Janine S. Davis teaches undergraduate and graduate courses in general teaching methods, English methods and educational research. Her research focuses on pre-service and in-service teacher persona development and presentation. Her works have been published in Current Issues in Education.
Before coming to UMW, Dr. Davis taught secondary English and Journalism in Northern California and English and ESOL in Virginia.
Areas of Expertise (4)
Phi Beta Kappa (professional)
May 1999, Virginia Tech
University of Virginia: Ph.D., Curriculum and Instruction 2010
Boston College: M. Ed., English Education 2002
Virginia Tech: B.A., Theatre and English 1999
- American Educational Research Association
- National Council of the Teachers of English
- Association of Teacher Educators
- Association for Supervision and Curriculum Development
Media Appearances (2)
A Window into the World of Students: Janine Davis on Teachers as Researchers
The Source online
Janine S. Davis is an Assistant Professor in the College of Education. She teaches undergraduate and graduate courses in general teaching methods, English methods and educational research. Her research focuses on pre-service teacher persona and identity development; most recently, she has explored how persona and identity are presented and developed in social media applications such as Twitter. She is a member of the American Educational Research Association, National Council of Teachers of English, the Association of Teacher Educators and the Association for Supervision and Curriculum Development. Recent publications appear in Current Issues in Education and the Journal of Teacher Education. Before coming to UMW, Davis taught secondary English and Journalism in Northern California and Virginia.
COE Faculty Member Presents Talk, Writes Article
Eagle Eye online
Janine Davis, assistant professor of curriculum and instruction and alumna of Virginia Tech, was selected from more than 100 nominees to present at the TEDxVirginia Tech event on Nov. 9, 2013. Her talk, titled “Persona as Mirror, Wall, or Window,” addresses the connections and boundaries that exist when we enact personae in everyday life. Davis has also written an article, “Tackling Informational Text,” which appeared in ASCD Express. This publication is by the Association for Supervision and Curriculum Development and supports the work of K-12 teachers...
EDCI 580 Educational Research Methods
This course introduces M.Ed. candidates to scholarly research and writing in the field of education. The emphasis is on understanding and conducting educational research for instructional improvement and professional development. It provides thorough exposure to theoretical and research literature and to quantitative and qualitative research methodologies. It also covers essentials of research project development, including development of topic, problem statement and annotated bibliography, review and synthesis of literature, collection and analysis of data, and use of APA style. Students conduct a literature review and draft a quality research proposal upon completion of the course
EDUC 351 Instructional Design & Assessment
Relates the theories of development, learning and brain research to planning and instruction in the secondary classroom. Assessment is stressed. Field experience required.
ABSTRACT: This article uses a narrative analysis approach to explore the stories of student teachers' experiences developing a teaching persona during student teaching. In keeping with the narrative format, the researcher presents the participants' stories in a first-person narrative...
ABSTRACT: 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 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...