum, Instruction, and Counselor Education, 602C Poe Hall Campus Box 7801, North Carolina State University, Raleigh, NC 27695-7801

2003 - 2008 Assistant Professor, Educational Psychology & Philosophy Program School of Educational Policy and Leadership, Educational Psychology and Philosophy Program, College of Education & Human Ecology, The Ohio State University, Columbus, OH, 43210

2001 –2003 Assistant Professor, Department of Educational Psychology, University of Florida, College of Education, Gainesville, FL, 32611.

PEER REVIEWED JOURNAL ARTICLES (Listed Chronologically) Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. R. (Accepted May 2012). Examining relational engagement across the transition to high school in schools reformed to improve relationships. Learning Environments Research. Bryant, A., Gayles, J., & Davis, H. A. (on line, February 2011). The relationship between civic behavior and civic values: A conceptual model. The Review of Higher Education. Davis, H. A., Gableman, M., & Wingfield, R. (2011). "She let us be smart": Low-income African American first grade students’ understandings of teacher closeness and influence. J. Walker (Ed.). Special Issue of the Journal of Classroom Interaction: The structure and function of teacher management and care in classroom settings, 46, 4-16. Davis, H. A., Hartshorne, R., & Ring, G. (published on-line, 2010). Being an innovative teacher: Pre-service teachers’ conceptions of technology and innovation. International Journal of Education, 2 (1), 1-28. Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. (2010). Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district. Journal of Educational Change, 11, 345-401. Davis, H. A., DiStefano, C., & Schutz, P. A. (2008). College students’ patterns of appraisal and emotion regulation during test taking. Journal of Educational Psychology, 100, 942-960.

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Newberry, M., & Davis, H. A. (2008). The role of elementary teachers’ conceptions of closeness to students on their differential behavior in the classroom. Teaching and Teacher Education, 24, 1965–1985. Andrzejewski, C. E., & Davis, H. A. (2008). Human contact in the classroom: Negotiation of context in teachers’ touch decision-making. Teaching and Teacher Education, 24, 779-294. Davis, H. A. & Lease, A. M. (2007). Perceived organizational structure for teacher liking: The role of peers’ perceptions of teacher liking in teacher-student relationship quality, motivation, and achievement. Social Psychology in Education: An International Journal, 10, 403-427. Parault, S. J., Davis, H. A., & Pellegrini, A. (2007). Exploring the social contexts of bullying and victimization. Journal of Early Adolescence, 27, 1-30. Davis, H. A. (2006). Exploring the contexts of relationship quality between middle school students and teachers. The Elementary School Journal: Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 193 - 223. Summers, J. E., & Davis, H. A. (2006). Introduction: The interpersonal contexts of teaching, motivation, and learning. The Elementary School Journal: Special Issue on the Interpersonal Contexts of Motivation and Learning, 106, 189-192. Davis, H. A. (2004). One cognitive-developmentalist speaks as an educator. Theory Into Practice: Special Issue on Developmental Psychology Implications for Teaching. Guest Editor: Christopher Anderson, 43, 253-259. Schutz, P. A., DiStefano, C., Benson, J., & Davis, H. A. (2004). Developing a measure of emotion regulation during test taking. Anxiety, Stress, and Coping, 17, 253 - 269. Davis, H. A. (2003). Conceptualizing the role of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38, 207-234. Davis, H. A., & Carr, M. (2002). Gender differences in mathematics strategy use: The impact of temperament. Learning and Individual Differences, 13, 83 - 95. Schutz, P. A., Davis, H. A., & Schwanenflugel, P. (2002). Organization of concepts relevant to emotions and their regulation during test taking. Journal of Experimental Education, 70, 316 - 342. Carr, M., & Davis, H. A. (2001). Gender differences in mathematics strategy use: A function of skill and preference. Contemporary Educational Psychology, 26, 330-347. Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Contemporary Educational Psychology, 26, 431-453. Schutz, P. A., & Davis H. A. (2000). Emotions and self-regulation during test taking. Educational Psychologist, 35, 243-256. BOOKS (In Press) Davis, H. A., Summers, J. E., & Miller, L. (in press, May 2012). Managing classroom relationships for learning: A volume in the Division 15, APA Classroom Insights series. Corwin Press. Debra Meyer, Series Editor.

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BOOK CHAPTERS (Listed Chronologically) Schutz, P. A., Davis, H. A., & DeCuir-Gunby, J. J. (Accepted May 2012). Regulated emotions related to test-taking. To appear in L. Linnenbrink-Garcia & R. Pekrun (Eds.) Handbook of Emotions in Education. Davis, H. A. (In Press June 2012). Teacher-student relationships. To appear in J. Hattie and E. Anderman (Eds.). International Guide to Student Achievement. Chang, M., & Davis, H. A. (2009). Understanding the role of teacher appraisals in shaping the dynamics of their relationships with students: Deconstructing teachers' judgments of disruptive behavior/students. In P. Schutz & M. Zembylas (Eds.) Advances in teacher emotion research: The impact on teachers’ lives (pp.95-127). New York: Springer. Hoy, A. W., Hoy, W. K., & Davis, H. A. (2009). Teachers’ self-efficacy beliefs. In K. R. Wentzel and A. Wigfield (Eds.) Handbook of Motivation (pp. 627-653). New York: Routledge Press. Davis, H. A. (2009). Caring Teachers. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL), Volume 1. (pp. 138-141). New York: Macmillan Reference. Davis, H. A., & Andrzejewski, C. E. (2009). Teacher Beliefs. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL), Volume 2 (pp. 909-915). New York: Macmillan Reference. Silverman, S. K., & Davis, H. A. (2009). Teacher Efficacy. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL), Volume 2 (pp. pp. 915-920). New York: Macmillan Reference. Davis, H. A. (2008). Development: 3-5. In T. Good (Ed.), 21st century education: A reference handbook, Volume 1 (pp. 82-92). Thousand Oaks, CA: Sage Publications. Hoy, A. W., & Davis, H. A. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In T. Urdan & M. F. Pajares (Eds.) Adolescence and education: Volume V: Self-efficacy beliefs of adolescence (pp. 117-137). Information Age Publishing. In Greenwich, CT. Hoy, A. W., Davis, H. A., & Pape, S. J. (2006). Teacher knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.) Handbook of Educational Psychology, 2nd Edition (pp. 715-737). Mahwah, NJ: Lawrence Erlbaum. MANUSCRIPTS IN THE REVIEW PROCESS Davis, H. A., & Shalter-Bruening, P., & Andrzejewski, C. E., (Submitted June 2012). Examining the efficacy of strategy intervention for ninth grade students: Are self-regulated learning strategies a form of social capital? Journal of Cognitive Education: Special Issue on Self-Regulated Learning. Summers, J. E., Davis, H. A., & Hoy, A. W. (Resubmitted March 2012) The effects of teachers' instructional beliefs on students' motivation, perceptions of relationship quality, and academic achievement. American Educational Research Journal.

