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Papers by Heather Davis

Visible Learning Guide to Student Achievement, 2019

International Handbook of Emotions in Education, 2013

An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement, 2012

Preface Acknowledgments About the Authors Introduction: What Are Your Implicit Theories of Classr... more Preface Acknowledgments About the Authors Introduction: What Are Your Implicit Theories of Classroom Management? Part I. Management as a Function of Student Engagement 1. What Does It Mean for Students to Be Engaged? 2. How Do I Organize My Classroom for Engagement? 3. How Do I Create a Classroom Climate That Supports Engagement? Part II. Management as a Function of Classroom Relationships 4. How Do I Model Caring in Relationships With Students? 5. How Can I Build Supportive Peer Relationships? 6. How Do I Connect With Diverse Students? Part III. Management as a Function of Teacher Self-Regulation 7. What Does It Mean to Self-Regulate My Classroom Management Tasks? 8. How Can I Improve and Sustain Relationship Quality? References and Further Reading Index

The Elementary School Journal, 2006

Ohio State University In recent years, there has been increasing interest in exploring social-con... more Ohio State University In recent years, there has been increasing interest in exploring social-contextual factors both within and outside of the classroom. Within a sociocultural framework, “context” has traditionally been defined as the cultural and historical situation one finds oneself in as one engages in a learning process (Wertsch, 1991). This is to include immediate social groups such as dyads, small groups, and broader cultural settings. In this vein, many studies in educational psychology have attempted to define and explore the role of social context as adultchild relationships, peer relationships, cooperative group dynamics, and classroom climate. However, there have been few attempts to integrate findings across multiple “contexts” in order to examine teaching, learning, and developmental outcomes in a complex and dynamic manner. One notable exception is Anderman and Anderman’s (2000; see also Juvonen & Wentzel, 1996) special issue of Educational Psychologist. Since then, educational psychologists have focused more on the awareness of social dynamics in the classroom by increasing research on the role of social contexts in education. Although the issue (Anderman & Anderman, 2000) helped us understand researchers’ need to examine theory in social contexts, our issue goes one step further by presenting new frameworks and empirical studies currently exploring the social contexts of classrooms and schools. For example, researchers across the Educational Psychologist special issue called for explorations of learning and motivation to be more inclusive of the multiple perspectives operating in the classroom and the differing levels of context. Our authors an-

Journal of Educational Change, 2009

The purpose of this project was to examine the impact of Smaller Learning Community reform on stu... more The purpose of this project was to examine the impact of Smaller Learning Community reform on students' behavioral, relational, and cognitive engagement in a suburban school district experiencing urbanization. We describe a project in which we evaluated the engagement of a cohort of 8th grade students as they transitioned to high school (n = 605). Specifically, we disaggregated the data to identify how students' engagement differed as a function of their participation in Smaller Learning Community structures, prior achievement, and race. Keywords Smaller learner community Á SLC Á Schools within Schools Á Learner Centered Psychological Principles Á Engagement Á Self-regulation Á High school reform Á High school transition When people make enough money to buy a home that's farther away from urban blight, they move-no matter if they are black, Korean or any other

Learning and Individual Differences, 2016

The purpose of this paper was to examine the value of teaching self-regulated strategy use to Min... more The purpose of this paper was to examine the value of teaching self-regulated strategy use to Minority 9th grade students in earth science. Our conceptual framework drew from Zimmerman's (2000) theory of self-regulated learning and Darling-Hammond's concept of "opportunity gap" (2010). We designed an intervention for the classes of two of four 9th grade science teachers in one high school and examined the utility of the intervention for improving the performance of both Majority (White and middle class) and Minority students (non-White and/or economically disadvantaged). Our guiding questions were: Does making strategic learning explicit in the classroom promote learning and performance as measured by classroom and standardized achievement? Can SRL interventions close the achievement gap between Minority and Majority students? Findings suggest the SRL intervention had differential effects depending on 1) the teacher's fidelity to the intervention (Capella et al., 2009) and 2) the social status of the student in the school. Specifically, Minority students appeared to benefit more from the strategy intervention than their Majority peers. In the discussion we make explicit connections to Bourdieu's (Swartz, 1997) theory of cultural capital and argue self-regulated learning strategies are a type of internalized habitus that can be developed in academic settings.

Anxiety, Stress & Coping, 2004

... NMR. The NMR scale is a general measure of emotional regulation and represents someone's... more ... NMR. The NMR scale is a general measure of emotional regulation and represents someone's general tendencies to regulate, which would influence how one regulated in a specific situation, such as test taking. Therefore ...

Journal of Classroom Interaction, 2011

21st Century Education: A Reference Handbook 21st century education: A reference handbook

Handbook of Educational Psychology, 2014