This qualitative study explored the use of the terms high-, low-, and no-tech among preservice te... more This qualitative study explored the use of the terms high-, low-, and no-tech among preservice teachers during a sudden shift to virtual instruction. Focus areas included how preservice teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.
Teachers can help students learn how to deal with problems they encounter outside the classroom. ... more Teachers can help students learn how to deal with problems they encounter outside the classroom. Use these three teaching strategies to help your students build resilience.
This project investigated the effects of novice teachers' responses to an action research project... more This project investigated the effects of novice teachers' responses to an action research project conducting during the student-teaching semester. This study drew on a framework that considered the participants' process of research, practice of teaching, and identity as a researcher and utilized a qualitative, multiple case-study approach with an initial survey phase followed by interviews and document analysis of completed action research projects. Findings showed that the participants' pre-existing identities as researchers informed their process of conducting the action research, which then had a positive impact on teaching practice if the overall research experience was positive.
Mentoring & Tutoring: Partnership in Learning, 2016
Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded ... more Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process.
This qualitative study investigates the ways that five secondary teachers developed and presented... more This qualitative study investigates the ways that five secondary teachers developed and presented personae. The researcher collected and analyzed data using a theoretical frame based in social psychology, including Goffman's Presentation of Self in Everyday Life (1959), and Miles and Huberman's (1994) three-step approach to qualitative data analysis. Findings indicate that teachers drew on three major realms-the physical, psychological, and social-when constructing classroom personae. Implications include increased opportunities for teacher reflection on persona and its effects.
The intensity of major events often leads us to remember minute details of where we were and what... more The intensity of major events often leads us to remember minute details of where we were and what we were doing when they occurred: what we wore as we watched the towers fall on September 11, 2001; the faces of our classmates when the space shuttle Challenger exploded on January 28, 1986; the smell in the air when we lived through a major earthquake, fire, or other personal tragedy. Similarly, faculty, staff, and students will remember the series of moments that led to the closure of their schools and universities as the 2020 COVID-19 pandemic spread throughout the world--the timeline varies, but on the East Coast of America, this occurred in early March. Unprecedented became the word of the year in our emails and texts and Zoom calls. We adjusted our expectations; we pivoted our planning, instruction, and interactions; and we continue to do so
This qualitative, multiple case study investigated the ways that three preservice secondary teach... more This qualitative, multiple case study investigated the ways that three preservice secondary teachers developed, presented, and considered their teaching personae. Data for each participant consisted of three interviews, field observations of both teaching and non-teaching, data collection of lessons and class documents, and four journal reflections. Findings show that the participants experienced various tensions as they formed their teaching personae; as they navigated these tensions, they drew on discourses and ideas about good teaching and their various experiences, including the practicum experience. The nature of the interactions between the Cooperating Teacher and preservice teacher pairs contributed to the preservice teachers’ confidence in and understanding of their enacted personae. Implications of the research for teacher training programs include an increased need for reflection on persona and careful matching of CIs and student teachers. Suggestions for further rese...
Today's classroom teachers are expected to optimize the teaching, learning, and schooling so the ... more Today's classroom teachers are expected to optimize the teaching, learning, and schooling so the educational experience is learner-centered, standards-based, achievement-oriented, and datadriven. These expectations require teachers to intensify their awareness, expand their understanding, reconfigure their practices, and modify their attitudes related to classroom assessments. As teachers shift their classroom assessment approaches to become the focus of their practices, and student assessments are more closely aligned with the curriculum and instruction, teachers encounter both challenges and rewards. This chapter describes four facets of classroom assessments-obstacles, obligations, outcomes, and opportunities-and the characteristics of each facet identified by teacher educators specializing in classroom assessments. The findings of this research make visible the value of examining the presence and power of each facet as both individual and integrated influences on teacher self-efficacy, emphasizing benefits for classroom teachers and teacher candidates in their transformation to develop classroom assessments that matter.
This qualitative study explored the use of the terms high-, low-, and no-tech among preservice te... more This qualitative study explored the use of the terms high-, low-, and no-tech among preservice teachers during a sudden shift to virtual instruction. Focus areas included how preservice teachers and mentor teachers described the role and purpose of these varied levels of technology for their teaching in a virtual setting. The findings show that choices related to levels of technology use are nuanced and complicated and include a need for consideration of the context. We include a simplified framework to guide future instructional decisions for the integration of technology at various levels.