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Chang, M. L., Davis, H. A., Andrzejewski, C. E., & Poirier (Revise and Resubmit, May 2012). The role of interdisciplinary teaming in high school on students' academic performance. The High School Journal. Schutz, P. A., & Davis, H. A. (Awaiting Revision). Emotional regulation during testing-taking. L. Linnenbrink-Garcia & R. Pekrun (Eds.). Davis, H. A., & Bischoff, A. (Submitted April 2010). Exploring the nature of teacher warmth and demand for high achieving, low-income urban students on science motivation. Journal of Social Psychology of Education. Andrzejewski, C. E. & Davis, H. A. (Invited to Revise and Resubmit). Exploring teacher knowledge and identity as the foundation of teacher practice: A literature review. Review of Educational Research. MANUSCRIPTS IN PREPARATION Davis, H. A., & Andrzejewski, C. E. (Manuscript in Preparation). Pre-service teachers’ perceptions of risk, appropriateness and comfort with touch. To be submitted to Journal of Educational Psychology Davis, H, A., Blanchard, M. R., & Jones, M. G. (Manuscript in Preparation). Understanding the role of science teacher relationships in promoting adolescents’ motivation to engage in science Davis, H. A., & Reiss, M. (Awaiting Revision). High school students’ patterns of appraisal and emotion regulation during test taking: The role of identification with academics and school belonging. Hamilton, R., Davis, H. A., Andrzejewski, C. E., Chang, M., & Poirier, R. R. (Awaiting Revision). Deconstructing risk: An examination of risk and achievement in a suburban district. Davis, H. A., Capa, Y., Kennedy, G., & Davis, S. E. (Awaiting Revision). Middle school students' perceptions of classroom climate: The role of perceived organization and rule clarity in predicting relationship quality, motivation, and achievement. Learning Environments Research Davis, H. A., & Silverman, S. K. (Manuscript in Preparation). Dismantling structural inequity as the focus of teaching educational psychology. To be submitted to Teaching Educational Psychology. Davis, H. A., Andrzejewski, C.E., Holbert, R., & Miller, L. (Manuscript in Preparation). Examining novice teacher educators’ approach to field experience: Toward a model of quality supervision. Davis, H. A., Schutz, P., & Straub, E. (Awaiting Revision). "They can't tell me I'm stupid:" Undergraduate students' experiences of test taking and test anxiety. Davis, H. A. & Lease, A. M. (Awaiting Revision). Children's relational schemas for mother and teacher. Davis, H. A., Schutz, P. A., Chambless, C. B., & Couch, K. N. (Awaiting Revision). Making the connection: A multi-method case study of relationships between middle school students and teachers.

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Davis, H. A., Ashley, S. M., Davis, S. M., & Couch, K. M. (Awaiting Revision). Tensions to relate: Middle school teachers working to understand their relationships with their students. PROFESSIONAL CONFERENCE PRESENTATIONS (Listed Chronologically) Davis, H, A., Blanchard, M. R., & Jones, M. G. (2012). Understanding the role of science teacher relationships in promoting adolescents’ motivation to engage in science: Examining Four Class Cases. Proceedings of the Association for Science Teacher Education 2012. Retrieved 4-01-12 from http://theaste.org/publications/proceedings/2012proceedings.pl Horne, E., Reiman, A., & Davis, H. A. (2011). The contributions of teachers' roles to beginning teachers' perceptions of success. Paper to be presented at the Annual Conference of the American Educational Research Association, New Orleans, LA. Davis, H. A., Gableman, M. G., & Wingfield, R. (2011). "She let us be smart": Low-income African American first grade students’ understandings of teacher closeness and influence. Paper to be presented as part of a symposium on "Teacher management and teacher care: Examining both dimensions in classroom settings" at the at the Annual Conference of the American Educational Research Association, New Orleans, LA Chang, M. L., Davis, H. A., Andrzejewski, C. E., & Poirier (August, 2010). The role of interdisciplinary teaming in high school on students' academic performance. Paper presented at the Annual Conference of the American Psychological Association, San Diego, CA. Andrzejewski, C. E., Poirier, R. R., & Davis, H. A. (May, 2010). Paradigmatic multiplicity: Knowledge born from compliment and contradiction. Paper presented at the Annual Conference of the American Educational Research Association, Denver, CO. Davis, H. A., & Andrzejewski, C. E. (April, 2010). The role of self-descriptions in pre-service teachers' perceptions of classroom touch. Paper presented at the International Conference on Interpersonal Relationships in Education (ICIRE), Boulder, CO. Davis, H. A., Chang, M. L., Andrzejewski, C. E., & Poirier, R. R. (April, 2010). Examining relational engagement across the transition to high school in schools reformed to improve relationships. Paper presented at the International Conference on Interpersonal Relationships in Education (ICIRE), Boulder, CO. Bryant, A., Gayles, J., & Davis, H. A. (October, 2009). The Impact of College Experiences, College Culture and Athletic Participation on College Students’ Social Activism and Charitable Involvement. Paper presented at the 2009 Annual Meeting of the Association for the Study of Higher Education, Vancouver, British Columbia. Davis, H. A., Andrzejewski, C. E., & Gregory, B. (August 2009). Pre-service teachers’ perceptions of risk, appropriateness and comfort with touch. Paper presented at the Annual conference of the American Psychological Association, Toronto, Canada. Davis, H. A., & Silverman, S. K. (August, 2009). Exploring the use of popular texts and media to contextualize the teaching of educational psychology: Revealing the systemic effects of teacher beliefs, stereotypes, and implicit associations through blink © and Crash ©. Paper presented at the Division 15 Pre-Conference on Teaching Educational Psychology; Annual conference of the American Psychological Association, Toronto, Canada. Davis. H. A., & Bischoff, A. B (April 2009). Exploring the nature of teacher warmth and demand for high achieving, low-income urban students on science motivation. Paper

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presented at the Symposium on “How Control and Care Work Together in Classroom Management” at the Annual Conference of the American Educational Research Association, San Diego, CA. Schutz, P. A. & Davis, H. A. (April 2009). Emotional regulation during testing-taking. Paper presented at the Symposium on “New Perspectives on Individual Differences in Achievement” at the Annual Conference of the American Educational Research Association, San Diego, CA. Silverman, S. K., & Davis, H. A. (April 2009). Exploring pre-service teachers’ sense of responsibility for working with diverse students. Paper presented at the Symposium on “Looking and Listening in Classrooms” at the Annual Conference of the American Educational Research Association, San Diego, CA. Li, J., Davis, H. A. & Lomax, R. G. (October, 2008). Utilizing factor analysis to examine high school students’ academic motivation. Paper presented at the annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus, Ohio Online <PDF>. 2009-05-23 from http://www.allacademic.com/meta/p273773_index.html Davis, H. A., & Chang, M. L. (April 2008). Crossing the research-practice divide: Breaking barriers, building bridges. Participant in an interactive symposium presented at the annual conference of the American Educational Research Association, New York, NY. Davis, H. A., & Li, J. (April, 2008). The role of cognitive appraisals during tests in shaping emotion regulation in high school. Paper presented at the annual conference of the American Educational Research Association, New York, NY. Davis, H. A., & Shalter-Bruening, P., & Andrzejewski, C. E., (April, 2008). Examining the efficacy of strategy intervention for ninth grade students: Are self-regulated learning strategies a form of social capital? Paper presented at the annual conference of the American Educational Research Association, New York, NY. Holbert, R. Davis, H. A., & Andrzejewski, C. E. (April, 2008). Examining novice teacher educators’ approach to field experience: Toward a model of quality supervision. Paper to be presented at the annual conference of the American Educational Research Association, New York, NY. Davis, H. A., Poirier, R. P., Andrzejewski, C. E., & Chang, M. (April, 2007). Role of teaming in easing the transition to high school. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL. Andrzejewski, C. A., Davis, H. A., & Barta, B. (August, 2006). Human contact in the classroom: Negotiation of context in teachers’ touch decision-making. Paper presented at the annual conference of the American Psychological Association, New Orleans, LA. Andrzejewski, C. A., Davis, H. A., & Barta, B. (July 2006). Touch in the classroom: Exploring what a conversation with teachers about touch reveals about teaching selves. Paper presented as part of the symposia on the Interpersonal Contexts of Teaching Selves: Where Have We Been and Where Are We Going? at the Fourth Biennial International SELF Conference, Ann Arbor, MI. Newberry, M., & Davis, H. A., (July, 2006). Teachers' understandings of connectivity in an elementary classroom. Paper presented as part of the symposia on the Interpersonal Contexts of Teaching Selves: Where Have We Been and Where Are We Going? at the Fourth Biennial International SELF Conference, Ann Arbor, MI.

