Research interests
David Holliway’s current research focus is on the
development of perspective-taking in writing discourse
and on the development of his own teaching practice.
His interests include writing development, cogniton and
language, Collaboration in Informal Sience Education
(ISE) programs, educational assessment, program
evaluation, and media literacy
Teaching/professional interests
Holliway teaches various classes in Educational
Research, Educational Psychology, and Classroom
Assessment for undergraduates in the teacher education
program, masters students in the MIT and M.Ed.
programs, counseling students in the M.Ed. program, and
doctoral students in the Educational leadership
program. Prior to coming to WSU-Tri-Cities, Holliway
was an assistant professor at Marshall University in
Huntington, West Virginia, where he taught
undergraduate and graduate courses in Human
Development, Educational Psychology, Classroom
Assessment, and honors classes in Language, Literacy,
and Thought.
Recent accomplishments
- Holliway, D. (2007, August) Aria, Nacirema, and
Bafa Bafa: "Towards cultural understanding through
Educational Psychology." American Psychological
Association (APA), San Fransisco, CA.
- Holliway, D. (In press). “You say it looks
like a dragon:” Spontaneous analogies and spatial
referencing in written descriptions. Communication
and Cognition.
- Holliway, D. (2006, April). “Like Walking
Into an Entirely Different World:” Small Steps
Toward Cultural Understanding Through BafaBafa in
Introductory Educational Psychology. American
Educational Research Association (AERA), San Francisco,
CA.
- Newsletter editor/secretary for the Teaching
Educational Psychology Special Interest Group of the
American Educational Research Association.
- Paper presentation: "A Writing intensive Approach
to Teaching introductory educational psychology."
American Educational Research Association, Montreal
Canada, 04/05.
- Paper presentation: "Perspective-taking in young
writer’s informational writing. Annual Conference
of the Cognitive Science Society" (CogSci), George
Mason University, Fairfax, VA. 08/02.
- Holliway, D. (2005). Informal Assessment. In,
Banks, S. (Ed.), Classroom Assessment: Issues and
Practices. Allyn and Bacon, Needlham Heights, MA.
- Holliway, D. (2004). "Through the eyes of my
reader: A strategy for improving audience perspective
in children’s descriptive writing." Journal
of Research in Childhood Education, 18 (4), pp.
334 – 349.
Educational background
- Ph. D. Educational Psychology, Human Development
and Cognition, University of Washington, Seattle, 2000
- M. A. Sociolinguistics, Psycholinguistics and
Discourse Analysis, University of New Mexico,
Albuquerque, 1986
- B. A. Linguistics, University of New Mexico,
Albuquerque, 1984
