Heather a. davis
ASSISTANT PROFESSOR
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Education
Ph.D., University of Georgia, Applied Cognition and Development
M.A., University of Georgia, Applied Cognition and Development
B.A., Emory University, Psychology
Research areas
Development of Teacher-Student Relationships
Emotion Self- and Co-Regulation
Teacher Beliefs, Teacher Identity
Research Description
Dr. Davis’ research specializes in social and emotional developmental processes; specifically with regard to how relationships help students regulate emotions and academic behaviors and feel motivated to learn. Her primary line of inquiry explores how children understand teacher closeness and influence and how teachers express warmth and demand in the classroom.
Courses Taught
• EDP 304 Educational Psychology
• EDP 370 Applied Child Development
• EDP 476 Adolescent Development
• EDP XXX Seminar in Child Development
• EDP XXX Seminar in Social Psychology in Classrooms
• EDP XXX Seminar in Emotions and Emotion Regulation
Current Projects
Examining the developmental significance of teacher relationships: The contributions of teacher warmth and demand.
Examining perceived risk in teachers’ touch decision making: Role of child’s age, gender and time of year.
Examining patterns of test motivation, confidence, anxiety, and coping: The case of high stakes high school graduation tests.
Recent Publications
Davis, H. A., Chang, M., Andrzejewski, C. E., & Poirier, R. (in press). Examining Smaller Learning Community reform (SLC) from the perspective of the Learner-Centered Psychological Principles. Journal of Educational Change.
Chang, M., & Davis, H. A. (in press, 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. A. Schutz & M. Zemblyas (Eds.) Advances in teacher emotion research: The impact on teachers’ lives. Springer-Verlag.
Hoy, A. W., Hoy, W. K., & Davis, H. A. (in press, 2009). Teachers’ self-efficacy beliefs. In K. R. Wentzel and A. Wigfield (Eds.) Handbook of Motivation. New York: Routledge Press.
Davis, H. A. (in press, 2009). Caring Teachers. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL). Thompson Press.
Davis, H. A., & Andrzejewski, C. E. (in press, 2009). Teacher Beliefs. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL). Thompson Press.
Davis, H. A., & Kozel, S. (in press, 2009). Teacher Efficacy. In E. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (PCL). Thompson Press.
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.
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.
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. A., & 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. (2009). Development: 3rd-5th grade. In T. Good (Ed.), 21st century education: A reference handbook, Volume 1. Thousand Oaks, CA: Sage Publications.
Davis, H. A., DiStefano, C., & Schutz, P. A.(2008). College students’ patterns of appraisal and emotion regulation during test taking. Journal of Educational Psychology.
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. A., & 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.
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.
DEPARTMENTAL ADDRESS & CONTACT INFO
Department of Curriculum and Instruction
Box 7801, North Carolina State University
Raleigh, N.C. 27695-7801