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Straub, E. T., & Davis, H. A. (July, 2006). Students' and teachers perceptions of connectivity in distance education. Paper presented as part of the symposia on the Interpersonal Contexts of Teaching Selves: Where Have We Been and Where Are We Going? at the Fourth Biennial International SELF Conference, Ann Arbor, MI. Summers, J. E., Davis, H. A., & Hoy, A. W. (July, 2006) The effects of teaching efficacy on students' motivation, perceptions of relationship quality, and academic achievement. Paper presented as part of the symposia on the Interpersonal Contexts of Teaching Selves: Where Have We Been and Where Are We Going? at the Fourth Biennial International SELF Conference, Ann Arbor, MI. Davis, H. A., & Reiss, M. (April, 2006). Exploring test motivation, confidence, anxiety, and coping in high school. Paper presented at the annual conference of the American Educational Research Association, San Francisco, CA. Davis, H. A., Straub, E. T., & Andrzejewski, C. A. (March, 2006). The Impact of "Smaller Learning Communities" on the Transition to High School, Paper presented at the Biennial meeting of the Society for Research in Child Development, San Francisco, CA. Davis, H. A., Williams, R, Axelberd, S., Boustead, A., & Lease, A. M. (August, 2005). Perceived organizational structure for teaching liking. Paper presented at the annual conference of the American Psychological Association, Washington, DC. Davis, H. A., DiStefano, C., & Schutz, P. A. (April, 2004). Patterns of appraisal and emotion regulation during test taking. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Davis, H. A. (August, 2003). Making connections: The role of relationship quality in motivation and learning. Paper to presented as part of a Symposium on The Interpersonal Contexts of Teaching, Motivation, and Learning at the Annual Conference of the American Psychological Association, Toronto, Canada. Davis, H. A., Hartshorne, R., Hayes, S., & Ring, G. (August, 2003). Developing an “innovative” identity: Pre-service teachers’ beliefs about technology and innovation. Paper presented at the Annual Conference of the American Psychological Association, Toronto, Canada. Davis, H. A., & Ashley, S, M. (August, 2003). Middle school teachers' conceptions of their relationships with their students. Paper presented at the Annual Conference of the American Psychological Association, Toronto, Canada. Schutz, P., DiStefano, C., Benson, J., & Davis, H. (July 2003). Assessing Emotional Regulation During Testing: Some Validity Evidence. Paper presented as part of a symposium on Recent Research on Emotions and Coping at the Stress and Anxiety Research Society meeting, Lisbon, Portugal. Davis, H. A., Davis, S. E., & Smith, T. (April, 2003). Middle school students' perceptions of classroom climate: The role of perceived organization and rule clarity in predicting relationship quality, motivation, and achievement. Paper presented as part of a Symposium on School Atmosphere, Motivation, and Achievement at the Biennial meeting of the Society for Research in Child Development, Tampa, FL. Davis, H. A., Christian, H., Molitch-Hou, T., & Carr, M. (August, 2002). Understanding gender differences in mathematics motivation and achievement. Paper presented at the annual conference of the American Psychological Association, Chicago, IL.

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Davis, H. A., Davis, S., & Murphy, E. (April, 2002). Relationships between middle school students and teachers: Views from the front of the classroom. Paper presented at the annual conference of the American Educational Research Association, New Orleans, LA. Davis, H. A., Vail, C., & Foster, S. (March, 2002). Studying abroad: Transformations in pre-service teachers’ views of academics and learning. Paper presented at the annual meeting of the Eastern Educational Research Association, Sarasota, FL. Davis, H. A., Ring, G., & Ferdig, R. E. (March, 2002). Integrating Technology into the Study of Teaching and Learning. In Willis, D.A., Price, J., & Davis, N.E. (Eds.) 2002 Information Technology and Teacher Education Annual: Proceedings of SITE2002 (p. 1306 - 1307). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Ferdig, R. E., & Davis, H. A. (March, 2002). How and when do students become "invested" in on-line collaboration? In Willis, D.A., Price, J., & Davis, N.E. (Eds.) 2002 Information Technology and Teacher Education Annual: Proceedings of SITE2002 (p. 1319). Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Davis, H. A. (January, 2002). Getting in "the zone": Middle school students' perspectives on teacher relationships. Paper to presented at the annual conference on Interdisciplinary Qualitative Studies (QUIG), Athens, GA. Davis, H. A. (April, 2001). Uncovering the impact of social relationships in the classroom: Viewing relationships with teachers from different lenses. Paper presented at the annual conference of the American Educational Research Association, Seattle, WA. Davis, H. A., Chambless, C. B., Couch, K., Schutz, P. A., Goreman, A., Long, C. (August, 2000). Predicting the quality of relationships among middle school students and teachers. Paper presented at the annual meeting of the American Psychological Association, Washington, DC. Davis, H. A., & Lease, A. M. (April, 2000). Cognitive representations of self, mother, and teacher. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Davis, H. A., DiStefano, C., DeCuir, J. T., & Schutz, P. A. (April, 2000). Patterns of appraisal and emotion regulation during test taking. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Schutz, P. A., Davis, H. A., Crowder, K. C., Hubbard, B. P., DeCuir, J. T., & Chambless, C. B. (April, 2000). Goals, emotion, and emotional regulation. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Davis, H. A., Schutz, P. A., & DeCuir, J. T. (August, 1999). "They can't tell me I'm stupid:" Undergraduate students coping with test anxiety. Paper presented at the annual meeting of the American Psychological Association, Boston, MA. Davis, H. A., Schaffer, A., Parault, S., & Pellegrini, A. (August, 1999). Bullying and victimization in social settings: Who's who at the middle school dance? Paper presented at the annual meeting of the American Psychological Association, Boston, MA. Carr, M., & Davis, H. A. (April, 1999). Gender differences in mathematics strategy use. Paper presented at the Biennial meeting of the Society for Research in Child Development, Albuquerque, NM.

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Davis, H. A., & Carr, M. (April, 1999). Gender differences in mathematics strategy use: The impact of temperament. Paper presented at the Biennial meeting of the Society for Research in Child Development, Albuquerque, NM. Schutz, P. A., DiStefano, C., Benson, J., & Davis, H. A. (April, 1999). Developing a measure of emotion regulation during test taking. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. Schutz, P. A., Davis H. A., Schwanenflugel, P., & Axelrod, J. (April, 1998). Personal theories of emotion and emotion regulation. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Davis, H. A. (April, 1998). Variables influencing the development of the student-teacher relationship. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Urdan, T., & Davis, H. A. (February, 1998). Differences by race and grade level in motivation for taking standardized achievement tests. Paper presented at the biennial meeting of the Society for Research on Adolescence, San Diego, CA. Schutz, P. A., Davis, H. A., & White, V. E. (August, 1997). A longitudinal investigation of goals and sub-goals. Paper presented at the annual meeting of American Psychological Association, Chicago, Ill. Urdan, T., & Davis, H. A. (June, 1997). Students' and teachers perceptions of standardized tests: A comparison by race and grade level. Paper presented at the Interdisciplinary Workshop on Test Scores and Inequalities, Roy Wilkins Center for Human Relations and Social Injustice, Hubert H. Humphrey Institute for Public Affairs, Minneapolis, MN. RESEARCH EXPERIENCES 6/11 – present Co-Principal Researcher. Longitudinal examination of the intersection of

ethnicity, gender, first generation status and perceived support on science motivation. With Dr. Jessica DeCuir-Gunby.

8/98 – present Principal Researcher. The development and impact of relationships between

students and teachers on motivation, learning, and achievement. Multiple-method, cross-sectional examinations of interpersonal and social-motivational processes in the classroom.

5/05 – 8/07 Principal Researcher. The high school experience: Understanding the

impact of Smaller Learning Communities (SLCs) on the transition to high school. Multi-method, longitudinal research project involving two cohorts of students transitioning to and through high school. Multi-level data analyses employed to examine the impact of teaming structures on students’ motivation, strategic learning, and achievement.

9/96 – present Co-Researcher. Understanding emotion and emotion regulation during test

taking. Collaborative project to describe students’ experiences of test-taking, test-anxiety, and emotion regulation with Drs. Paul Schutz, University of Georgia and Dr. Christine DiStefano, University of South Carolina.

