Education Commons^™

The Influence Of Departmental Affiliation And Pedagogical Training On Faculty Adoption Of Innovative Pedagogical Methods In Georgia Technical Colleges, Linda G. Grisham

Department of Educational Administration: Dissertations, Theses, and Student Research

This quantitative study used factorial design and survey research to examine the influence of departmental affiliation and pedagogical training on full-time faculty members’ (n = 2193) working in the Technical College System of Georgia. The tool for data collections was a web-survey instrument, modified with permission from the Faculty Survey on Teaching, Learning and Assessment” (Matney, 2001).

Two independent variables (departmental affiliation and level of pedagogical training in active learning practices) and three dependent variables (participation in the scholarship of teaching and learning, introduction of new teaching techniques, and active learning practices) were measured by responses on a 5-point Likert-scale. …

The Effectiveness Of A Proactive School-Wide Discipline Plan On Office Discipline Referrals At The Elementary School Level, Elizabeth Anne Anderson

Doctoral Dissertations and Projects

The purpose of this study was to examine the effectiveness of a proactive school-wide discipline plan on office discipline referrals, and as a predictor of incidents of chronic disciplinary referrals. The study examined two consecutive school years, 2007-2008 and 2008-2009, with 2007-2008 being the control group without a school-wide discipline plan, and 2008-2009 the treatment group with a school-wide discipline plan in place for a full academic year. The purpose was to determine if there would be a statistically significant decrease in the number of office discipline referrals and the number of office discipline referrals which resulted in In-School or …

Disciplining Queer, Ian Barnard

English Faculty Articles and Research

This article analyzes a particular set of disciplinings by students and colleagues that coalesced around my teaching of a university course in ‘Queer Theory.’ I use these regulatory discourses and practices as a springboard to investigate how academic and other disciplines (English, in particular) enable and reproduce certain stylizations, epistemologies, and methodologies, and what they implicitly and violently conceal and demonize; how style functions as politics and what the politics of style are; how queerness—queer inquiry and intervention, queer methodologies and epistemologies, queer activisms and insubordinations—might activate, exacerbate, and expose some of these questions and mechanisms. The form of the …