Dr Patricia Marybelle Davies received her Doctorate in Educational Leadership, Policy and Management from the University of Manchester in 2013. Her Doctoral research examines how and why students can and do contribute to institutional knowledge, practice and policy relating to technologies for learning. Prior to joining PMU she was a Senior Lecturer in Mathematics and Computer Science at the University of Wolverhampton in the UK. From 2012 to 2014, Dr Davies headed the Computer Science Department at ACS Cobham, an American curriculum college in Surrey, England, where she also taught Mathematics and Computer Science courses.
Dr Davies graduated summa cum laude with a first-class honours Bachelor’s degree in Mathematics and Computer Science from Spelman College, Atlanta, Georgia, USA, in 1986. She completed a Master’s degree in Mathematics from the University of California, Berkeley, USA, in 1988. At UC Berkeley she studied under the supervision of Professor Stephen Smale, who was awarded the Fields Medal in 1966 and the Wolf Prize in Mathematics in 2007. Dr Davies also has a Master’s degree in Educational Technology Leadership from Columbia University, New York, USA.
Her research includes critically examining educational technology applications for advancing student learning and developing learning applications through the use of automated content analysis. More recently, Dr Davies has focused on building Educational Technology applications using Natural Language Processing (NLP). She works with researchers at Penn State University and Columbia University, both in the USA, on an NSF-funded NLP project and has co-authored several papers in this area of research. Inclusive of her publications are—Rubric Reliability and Annotation of Content and Argument in Source-Based Argument Essays (2019), Learning with iPads: ‘makes learning fun’ (2018) and Student Action Research: fluidity and researcher identities (2014).
She is a Fellow of the UK Higher Education Academy, has membership of various other professional bodies including the British Computer Society and the American Statistical Association, and is Co-Convenor for the Educational Technology SIG of the British Educational Research Association. She was awarded Google Educator Grants, aimed at providing continuous PD for teachers of computing and computer science, in 2016, 2017 and 2018.
Doctor of Education—Educational Leadership, Policy and Management.
University of Manchester, Manchester, UK (Received: July 2013).
Master of Arts—Educational Technology Leadership. Columbia University, Teachers College, New York, USA (Received: February 2004).
Master of Arts—Mathematics. University of California, Berkeley, California, USA (Received: May 1988)
Bachelor of Science (first class honors) (summa cum laude)—Computer Science and Mathematics. Spelman College, Atlanta, Georgia, USA (Received: May 1986)
Guest editor for this issue of the journal—Management in Education. April 2011; 25(2).
Special Issue: Critical Approaches to Education Policy and Leadership
Davies, P.M. (2018). "Learning with iPads: ‘makes learning fun’", in R. Luckin (ed.).
Enhancing Learning and Teaching with Technology: what the research says, London: UCL IOE
Davies, P.M. (2014). "Student Action Research: fluidity and researcher identities", in H. Gunter, D. Hall and C. Mills
(eds.). Education Policy Research: design and practice at a time of rapid reform, London: Bloomsbury
Gao, Y., Driban, A., McManus, B.X., Musi, E., Davies, P., Muresan, S. and Passonneau, R.J. (2019). August. Rubric
Reliability and Annotation of Content and Argument in Source-Based Argument Essays. In Proceedings of the
Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications (pp. 507–518).
Gao, Y., Davies, P.M. and Passonneau, R.J. (2018). June. Automated Content Analysis: A Case Study of Computer
Science Student Summaries. In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building
Educational Applications (pp. 264–272).
Davies, P.M., Popescu, A.C. and Gunter, H.M. (2011). Critical approaches to education policy and leadership.
Management in Education, 25(2), pp. 47–49.
Davies, P.M. (2011). Student participation in school ICT policy-making: a case of students as
researchers. Management in Education, 25(2), pp.71–77.
Davies, P.M. (2010). On school educational technology leadership. Management in education, 24(2), pp.55–61.
Davies, P.M. (2010). Writing in research: a doctoral student’s view. Research Intelligence, issue 113
Patricia Marybelle Davies, "Promoting Educational Change: A Case Study Of Student Leadership", The role of policy makers, researchers and practitioners in promoting educational change.
2019: Nurturing dissent: Students ‘consuming’ higher education are hungrier than this. Workshop delivered
at Critical Education Policy Research Group (MIE) Annual Conference. University of Manchester.
2018:The Power of Learning Analytics.Paper presented to the BERA Ed Tech SIG Day Conference - Methodological and Theoretical Approaches to Educational Technology Research. Open University
2017: MOOC completion: what really counts?Paper presented to the Association for Learning Technology Conference. University of Liverpool
2016: Towards Successful Integration of Technologies for Learning.Paper presented to the Education IT Forum. University of Northampton
2015: Critical leadership: towards democracy in schools.Paper presented to the BELMAS 2015 Annual Conference, Reading and BERA 2015, UCL IOE, London
2014: Researching student voice: a researching practitioner’s perspective.Paper presented to BERA-NCTL “Supporting Teachers as Researchers” Conference. University of Manchester.
Democratic leadership, Educational technology applications, Educational Data Mining