9/00 – 2004 Co-Researcher. Integrating technology into the study of teaching and

learning. Study of pre-service teachers attempts to become engaged or to resist engaging with technology with Drs. Gail Ring, Director of the Electronic

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Portfolios, Clemson University and Richard Hartshorne, University of North Carolina - Charlotte.

9/96 – 5/02 Co-Researcher. Gender differences in mathematics strategies, motivation,

and meta-cognition. Collaborative project with Dr. Martha Carr, University of Georgia, Dept. of Educational Psychology.

1/01 – 1/02 Co-Researcher. Exploring the impact of study abroad experiences on

academic, cultural, and personal identity development. Collaborative project with Dr. Stuart Foster, Dept. of Social Sciences Education, University of London and Dr. Cindy Vail, Dept. of Special Education, University of Georgia.

6/99 - 9/00 Evaluation Consultant. Learn and serve. Consultant with the Department of

Education regarding evaluation of outcomes of state-wide service learning project with Dr. Carl Huberty, University of Georgia, Dept. of Educational Psychology.

6/98 - 2/00 Evaluation Consultant. Advancing the competencies of teachers for early

behavior-interventions with at-risk children with Principal researchers Dr. Andrew Horne Dept. of Counseling Psychology; Dr. Randy Kamphaus, Dept. of School Psychology, University of Georgia; and Dr. Jean Baker, Dept. of School Psychology, Michigan State University.

8/97 - 8/99 Research Assistant. Jackson county schools project. Three-year longitudinal

project to study aggression and victimization in early adolescence with Dr. Anthony Pellegrini, University of Minnesota, Dept. of Educational Psychology.

5/95 - 8/96 Research Assistant. Motivations for standardized tests. Cross-sectional study

examining gender, race, and school differences in elementary and middle school students motivations for standardized tests with Dr. Tim Urdan, Santa Clara University, Santa Clara, CA.

6/96 - 8/96 Research Assistant. Social correlates of nonverbal ability. Drs. Darryl Neil,

Stephen Nowicki, and Marshal Duke, Emory University, Dept. of Psychology, summer study abroad program.

COURSE PREPARATIONS & TEACHING EXPERIENCE Doctoral Seminars (all courses include asynchronous, on-line discussions)

Theories and Research in Educational Psychology (EDP 704) Summer 2012 (Offered as a combined MA/PHD section) North Carolina State University, CICE Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Social Psychology of Education. (ECI 709 Special Topics) Spring 2011 (@OSU: Spring 2005 & 2007; @UFL: Summer 2002, Spring 2003) North Carolina State University, CICE View course website including syllabus and activities at: http://www4.ncsu.edu/~hadavis2/Teaching.htm Emotions and Emotion Regulation in the Classroom. (EDP&L 925.5) Autumn 2006 The Ohio State University, School of Educational Policy and Leadership

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Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Seminar in Professional Development for Teachers (EDP&L 756) Fall 2004 (Fall 2005, 2006, 2007) Required Course for the Teacher Education Doctoral Program The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Field Experience and Supervision of Novice Teachers (EDPL 768 / 937) Winter 2007; Required Course for the Teacher Education Doctoral Program The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Psych Studies and Teacher Ed Research Seminar in Professional Writing (EDPL 925.50) Winter 2006 (2007) The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and writing group guidelines can be furnished upon request. Psych Studies and Teacher Ed Research Seminar in Data Management (EDPL 925.50) Summer 2006 (2007) The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and activities can be furnished upon request. Professional Development Seminar: Collaboration among teachers: Optimizing productivity (EDP&L 727.50; Course offered in conjunction with the Office of Outreach and Engagement) Winter 2005 (July 2007). This course was offered to practicing teachers, on-site, to support them in meeting their continuing education licensure requirements. The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request.

Masters Level Seminars and M.Ed. Courses for Licensure

Advanced Educational Psychology (EDP 504) Summer 2012 (Offered as a combined MA/PHD section) North Carolina State University, CICE Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Pedagogical Studies: Introduction to Educational Psychology (EDP&L 718) Required course for the Early Childhood Program Summer 2004 (Summer 2005, 2007) The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Adolescent Development in the School Context (EDP&L 607) Fall 2003 (Winter 2004, Spring 2004, Winter 2005 x2; Fall 2005, Winter 2006 x2, Winter 2007; Winter 2008 x2)

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Serving the Math, Science and Technology Secondary Teacher Education and Middle Childhood Teacher Education programs. This course meets requirements for a number of other teacher certification programs in our NCATE unit. The Ohio State University, School of Educational Policy and Leadership Included an asynchronous on-line course component. Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Educational Leadership, Learning, & Teaching: Middle childhood, Adolescence, and Young Adults (EDP&L 885.02) Winter 2004 (Spring 2005) Serving the Educational Administration Secondary Licensure Program. The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Motivation for Education (EDF 6938) Summer 2003 University of Florida, Department of Educational Psychology Syllabus, list of topics and readings, and project guidelines can be furnished upon request.

Applied Analysis of Variance (ERSH 8310) Teaching Assistant, Spring, 1999; Tutor, Summer 1997 through Summer 1999 University of Georgia , Department of Educational Psychology

Foundations of Motivation for Education (EPSY 6060) Teaching Assistant, Fall 1998 University of Georgia, Department of Educational Psychology

Undergraduate Courses

Applied Child Development (EDP 370) Fall 2008, 2009, 2011; Spring 2009, 2010, 2011, 2012 (Serving the Elementary Teacher Education Program, the Youth Leadership Development concentration (CHASS), and general education requirements). North Carolina State University, Dept. of Curriculum, Instruction & Counselor Education View course website including syllabus and activities at: http://www4.ncsu.edu/~hadavis2/Teaching.htm Educational Psychology (EDP 304) Fall 2009, 2011, 2012; Spring 2010, Spring 2011 (Serving the NCATE Unit and general education requirements, course taught to meet College's 1:1 laptop initiative). North Carolina State University, Dept. of Curriculum, Instruction & Counselor Education View course website including syllabus and activities at: http://www4.ncsu.edu/~hadavis2/Teaching.htm Psychological Studies in Education (EDPL 309) Fall 2007, Winter 2008 (Pre-requisite course for admission into OSU College of Education’s Teacher Education Programs) The Ohio State University, School of Educational Policy and Leadership Syllabus, list of topics and readings, and project guidelines can be furnished upon request. London Honors Program (HSC 296) Fall 2007 Study abroad course co-taught with six other faculty from across the university

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Lecture: “Examining the English Education System: Issues in Equity and Access” Serving The Ohio State University Honors Program. Syllabus, list of topics and readings, and project guidelines can be furnished upon request. Child Development for Inclusive Education. (EDF 3115) Fall 2001 (x2), Spring 2002 (x2), Fall 2002 (x2), Spring 2003 Serving the Unified Elementary Education Program (PROTEACH) University of Florida, Department of Educational Psychology Learning and Development in Education (EPSY 2020) Instructor, Fall 2000 (x2) Spring 2001 course taught in Oxford, UK as part of the College of Education’s semester-long study abroad program University of Florida, Department of Educational Psychology Seminar in Mathematics Motivation (EPSY 4000) Instructor, Spring 2001 University of Georgia at Oxford, England, Department of Educational Psychology

SERVICE TO LOCAL SCHOOL DISTRICTS & CONSULTATION May 2012 Presenter. “When to Worry about your Child’s Worries: Understanding Test

Taking and Test-Anxiety.” Part of the National Speak up for Kids campaign co-sponsored by the American Psychological Association and the Child Mind Institute. Held at Wiley Elementary School with co-presenter Judith Williams, School Counselor.

February 2011 Facilitator. “Developing Academic Self-Regulatory Skills in Young Children.”

Developed a 2-hour professional development for WCPSS Parent and Teacher Consultants at Project Enlightenment. Organized by Caroline Tatum-Carter, Educational Consultant.

