Ph.D. - University of Pittsburgh, 2011, Foreign Language Education
M.A.Ed. - Wake Forest University, 2004, Foreign Language Education
B.A. - Wake Forest University, 2003, Spanish and Communications
Second Language Development; Second Language Assessment; Teacher Development; Seal of Biliteracy
Chair of Research SIG, American Council on the Teaching of Foreign Languages
Davin, K. J., & Heineke, A. J. (2018). The Seal of Biliteracy: Adding students’ voices to the conversation. Bilingual Research Journal, 41(3), 312–328.
Kissau, S., Davin, K. J., & Wang, C. (2019). Recruitment and retention: Analyzing foreign language teachers’ motivation influences and perceptions. Teaching and Teacher Education, 78, 174–182.
Donato, R., & Davin, K. J. (2018). The genesis of classroom discursive practices as history in person processes. Language Teaching Research, 22(6), 739–760.
Davin, K. J., Heineke, A. J., & Egnatz, L. (2018). The Seal of Biliteracy: Successes and challenges of implementation. Foreign Language Annals, 51(2), 275–289.
Davin, K. J., & Heineke, A. J. (2017). The Seal of Biliteracy: Variations in policy and outcomes. Foreign Language Annals, 50(3), 486–499.
Davin, K. J., Herazo, J. D., & Sagre, A. M. (2017). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research, 21(5), 632–651.
Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. Modern Language Journal, 100(4), 813-829.
Toth, P. D., & Davin, K. J. (2016). The sociocognitive imperative of L2 pedagogy. Modern Language Journal, 100(S1), 148–168.
Davin, K. J., & Troyan, F. J. (2015). The implementation of high leverage teaching practices: From the university classroom to the field site. Foreign Language Annals, 48(1), 124–142.