JOHN L DAVIS portrait
  • Assistant Professor, Educational Psychology
801-587-1722

Education

  • , Ph.D School Psychology, Texas A&M University, College Station
  • Master of Arts, School Psychology, Texas State University
  • , B.A. Psychology, University of Texas at Austin

Biography

John L. Davis is an Assistant Professor in the School Psychology Program, Department of Educational Psychology at the University of Utah.  Dr. Davis received a B.A. in Psychology from University of Texas at Austin, an M.A. in School Psychology from Texas State University and a Doctoral Degree in School Psychology from Texas A&M College Station.

Dr. Davis has been fortunate to experience the profession of School Psychology as both a researcher and practitioner. He has had the opportunity to implement a wide spectrum of professional activities related to the practice of School Psychology. This broad set of experiences has helped him to gain a pragmatic understanding of the kinds of activities of practicing School Psychologists’ will encounter. In concert with his research experiences, he has come to understand the need for valid evidence based practices to guide the ways School Psychologists’ interact with children in educational settings. In addition, these experiences have helped him to understand his goals in teaching graduate level students regarding the research to practice continuum.

Currently, Dr. Davis’s research goals to fit within a broad vision of School Psychology as a discipline that encompasses academic, cognitive, social, emotional and cultural dimensions of educating children within school settings. To this end, his general research focus falls under the heading of investigating effective intervention practices for children in schools. Within this area, he has several interrelated sub interests that support this research focus. First, he is interested in examining the effectiveness and efficacy of student driven interventions for academics and behavior. His second interest relates to implementation of interventions in schools.  Specifically he is interested in evaluating theoretical models of fidelity and exploring measurement methods to best assess various facets of fidelity.