January 2011 Facilitator. “Intercultural Communication.” Developed 2-hour workshop for

volunteer mentors at the St. Giles Enrichment Program. This program serves low income children from the Raleigh Gardens Housing Project. Organized by Joe Moody, Director SGEP.

November 2010 Panel Discussant. "Beyond Valuing Diversity: The Overlooked Psychological

Benefits of Diverse School Composition." Organized by Yevonne Brannon, Director, Great Schools in Wake

March 2010 Public Speaker. Wake County Board Of Education. Prepared and delivered a

statement in support of the countywide diversity policy that desegregates schools based on socio-economic status.

March 2010 Panel Discussant. "The role of diverse classrooms in promoting optimal

conditions for learning." First Annual University in the Community Forum of the Africana Studies Program: “Neighborhood Schools or Re-Segregation?” Perspectives on Diversity in Wake County Public Schools. Organized by Dr. Sheila Smith McKoy, Director of Africanna Studies Program; McKimmon Center, Raleigh, NC.

2009-present University Partner for EDP 370: Applied Child Development. Wiley Elementary

School: Wiley Partners Program. They Wiley Partners Program identifies

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students who are at-risk for academic failure and pairs them with an academic tutor for weekly one-on-one tutoring. Program Director and School Counselor: Judith Williams

2009-present University Partner for EDP 370: Applied Child Development. St. Giles /

Community of Hope (YMCA) Afterschool Program. The SGCH afterschool program provides bi-weekly support for elementary and middle grades children living in the Raleigh Gardens low-income housing development. Program Director: Sarah Verukula, YMCA Community of Hope.

2009-present University Partner: : EDP 370: Applied Child Development. Step-UP Ministries

Children’s Program. Step-UP children’s program serves economically disadvantaged families by providing a safe and nurturing environment where children birth-16 yrs can feel valued, capable, and challenged to reach his/her highest potential. The 9-month program has three goals that parallel the adult program: 1) Financial Literacy: to provide children with an understanding of the value of monetary systems and financial institutions, 2) Personal Development: to enhance the personal development of each child, and 3) Career/Academic Achievement: to improve the academic performance of each child within the school setting. Program Coordinator: Colisha Gilbert.

June 2011. Integrating iPad Technology into Phase III (Personal Skills) of

Step-Up Children’s Program. Co-designed an 8-week workshop for children ages 5-16yrs that implemented white board, draw, mind-map, presentation, and websearch software.

June 2010. Redesign of the Step-Up Life Skills, Job Skills, & Children's Program Brochure. Supervised former EDP 370 student, Helen Dear, in the redesign and publication of a new brochure for the Step-Up Urban Ministries Children's Program.

March 2010 Sponsor. Step-Up Children's Program Logo Design Competition. Using funds from EDGES Participant Stipend, I sponsored a logo competition for students in the Step-Up Children's Program to contribute to a new logo design for the Children's program brochures.

July 2009 Co-leader. Step-Up Summer Alumni Experience: "Going to College". Led tour of NC State Campus for 13 middle grades and high school alumni of the Ste-Up program. During tour and lunch facilitated discussion of college-life with NC State student Phyllicia Rose and Meredith College Staff Member, Jane Mitchell. Led discussion of criteria for undergraduate admissions and college financing.

2005–2007. Consultant & Evaluator. Understanding students’ motivation, engagement,

and learning during the transition to and through high school: Impact of Smaller Learning Communities. Purpose of this project was to explore the impact of the transition to high school for the district over a two-year period. Baseline data was collected Spring 2006 from outgoing 8th grade students concerning students’ motivation, self-regulation, and sense of school belonging. Awarded $15,000 to complete the evaluation.

August 2006 Participant. Westerville City School District Smaller Learning Communities

(SLC) Retreat. The purpose of our participation was four-fold: 1) to share findings from our longitudinal study of over 600 students who transitioned to high school last year and the efficacy of three SLC structures (i.e. teaming, advisory, and study hall), 2) to share preliminary data concerning the motivational profile of incoming class (900+) of 9th grade students, 3) to share findings regarding teachers’ experiences of teaming, and 4) to facilitate

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discussion of how to improve the efficacy of SLC structures (particularly for high achieving populations).

August 2006 Facilitator. “Collective Efficacy, Collaboration, and Communication Staff

Retreat.” Develop a full day retreat for SWCA teachers building off May late-start. The purpose of this retreat was five fold, 1) introduce techniques for facilitating affirming communications / recognition within SWCA staff, 2) review small-group findings from the May late workshop, 3) discuss the nature of experiencing change, 4) facilitate participants in prioritizing communication problems and selecting a few (1-2) problems to deconstruct, and 5) discussing the nature of conflict resolution and group decision making. A report summarizing the work of participants was generated.

May 2006 Facilitator. “Collective Efficacy, Collaboration, and Communication amongst

Faculty at South Western Career Academy.” Develop a 1 1/2-hour late start professional development workshop for teachers and administrators at SWCA. Prior to facilitating the workshop data were collected from (85%) the faculty on their perceptions of collective efficacy and the quality of communication in their school. The purpose, then, of the workshop was four- fold, 1) to discuss the nature of collective efficacy including the sources of individual and teaching efficacy, 2) to share findings from staff-survey of collective efficacy, 3) to share findings from the staff survey of communication quality in the school, and 4) to facilitate small-group and large group discussion of the nature of communication problems in the district. Two reports were generated (a preliminary report summarizing survey findings and a summative report of the findings from staff discussion).

April 2005 Panelist. Columbus Public Schools Professional Development Day; sponsored

by the P-12 Collaborative. Developed a 1-hour professional development seminar for teachers on the topic of test taking, emotions, and emotion regulation. “When taking tests I get so nervous I forget everything”: Exploring test motivation, confidence, anxiety, and coping in high school.”

Spring 2004 Reviewer. Kentucky Department of Education, Education Professional

Standards Board. Reviewed seven grant proposal submitted for their, “Teacher Quality Enhancement Grants.” The EPSB recruited reviewers to rate proposals and recommend three to five proposals for one year funding ranging from ($40,000 - $75,000).

UNIVERSITY SERVICE 2008-present Member. Teaching Fellows Advisory Board. NCSU Director: Michael Clinkscales 2008-present Member. Task Force on Core Courses, Subcommittee of the Council of

Education Program Coordinators, College of Education. Chair, Associate Dean for Academic Affairs, Gerald Ponder.

2009-2010 Member. SAY Village Advisory Board. Director: Robin McWilliams. April 2009: Invited Speaker. "Parting without Sorrow." Talk given to the

students of SAY Village on the nature of ending relationships with children. Class objectives included: undergraduate students would understand the literature on 'relationship dissolution,' they would reflect on the strategies for dissolving relationships, identify their natural orientations, and identify 'positive' / adaptive strategies for ending their relationships with their SAY-village mentees. Activities included completing a relationships questionnaire and role-play with partners.

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Spring 2010 Member. College Committee to Coordinate Methodology Courses. Chair,

Associate Dean for Academic Affairs, Gerald Ponder. 2007-2008 Member. Graduate Studies Committee, School of Educational Policy and

Leadership. Chair, Philip Smith. 2006-2008 Representative: Educational Policy and Leadership. College Council, College

of Education and Human Ecology, The Ohio State University. 2005-2006 Section Co-Chair. Social and Cultural Foundations Program, School of

Educational Policy and Leadership, The Ohio State University. Responsibilities include overseeing masters and doctoral admission process, coordinating 2006-07 course offerings within our section and with other sections in our school, as well as attending to additional school issues.

2005-2006 Alternate Member. Graduate Studies Committee, School of Educational Policy

and Leadership. Chair, Philip Smith. Fall 2005 Member. School of Educational Policy and Leadership Scholarship Committee.

Responsibilities included reviewing students’ applications and generating a recommendations list for the school director.

Summer 2005 Second Reader. Middle Childhood Teacher Education Capstone Projects and

Portfolios. Responsibilities including reviewing, evaluating, and providing feedback for students’ culminating portfolios and attending an oral defense.