Teachers can help students learn how to deal with problems they encounter outside the classroom. ... more Teachers can help students learn how to deal with problems they encounter outside the classroom. Use these three teaching strategies to help your students build resilience.
This project investigated the effects of novice teachers' responses to an action research project... more This project investigated the effects of novice teachers' responses to an action research project conducting during the student-teaching semester. This study drew on a framework that considered the participants' process of research, practice of teaching, and identity as a researcher and utilized a qualitative, multiple case-study approach with an initial survey phase followed by interviews and document analysis of completed action research projects. Findings showed that the participants' pre-existing identities as researchers informed their process of conducting the action research, which then had a positive impact on teaching practice if the overall research experience was positive.
Mentoring & Tutoring: Partnership in Learning, 2016
Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded ... more Research has shown that mentor teachers play varied roles. Using a conceptual framework grounded in these roles, the researchers explored what seven student teachers said during multiple interviews about the roles they wanted for their mentor teachers. Findings showed that while some participants preferred emotional support and others wanted instructional support, none wanted socialization. The researchers identified a new category–mentor as gatekeeper–to capture the preferences of one participant and concerns of others. This category reflected a focus on the credentialing aspect of student teaching as something that students must complete before licensure. Implications for teacher education included additional support for mentor teacher–preservice teacher pairs such as conversations about desired, expected, possible, and emerging roles during the mentoring process.
This qualitative study investigates the ways that five secondary teachers developed and presented... more This qualitative study investigates the ways that five secondary teachers developed and presented personae. The researcher collected and analyzed data using a theoretical frame based in social psychology, including Goffman's Presentation of Self in Everyday Life (1959), and Miles and Huberman's (1994) three-step approach to qualitative data analysis. Findings indicate that teachers drew on three major realms-the physical, psychological, and social-when constructing classroom personae. Implications include increased opportunities for teacher reflection on persona and its effects.
The intensity of major events often leads us to remember minute details of where we were and what... more The intensity of major events often leads us to remember minute details of where we were and what we were doing when they occurred: what we wore as we watched the towers fall on September 11, 2001; the faces of our classmates when the space shuttle Challenger exploded on January 28, 1986; the smell in the air when we lived through a major earthquake, fire, or other personal tragedy. Similarly, faculty, staff, and students will remember the series of moments that led to the closure of their schools and universities as the 2020 COVID-19 pandemic spread throughout the world--the timeline varies, but on the East Coast of America, this occurred in early March. Unprecedented became the word of the year in our emails and texts and Zoom calls. We adjusted our expectations; we pivoted our planning, instruction, and interactions; and we continue to do so
This qualitative, multiple case study investigated the ways that three preservice secondary teach... more This qualitative, multiple case study investigated the ways that three preservice secondary teachers developed, presented, and considered their teaching personae. Data for each participant consisted of three interviews, field observations of both teaching and non-teaching, data collection of lessons and class documents, and four journal reflections. Findings show that the participants experienced various tensions as they formed their teaching personae; as they navigated these tensions, they drew on discourses and ideas about good teaching and their various experiences, including the practicum experience. The nature of the interactions between the Cooperating Teacher and preservice teacher pairs contributed to the preservice teachers’ confidence in and understanding of their enacted personae. Implications of the research for teacher training programs include an increased need for reflection on persona and careful matching of CIs and student teachers. Suggestions for further rese...
Today's classroom teachers are expected to optimize the teaching, learning, and schooling so the ... more Today's classroom teachers are expected to optimize the teaching, learning, and schooling so the educational experience is learner-centered, standards-based, achievement-oriented, and datadriven. These expectations require teachers to intensify their awareness, expand their understanding, reconfigure their practices, and modify their attitudes related to classroom assessments. As teachers shift their classroom assessment approaches to become the focus of their practices, and student assessments are more closely aligned with the curriculum and instruction, teachers encounter both challenges and rewards. This chapter describes four facets of classroom assessments-obstacles, obligations, outcomes, and opportunities-and the characteristics of each facet identified by teacher educators specializing in classroom assessments. The findings of this research make visible the value of examining the presence and power of each facet as both individual and integrated influences on teacher self-efficacy, emphasizing benefits for classroom teachers and teacher candidates in their transformation to develop classroom assessments that matter.
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Papers by Janine Davis