My research interests include examining social and emotional developmental processes within the context of the classroom. Specifically, my research focuses on understanding how classroom relationships relationships (i.e. with teachers, peers) help students to regulate their emotions and academic behaviors and to feel motivated to learn. My primary line of inquiry explores how children understand teacher closeness and influence and how teachers express warmth and demand in the classroom. My secondary line of research concerns how teachers understand ‘closeness’ and ‘influence’ and how their beliefs about themselves and their students guide their social and pedagogical decision-making.
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Recent Publications: (listed in reverse chronological order)
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., 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, 53 (1), 76-93
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.
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.
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.
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.
Recent Conference Presentations: (listed in reverse chronological order)
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 tpresented 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 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., 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., & Bischoff (April 2009). Exploring the nature of teacher warmth and demand for high achieving, low-income urban students on science motivation. Paper 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.
Kozel Silverman, S., & 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.
Davis, H. A. & Chang, M. (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.
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