Spring 2005 Member. College Research Committee. The purpose of this committee was to

provide recommendations to the incoming dean regarding the College’s research infrastructure. Chair Philip Smith.

Spring 2005 Co-Captain for School of Educational Policy and Leadership. Campus

Campaign fundraiser. Responsibilities included organizing faculty and staff fundraising efforts within our school. Our efforts led to the establishment of new fund to support a merit competition for students completing their dissertation and additional operation funds for our school.

Spring 2005 Abstract Judge. Edward F. Hayes Graduate Research Forum. Reviewed and

provided feedback to 20 project proposals submitted by doctoral students in the College of Education.

Summer 2004 Second Reader. Math, Science, and Technology Secondary Teacher Education

Capstone Projects. Spring 2004 Abstract Judge. Edward F. Hayes Graduate Research Forum. Reviewed and

provided feedback to 20 project proposals submitted by doctoral students in the College of Education.

Summer 2002 Consultant. The University of Florida Preparing Tomorrow's Teachers to use

Technology assessment and evaluation of electronic portfolios. Met to evaluate the utility of a rubric based on the Florida Accomplished Teaching Practices as a criterion for evaluating students' electronic teaching portfolios.

2001 - 2003 Unified Elementary Education (ProTeach) Coordinating Committee. Meet

monthly to discuss the curricular and professional development issues regarding the elementary education program.

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NATIONAL SERVICE American Psychological Association 2008 – 2011 Secretary. Division 15- Educational Psychology (Elected Position) August 2009 Invited Speaker. Doctoral Research Seminar, "Seeking an Academic Position,"

Division 15- Educational Psychology August 2009 Organizer. Focus Group on the Issues Facing Early Career Psychologists,

Division 15 - Educational Psychology 2007 – 2008 Alternate Representative - Division 15, Educational Psychology. APA Board of

Educational Affairs August 2008 Faculty Mentor. Doctoral Research Seminar, Division 15- Educational

Psychology 2004 – 2006 Co-chair. Paul R. Pintrich Outstanding Dissertation Award Committee, Division

15-Educational Psychology (with Jessica Summers, University of Arizona) 2001 – 2003 Co-Chair. Doctoral Research Seminar, Division 15- Educational Psychology

(with Jessica Summers, University of Arizona) August 2000 Invited Speaker. Doctoral Research Seminar, "If only I'd known then what I

know now..." Division 15- Educational Psychology American Educational Research Association 2007-2010 Member. Affirmative Action Committee, Division C – Section 6: Social,

Cognitive, and Motivational Processes, Chair: Sharon Nichols, University of Texas at San Antonio

April 2009 Faculty Mentor. Graduate Student Seminar, Division C – Section 6: Social, Cognitive, and Motivational Processes

2007-2009 Member. Proposal Review Board, Division C – Section 6: Social, Cognitive, and Motivational Processes

2004 Program Co-Chair. Division C – Section 6: Social, Cognitive, and Motivational Processes, (2005 Program; with Jenefer Husman, Arizona State University & Jessica DeCuir, NC State)

2007-present Consulting Editor. Journal of Classroom Interaction (responsibilities include

reviewing 5 manuscripts per year) 2007-present Consulting Editor. School Psychology Quarterly (responsibilities include

reviewing 5 manuscripts per year) 2002–present Consulting Editor. Journal of Experimental Education (responsibilities

include reviewing 5 manuscripts per year) 2002–present Reviewer. Journal of Educational Psychology Consulting Editor. October 2003 – October 2006 (3 year term) 2003–present Reviewer. Contemporary Educational Psychology Consulting Editor. October 2003 – 2006 (3 year term) 2003–present Reviewer. Teaching and Teacher Education Co-Editor (2003–2006). North American Book Reviews (with Darlene

Opfer, responsibilities include soliciting and reviewing 8 book reviews per year)

2007-present Reviewer. British Journal of Educational Psychology

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HONORS 2009-2010 North Carolina State Outstanding Extension Service Award. Autumn 2009 Participant: Education and Discovery Grounded in Engaged Scholarship

(EDGES). One of 20 faculty, selected across the NCSU campus, to participate in a multi-generational faculty development program designed to promote engaged research and teaching. Project PI: Audrey Jaeger, Associate Professor, North Carolina State University. (Included a $500 Stipend to support project development). http://nonprofit.chass.ncsu.edu/EDGES.php

Spring 2010 Nominated for the Richard E. Snow Early Contribution Award. Division 15,

Educational Psychology, American Psychological Association. Spring 2010 Nominated for the Gertrude Cox Award for Innovative Excellence in Teaching

and Learning with Technology, North Carolina State University, Office of Faculty Development and office of Distance Education and Learning Technology Applications (DELTA).

Spring 2008 Nominated for the Richard E. Snow Early Contribution Award. Division 15,

Educational Psychology, American Psychological Association. Spring 2007 Nominated for the Richard E. Snow Early Contribution Award. Division 15,

Educational Psychology, American Psychological Association. April 2000 Selected as a participant in the American Educational Research Association,

Division C, Graduate Research Seminar. August 1999 Selected as a participant in the American Psychological Association, Division

15 - Educational Psychology, Doctoral Research Seminar. 1998 – 1999 Graduate Fellow of the Cognitive Studies Group, Institute for Behavioral

Research, University of Georgia. April 1998 Awarded the Motivation SIG Student Travel Award to present at the Annual

Conference of the American Educational Research Association. FUNDED PROJECTS Spring 2010 NCSU Foundation Grant: Involving undergraduates in creating a

developmental database and making developmental assessments of low-income urban children and adolescents. The purpose of this proposal is to request funding for the purchase of equipment that can be integrated in the College of Education's EDP 370: Applied Child Development class (see http://courses.ncsu.edu/edp370/lec/001/index.html). We propose purchasing hardware and software that would enable students to complete developmental assessments and interviews in the field and upload these assessments to a database. The database would, in turn, provide comparative 'normative' data concerning the typical characteristics of a child that age. $32,000. This project was selected for funding by the NC State College of Education.

Spring 2009 NCSU: Faculty Research and Professional Development Grant (FRPD):

Examining the developmental significance of early teacher relationships for underrepresented students in math. The purpose of this project was to

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explore the nature of ‘warmth’ and ‘demand’ in first grade, minority and low-income students' teacher-child relationships using a structured interview protocol. $8,000.

Spring 2005 Westerville Central School District Contract: “Understanding students’

motivation, engagement, and learning during the transition to and through high school: Impact of Smaller Learning Communities.” The purpose of this project was to complete a transition audit for the district over a three-year period. Baseline data was collected Spring 2005 from outgoing 8th grade students concerning students’ motivation, self-regulation, and sense of school belonging. $43,667.32

Spring 2004 The Ohio State University, P-12 Scholars Grant, “High school students’

emotions and emotion regulation during test taking: The role of identification with academics and school belonging”. The purpose of this project was to explore high school students' beliefs about high stakes tests, their emotion experiences during tests, strategies for managing unpleasant emotions during tests, identification with academics, and belonging to their school. $19,967.09

Spring 2002 University of Florida College of Education, College Research Incentive Fund

(CRIF):"Measuring relational schemas for teachers in elementary and middle school students: Making the case for construct validity." The purpose of this project was to collect cross-sectional data concerning elementary and middle school students' beliefs about teachers and teacher relationships. $3,000.

Fall 2001 University of Florida Preparing Tomorrow's Teachers to use Technology (PT3)

Mini-Grant: “Integrating technology into the study of teaching and learning.” Funds were used to purchase software and equipment to support integrating the use of electronic portfolios and on-line discussions into the teaching of child development and learning. $4000.

Spring 2001 University of Georgia Study Abroad Program at Oxford University, England.

Invited instructor for Learning and Development in Education as well as an upper level undergraduate educational psychology elective in mathematics motivation for the University of Georgia's Study Abroad Program.

1999 – 2000 University of Georgia Finishing Doctoral Studies Fellowship: "Building a

Theory of Relationships Between Middle School Students and Teachers." Awarded by the Graduate School of the University of Georgia to support dissertation data collection, analysis, and writing.

