Dr. Nancy T. Davis

Associate Professor
G123 STB
(850) 644-7804

Dr. Nancy T. Davis, Associate Professor, joined the faculty in 1988 in the Science Education Program. She earned a Bachelor's degree in chemistry education and a M.S. in physical science education from Western Carolina University. She earned her Ph.D in Science Education in 1989 at the University of Georgia. Prior to beginning her doctoral work, Dr. Davis taught middle school science for 11 years. Her research interests focus on professional development (teachers from all levels of education), transformational educational reform, integral education and environmental education. Dr. Davis maintains active involvement with schools and practicing teachers as they adapt to the changing climate of education.

Teaching Interests

Her primary focus is the development of professional teachers from where they are to more sophisticated understanding of teaching and learning science. This focus involves assisting teachers to understand themselves and to align their values with enacted practice. In addition to this individual focus, professional empowerment is enhanced through understanding of cultural and political influences in teaching. Recently, she developed a new course focused on assisting science teachers to better understand the use of statistical techniques in teaching of science as well as in understanding state and national reports.

Research Interest

Using an integral theory framework, her primary focus on research involves exploring the development of teacher values for teaching, learning and assessment in science. Guiding questions include understanding of what teachers value and how those values are manifested in teaching practices. Recent publications include:

Davis, N. T., Genc, E., & Aydeniz, M. (2006) Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment. Accepted to Educational Assessment, Accepted, in press.

Davis, N. T. & Blanchard, M. (2004). Collaborative teams in a university statistics course: A case study of how differing value structures Inhibit change. School Science and Mathematics, 104(6).

Projects:

Nancy is involved with an international group of educators who have formed a scholarly and practical collaboration on understanding the applications of integral theory to research, teaching and learning. Additionally, she is focused on research and development of alternative certification programs in teacher education.


				Dr. Nancy T. Davis Associate Professor G123 STB (850) 644-7804 Dr. Nancy T. Davis, Associate Professor, joined the faculty in 1988 in the Science Education Program. She earned a Bachelor's degree in chemistry education and a M.S. in physical science education from Western Carolina University. She earned her Ph.D in Science Education in 1989 at the University of Georgia. Prior to beginning her doctoral work, Dr. Davis taught middle school science for 11 years. Her research interests focus on professional development (teachers from all levels of education), transformational educational reform, integral education and environmental education. Dr. Davis maintains active involvement with schools and practicing teachers as they adapt to the changing climate of education. Teaching Interests Her primary focus is the development of professional teachers from where they are to more sophisticated understanding of teaching and learning science. This focus involves assisting teachers to understand themselves and to align their values with enacted practice. In addition to this individual focus, professional empowerment is enhanced through understanding of cultural and political influences in teaching. Recently, she developed a new course focused on assisting science teachers to better understand the use of statistical techniques in teaching of science as well as in understanding state and national reports. Research Interest Using an integral theory framework, her primary focus on research involves exploring the development of teacher values for teaching, learning and assessment in science. Guiding questions include understanding of what teachers value and how those values are manifested in teaching practices. Recent publications include: Davis, N. T., Genc, E., & Aydeniz, M. (2006) Fostering continuous improvement and learning through peer assessment: Part of an integral model of assessment. Accepted to Educational Assessment, Accepted, in press. Davis, N. T. & Blanchard, M. (2004). Collaborative teams in a university statistics course: A case study of how differing value structures Inhibit change. School Science and Mathematics, 104(6). Projects: Nancy is involved with an international group of educators who have formed a scholarly and practical collaboration on understanding the applications of integral theory to research, teaching and learning. Additionally, she is focused on research and development of alternative certification programs in teacher education.