Faculty & Staff Directory

Marcia Davis, PhD

Associate Professor (Research)

O: (410) 516-6796

Marcia Davis is an associate professor at the Center for Social Organization of Schools in the School of Education. She has been with the center since 2006, and currently teaches courses in the Doctor of Education (Ed.D.) degree program. Her research interests include reading comprehension, reading motivation and school engagement. One of her recent projects, in collaboration with a team of research scientists and professors from the University of Kansas and Northern Illinois University, is focused on the development of a computer-adapted measure of adolescent reading motivation. Another recent project, also funded by the Department of Education, is examining the use of early-warning indicator systems to locate and provide interventions for ninth-grade students at risk for dropping out of high school. She has just completed a Department of Education-funded research project on the development of lessons for content-area reading instruction of ninth-grade students. She is presently serving as an elected board member of the National Consortium for Instruction and Cognition (2012-2016).

EDUCATION

Doctor of Philosophy (2006) University of Maryland, College Park; Human Development. Subspecialty: Educational Psychology.

Master of Arts (2004) University of Maryland, College Park; Measurement, Statistics, and Evaluation.

Bachelor of Science, Summa Cum Laude (1999) Towson University, 1999, Psychology, Departmental Honors.

GRANTS AND CONTRACTS AWARDED

Co-Principal Investigator, Determining the Impact of the Baltimore City Schools Weinberg Foundation Funded Libraries (2013-present), funded by the Weinberg Foundation. $196,163

Co-Principal Investigator, Getting Students to the Finish Line: An Efficacy Study of a Ninth Grade Early Warning Indicator Intervention (2012-present), funded by the U.S. Department of Education. $3,458,989 http://ies.ed.gov/funding/grantsearch/details.asp?ID=1319

Co-Principal Investigator, Development and Validation of Online Adaptive Reading Motivation Measures (2011-present), funded by the U.S. Department of Education. $1,738,808 http://ies.ed.gov/funding/grantsearch/details.asp?ID=1116

Co-Principal Investigator, Strengthening Content Literacy for Struggling High School Readers: Coordinated Lessons and Support Systems for Subject-matter Teachers (2009-2013), funded by the U.S. Department of Education. $1,499,322 http://ies.ed.gov/funding/grantsearch/details.asp?ID=747

Getting Students to the Finish Line: An Efficacy Study of a Ninth Grade Early Warning Indicator Intervention, funded by the U.S. Department of Education (2012-2016), Award Number R305A120677, Co-Principal Investigator, $3,458,989

Research and Evaluation of the Weinberg Library Project, funded by the Weinberg Foundation (2012-2013), Principal Investigator, $60,062

Action Evaluation of the American Graduate: Let’s Make it Happen Initiative, funded by the Corporation for Public Broadcasting (2012-2013), Co-Principal Investigator, $375,001
Development and Validation of Online Adaptive Reading Motivation Measures, funded by the U.S. Department of Education (2011-2015), Award Number R305A110148, Co-Principal Investigator, $1,738,808

Strengthening Content Literacy for Struggling High School Readers: Coordinated Lessons and Support Systems for Subject-matter Teachers, funded by the U.S. Department of Education (2009-2013), Award Number R305A090187, Co-Principal Investigator, $1,499,322
A Curriculum of Engagement: Micro-Process Interventions in Middle and High School to Improve Attendance, Behavior, Achievement, and Grade Promotion for At-Risk Ninth Graders, funded by the U.S. Department of Education (2010-2012), Award Number R305A080211, Co-Principal Investigator, $1,499,430

A Case Study of Schools Using Early Warning Indicator (EWI) Technology, funded by the Pearson Foundation (2011), Principal Investigator, $77,268

RECENT PUBLICATIONS AND PRESENTATIONS

Davis, M., & Guthrie, J.T. (2015): Measuring reading comprehension of content area texts using an assessment of knowledge organization, The Journal of Educational Research, 108(2), 148-164. DOI: 10.1080/00220671.2013.863749

Davis, M.H., Mac Iver, M.A., & Stein, M.L. (2015). Effects of an early-warning indicator and intervention system on student engagement. Paper presented at the American Educational Research Association, Chicago, IL.
Davis, M.H., Tonks, S.M., Rodriguez, A.C., & Hock, M. (2015). A review of reading motivation measures. Paper presented at the American Educational Research Association, Chicago, IL.

Sheldon, S., Davis, M., & Connoly, F. (2014). A Library they deserve: The Baltimore elementary and middle school library project. http://baltimore-berc.org/wp-content/uploads/2014/01/LibrariesTheyDeserveJan2014.pdf
Davis, M.H., Mac Iver, M., Stein, M., & Fox, J. (2014). Implementing an Early Warning Indicator and Intervention System in Southern High Schools: First Year Findings. Paper presented at the American Educational Research Association, Philadelphia, Pennsylvania.

Davis, M.H., & Obenauer-Motely, J. (2014). Contributions of School Factors on Students Engagement and Disengagement in Middle and High School. Paper presented at the American Educational Research Association, Philadelphia, Pennsylvania.

Davis, M., Herzog, L., Legters, N. (2013). Organizing schools to address early warning indicators (EWIs): Common practices and challenges. Journal of Education for Students Placed at Risk (JESPAR), 18, 84-100.

Binkley, D., Davis, M., Lawrie, D., Maletic, J. I., Morrell, C., & Sharif, B. (2013). The impact of identifier style on effort and comprehension. Empirical Software Engineering, 18(2), 219-276.

Herzog, L., Davis, M., & Legters, N. (2012). Learning what it takes: An initial look at how schools are using early warning indicator data and collaborative response teams to keep all student on track to success. http://new.every1graduates.org/wp-content/uploads/2012/04/Learning_what_it_Takes.pdf

Davis, M. H., & McPartland, J. (2012). High school reform and student engagement. In S. L. Christenson, A L. Reschly, & C. Wylie (Eds.) The Handbook on Student Engagement, Springer, New York.Davis, M., Herzog, L., Legters, N. (2013). Organizing schools to address early warning indicators (EWIs): Common practices and challenges. Journal of Education for Students Placed at Risk (JESPAR), 18, 84-100.

Davis, M., Tonks, S., Hock, M., Kingston, N., Tiemann, G., Wang, W., (April 2013). Measurement of adolescent reading motivation. American Educational Research Association, San Francisco, California.

Davis, M., Tonks, S., Hock, M., Kingston, N., Tiemann, G., Wang, W., (April 2013). Measuring social reading motivation in adolescents. American Educational Research Association, San Francisco, California.

Davis, M. H., & McPartland, J. (2012). High school reform and student engagement. In S. L. Christenson, A L. Reschly, & C. Wylie (Eds.) The Handbook on Student Engagement, Springer, New York.

Davis, M., Pryseski, C., Mcpartland, J., (April 2012). Supporting Content Literacy for High School Readers through Coordinated Lessons, Professional Development, and Mentoring. American Educational Research Association, Vancouver, Canada.

Kirmani, M., Davis, M. H., & Kalyanpur, M. (2009). Young Children Surfing the Internet: Gender differences in computer use. Dimensions of Early Childhood Education, 2, 18-23.

Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. Journal of Educational Research, 100(1), 3-20.