RECENT GRANT PROPOSALS SUBMITTED (unfunded) Davis, H. A., Blanchard, M., Jones, M. G., & Nassar McMillan, S. C. (2010). "North Carolina Personal Relationships for Engaging Students in Scientific (P.R.E.S.S.) Understanding and Workforce Development." Proposal for $717,503 submitted to the Institute for Educational Studies (IES), Social and Behavioral Context For Academic Learning; Exploration Goal. [Under review] Davis, H. A. (2009). “Examining the developmental significance of teacher relationships for underrepresented students in math.” Proposal for $652,045 submitted to the National Science Foundations Early Career Award Program (EHE).

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Reiman, A., Davis, H. A., Jones, G., & Lee, J. (2008). “SPACE: Students Pursuing Active Climate Engagement.” Proposal for $149,789 submitted to National Aeronautics and Space Administration Office of Education Global Climate Change Education. Davis, H. A. (2008). “Examining the developmental significance of teacher relationships for underrepresented students in math and science.” Proposal for $708,377 submitted to the National Science Foundations Early Career Award Program (EHE). Davis, H. A. & Straub, E. T. (2005). “Coping with Technology Learning: The Impact of Beliefs, Judgments, Emotions, and Problem Solving Strategies on Informal Learning Behaviors, Satisfaction, and Self-Efficacy.” Proposal for $59,604 submitted to support the completion of a project that would examine the role of emotions and emotion regulation in adults’ informal learning experiences with technology. Davis, H. A., & Andrzejewski, C. E. (2005). “The Use of Human Contact as a Teaching Tool: Exploring Touch, Pedagogy, and Classroom Culture.” Proposal submitted for $2964.20 to support the completion of a qualitative study examining teachers’ beliefs about the use, their language and metaphors, and their decision-making regarding touch in the classroom. Davis, H. A. (2005). "Understanding students’ motivation, engagement, and learning during the transition to and through high school: Impact of Smaller Learning Communities." Proposal for $19,834.12 was submitted to the P-12 Collaborative to support the completion of a study of the transition to high school across three different school contexts. Opfer, V. D., Kruse, S., & Davis, H. A. (2003). "Ohio Entry Year Pilot Evaluation." This proposal for $48,591 was submitted in conjunction with Akron University to 1) evaluate the graduates of the first-year of Ohio’s Entry Year Mentoring program and 2) to acquire preliminary psychometric data on survey measures selected for use in the US DOE retention grant. If awarded, my primary responsibility will be to work with Drs. Opfer and Kruse as an expert consultant on the psychometric properties and interpretation of the survey measures. Opfer, V., D., Davis, H. A., Skaggs, A., & Hoy, A. (2003). "Retaining successful middle school math and science teacher in Ohio high poverty urban districts: Evaluating the impact of Ohio's Entry Year Program." Grant submitted to the U.S. Department of Education/IES for the funding period (7/01/04 - 6/30/09) requesting $5,621,853. The purpose of this collaborative, longitudinal project was to examine the factors associated with the retention and attrition of middle school mathematics and science teachers. Davis, H. A. (2003). "The “No Child Left Behind Act” and the Science of Human Interaction." Proposal submitted to the Ohio State University John Glenn Scholars competition. The purpose of the study was to examine one of the mechanisms for improving “social connectivity” in our school systems: the teacher-student relationship. Specifically, study was designed to examine the role of students relational schemas and their perception of relationship quality in 1) promoting a sense of connection to school, 2) academic motivation and learning, and 3) social behavior in the classroom (e.g. self-handicapping, help-seeking, and pro-social behavior). Award recipients received $25,000 to support completion of a one-year project with public policy implications. Davis, H. A., & Broadway, K. L. (2003). "Exploring developmental differences in the self-regulation and co-regulation of learning for instrumental music education." Proposal submitted to the University of Florida’s Research Opportunity Fund (ROF). Proposal outlines a collaborative grant between the Dept. of Educational Psychology and the School of Music designed 1) to characterize and measure students’ motivation and self-regulation of instrumental music learning, 2) to examine whether there exist developmental differences in middle school, high school, and college students’ motivation and self-regulation of

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instrumental music learning, and 3) to explore the role of instructor-student co-regulation in supporting students’ motivation and self-regulation for instrumental music learning. In order to meet these objectives, we designed a multi-method study utilizing both quantitative (survey) and qualitative (open-ended questionnaires and observation). Award recipients could receive up to $100,000 for a one-year project. Davis, H. A. (2002). "Capturing connections: Understanding the affective and interpersonal contexts of middle school classrooms." Proposal submitted to the annual competition of W.T. Grant Scholars Program. Proposal outlines a five-year program of research to study student teacher relationships from three different perspectives (e.g. attachment theory, motivation theory, and socio-cultural theory) using multiple methods (e.g. survey, interview, and observation). Award recipients could receive up to $60,000 a year for up to five years, participate in research retreats with nationally known mentors. PROFESSIONAL AFFILIATIONS 2010 - present Member of the Mentor Faculty, University of North Carolina Chapel Hill,

Center for Developmental Science (http://www.cds.unc.edu/) 2009 - present Member. Education and Discovery Grounded in Engaged Scholarship

(EDGES). A multi-generational consortium designed to promote engaged research and teaching.

1996 - present American Educational Research Association

Motivation in Education SIG; Adolescence SIG 1997 - present American Psychological Association

Division 15, Educational Psychology; Division 7, Developmental Psychology 1998 - 2005 Society for Research in Child Development

Society for Research in Adolescence

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REFERENCES North Carolina State University Dr. Ellen Vasu, Professor and Department Chair, Dept. of Curriculum and Instruction, North Carolina State University, Raleigh, NC 27695, ellen_vasu@ncsu.edu Dr. John Neitfeld, Associate Professor, Educational Psychology, Dept. of Curriculum and Instruction, Raleigh, NC 27695, john_neitfeld@ncsu.edu Dr. Jessica DeCuir-Gunby, Associate Professor and Section Chair for Educational Psychology, Dept. of Curriculum and Instruction, Raleigh, NC 27695, Jessica_DeCuir@ncsu.edu Dr. Candy Beale, Professor, Dept. of Curriculum and Instruction, North Carolina State University, Raleigh, NC 27695, candy_beale@ncsu.edu Ohio State University Dr. Anita Woolfolk Hoy, Professor, School of Educational Policy and Leadership, The Ohio State University, Columbus, OH 43210, anitahoy@mac.com Dr. Eric Anderman, Professor, School of Educational Policy and Leadership, The Ohio State University, Columbus, OH 43210, anderman.1@osu.edu Dr. Lynley Anderman, Associate Professor, School of Educational Policy and Leadership, The Ohio State University, Columbus, OH 43210, anderman.2@osu.edu Dr. Bruce Tuckman, Professor and Director of The Walter E. Dennis Learning Center, School of Educational Policy and Leadership, The Ohio State University, Columbus, OH 43210, (614)-688-8284, tuckman.5@osu.edu Dr. Darlene Opfer, Senior Reader, Faculty of Education, Cambridge University, Cambridge, UK, vdo20@cam.ac.uk Don Cramer, The Ohio State College of Education Office of Outreach and Engagement, The Ohio State University, Columbus, OH 43210, (614)-688-5662, cramer.5@osu.edu. Deb Zabloudil, Student Services Coordinator, School of Educational Policy & Leadership, The Ohio State University, Columbus, OH 43210, zabloudil.1@osu.edu University of Florida Dr. Jeri Benson, Associate Dean for Academic Affairs, University of Florida, Gainesville, FL 32611, 352-392-0728 ext. 200, jbenson@coe.ufl.edu Dr. Stephen Pape, Assistant Professor, School of Teaching and Learning, University of Florida, Gainesville, FL, 32611, 352-392-9191 ext. 266, sjpape@coe.ufl.edu Dr. Gail Ring, Director of the Electronic Portfolios, Clemson University, (765)-717-9280, gailring@mac.com (While at the University of Florida, Dr. Ring served as the Director of Faculty and TA Development for the College of Education.) Dr. Colleen Swain, Assistant Director School of Teaching and Learning, University of Florida, Gainesville, FL, 32611, (352)-392-9191, cswain@coe.ufl.edu

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University of Georgia and Other Professional Colleagues Dr. Paul A. Schutz, Professor, Department of Educational and Counseling Psychology, University of Texas at San Antonio. (210)-569-4749. Paul.Schutz@utsa.edu Dr. Martha Carr, Professor, Department of Educational Psychology, Program Chair of the Applied Cognition and Development Program, University of Georgia, Athens, GA 30602. (706)-542-4504. mcarr@coe.uga.edu Dr. Michele Lease. Associate Professor, Department of Educational Psychology, Applied Cognition and Development Program, University of Georgia, Athens, GA 30602. (706)-542-4110. mlease@coe.uga.edu Dr. Julianne Turner, Professor & Director, Interdisciplinary Minor in Education, Schooling, and Society (ESS), Institute for Educational Initiatives and Psychology Department, University of Notre Dame, Notre Dame, IN 46556. (574)-631-3429. jturner3@nd.edu Current & Former Doctoral Students Hannah Carson Baggett (Candidate in Curriculum & Developmental Supervision) North Carolina State University, College of Education, hvcarson@ncsu.edu Brady Kocher (Candidate in Educational Psychology) North Carolina State University, College of Education, brkocher@ncsu.edu Dr. Evan T. Straub (March 2008), Adjunct Faculty, Capella University, School of Education, estraub@bex.net Dr. Carey E. Andrzejewski (August 2008), Assistant Professor, Department of Educational Foundations, Leadership, and Technology, 4036 Haley Center, Auburn University, Auburn, AL 36849, dr.a@auburn.edu Dr. Ryan R. Poirier (March 2009), Associate Dean of Academics, Strayer University, Undergraduate Certificate Programs, Columbus OH, poirier.14@gmail.com Dr. Mei-Lin Chang (June 2009), Post-Doctoral Student, Emory University, Dept. of Educational Studies, Atlanta, GA, chang.meilin@gmail.com Dr. Sarah K. Silverman (August, 2009), Consultant. The New Teacher Project, http://www.tntp.org/. Columbus, OH, sdksilverman@gmail.com Dr. Erin Thomas Horne (May 2010). Clinical Assistant Professor, North Carolina State University, College of Education, erin_thomas@ncsu.edu. Barbara Barta (Anticipated Graduation December 2010; Final Defense Scheduled November 10, 2010). Dissertation Title: "Certified Nurse Educators: Espoused and enacted teacher beliefs and the role they play in relationship with nursing students." Co-Chair with Dr. Anita Woolfolk Hoy, School of Educational Policy and Leadership, The Ohio State University Former Masters Students Marissa Hartwig (March 2006), Ph.D. Student, Kent University, Dept. of Psychology, Cognitive Psychology Program, under the supervision of Dr. John Dunlosky.

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Jennifer Kaschner (June 2006), Student Development Specialist, Butler University, Indianapolis, IN, jkaschne@butler.edu Dr. Sarah K. Silverman (March, 2006), Consultant. The New Teacher Project, http://www.tntp.org/. Columbus, OH, sdksilverman@gmail.com Ann Bischoff (June 2007), Senior Policy Analyst, KidsOhio.org, Columbus, OH, abischoff@kidsohio.org RaShea Hamilton (June 2008), Academic Counselor, Office of Enrollment Services and Undergraduate Education and Ph.D. Student in Educational Psychology & Philosophy at The Ohio State University, Columbus, OH, hamilton.597@osu.edu

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Heather A. Davis: Summary of Major Accomplishments 2001-2010

17 articles in peer-reviewed journals [4 single authored, 1 in Journal of Educational Psychology, 2 in Educational Psychologist, 2 in Contemporary Educational Psychology, 1 in Journal of Early Adolescence, 1 in Social Psychology in Education, and 2 in the Journal of Teaching and Teacher Education]. 4 of these articles were co-authored with former doctoral students. 1 book in contract with Corwin Press; 8 book chapters including co-authored chapters in the Handbook of Educational Psychology, 2nd Edition and the Handbook of Motivation at School. 3 of these chapters were co-authored with former doctoral students. Guest edited a special issue for Elementary School Journal. Publications cited over 91 times (as calculated in ISI: Citations index); 2003 piece in Educational Psychologist cited 22 times.

Publications:

7 Manuscripts under review; 7 Manuscripts in progress Conference

Presentations 50 Conference Presentations [6 co-authored papers published in proceedings] Principal Investigator on 2009 NCSU Faculty Professional Development Grant ($8000) and 2010 NCSU Foundation Grant ($32,000) Principal Investigator on 3 grants while at OSU totaling over $66,000 to support my research [2 Internal; Awarded additional $4000 at University of Florida to support teaching]

Grant Writing

Co-authored 11 additional, unfunded grant proposals Currently serving as chair for 1 doctoral student and supervising faculty on 2 NCSU Undergraduate Research Grants (Students received $1500 to support their projects). Chaired or Co-chaired 9 Doctoral Committees [6 completed, 3 passed candidacy]. Former, doctoral advisees have 10 publications including 3 in Teaching and Teacher Education, 1 in Review of Educational Research, 1 in Educational Psychology Review, and several under review; 20+ conference presentations; and had been awarded approximately $15,000 to support their research since being admitted (not including fellowships and tuition waivers) Chaired 5 MA Theses [3 additional students used data from my projects or my classes to complete their studies] Co-facilitated the Psychological Studies and Teacher Education Research Seminars with Dr. Anita Woolfook Hoy; current Faculty advisor to Association of Psychology and Philosophy in Education student organization

Advising

Supervised GTAs at OSU/NCSU for teaching Educational Psychology; W07 supervised 20 GTAs throughout the college; including 7 supervising pre-service M.Ed. Students F2009 Re-designed large section (120+ students) of undergraduate educational psychology in which we integrated popular media and model 1:1 laptop teaching (Davis & Silverman, 2009).

Curriculum Development

F2008 Re-designed Applied Child Development Course to partner with Step-Up Urban Ministries Children's, Raleigh Gardens and Wiley Partners programs. 2009-2010 Participant in the EDGES multi-generational faculty development program designed to promote engaged research and teaching.

DAVIS VITA 26

While at OSU, 8 Courses new developed [1 serving Educational Administration program, 3 serving the M.Ed. teacher education programs in the College; 2 serving the Psychological Studies Doctoral Program; 3 serving the Teacher Education Doctoral Program]

Professional Development for

Teachers

While at OSU, 8 Professional Development Experiences [2 offered in conjunction with the College's Office of Outreach and Engagement (EDPL 727.50) for graduate credit; 2 Offered in conjunction with Columbus Public and Southwestern City Schools] Division 15, APA: 2008-2011 Elected Secretary. 2004–2006 Co-chair of Dissertation Award Committee; 2001–2003 Co-Chair of Doctoral Research Seminar Division C, Section 6, AERA: 2004 Program Co-Chair; 2007 Review Board; 2007-2010 Affirmative Action Committee National Service Active Consulting Editor on 3 Journals [Journal of Classroom Interaction, Journal of Experimental Education, School Psychology Quarterly]; 2003-2006 Consulting Editor for Journal of Educational Psychology and Contemporary Educational Psychology; 2003-2006 Co-Editor North American Book Reviews Teaching and Teacher Education At NCSU, currently serve on the Teaching Fellows and SAY Village advisory boards; 2008-2010 Member of the CED Task Force on Core Courses; 2009-2010 Member of the College Committee to Coordinate Graduate Research Courses. Service to the

College & University At OSU, 2007-08 Graduate Studies Committee Member; 2006-08

Representative to College Council; 2005-06 SCF Section Co-Chair and Alternate for Graduate Studies Committee; 2005 member of College Research Committee