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Full-Text Articles in Education
Social Information Processing Theory Indicators Of Child Abuse Risk: Cultural Comparison Of Mothers From Peru And The United States, Christina M. Rodriguez, Patricia Bárrig Jó, Enrique Gracia, Marisol Lila
Social Information Processing Theory Indicators Of Child Abuse Risk: Cultural Comparison Of Mothers From Peru And The United States, Christina M. Rodriguez, Patricia Bárrig Jó, Enrique Gracia, Marisol Lila
Psychology Faculty Publications
Much of the research conducted on social information processing (SIP) factors predictive of child abuse risk has been conducted in North America, raising questions about how applicable such models may be in other cultures. Based on the premise that the parents’ child abuse risk is affected by both risk and protective factors, the current study considered how specific SIP socio-cognitive risk factors (acceptability of parent–child aggression as a discipline approach; empathic ability; frustration tolerance) as well as social support satisfaction as a resource related to child abuse risk by comparing a sample of mothers in Peru (n = 102) with …
K-12 Discipline Disparities In The Six Largest U.S. School Districts, Marie A. Falcone, Saha Salahi, Olivia K. Cheche, Peter Grema, Caitlin J. Saladino, William E. Brown Jr.
K-12 Discipline Disparities In The Six Largest U.S. School Districts, Marie A. Falcone, Saha Salahi, Olivia K. Cheche, Peter Grema, Caitlin J. Saladino, William E. Brown Jr.
K-12 Education
This fact sheet highlights K-12 school discipline disparities by race in the six largest school districts in the United States. The districts include New York City Public Schools, NY; Los Angeles Unified, CA; Chicago Public Schools, IL; (Miami) Dade County, FL; Clark County School District (CCSD), NV; and Broward County, FL. Data are compiled from the Civil Rights Data Collection for the 2015-2016 academic year. Specifically, we examine the data for the discipline strategies of in-school suspensions, out-of-school suspensions, and expulsions.
A Causal-Comparative Study Of Strategies Designed To Decrease Discipline Incidents In Urban Elementary Schools, John Christopher Jung
A Causal-Comparative Study Of Strategies Designed To Decrease Discipline Incidents In Urban Elementary Schools, John Christopher Jung
Doctoral Dissertations and Projects
Urban schools have struggled to overcome the achievement gap, including the most recent issue of inequity of discipline within the schools. A causal-comparative design was used to find whether the varying strategies alleged to successfully decrease discipline issues are as effective within urban elementary schools as in suburban schools. The sample included 790 public, elementary, urban or suburban schools within the state of Ohio that drew on ex post facto data of discipline incidents and enrollment from the school years of 2017-2018 and 2018-2019 acquired from the Ohio Department of Education. The large sample of schools in both urban and …
How A Healthy Population Acquires Nutrition And Exercise Information: A Mixed Methods Study, Sally J. Hillis
How A Healthy Population Acquires Nutrition And Exercise Information: A Mixed Methods Study, Sally J. Hillis
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Faced with an overwhelming amount of available sources and different perspectives, researchers in the field of Nutrition and Health Sciences continually strive to identify key factors that shape a healthy lifestyle. Employing an exploratory sequential mixed methods design, phase one of this research utilized a constructivist grounded theory approach to develop a model explaining the process by which healthy individuals acquire nutrition and exercise information. Interested is studying a population identified by good nutrition and daily exercise, the researcher set the participant criteria to include daily consumption of 2-3 balanced meals, 45-60 minutes daily moderate-intensity exercise, and a normal BMI. …
Deterritorializing Disciplinarity: Toward An Immanent Pedagogy, Christina Nadler
Deterritorializing Disciplinarity: Toward An Immanent Pedagogy, Christina Nadler
Graduate Student Publications and Research
This article speculates on the pedagogical consequences of deterritorializing disciplinary knowledge. I suggest a move from knowledge as discipline to knowledge as an emergent potential of a field. Through this move, I propose an immanent pedagogy, based on the work of Deleuze and Guattari, in which students and teachers become active participants in a field of knowledge. This field is not only a way out of disciplinary knowledge but also a mechanism for students and teachers alike to critique and subvert disciplinarity. My understanding of knowledge production is based on the ontological and immanent capacity of students to learn and …
The Effectiveness Of Ground Groups On Student Behavior In A Southeast Tennessee School District, Ryan Goodman
The Effectiveness Of Ground Groups On Student Behavior In A Southeast Tennessee School District, Ryan Goodman
Doctoral Dissertations and Projects
The purpose of this quantitative study was to determine the effectiveness of ground groups on office discipline referrals in a southeast Tennessee school district. Ground groups are meetings that students attended once a week in an effort to find the "middle ground" through modeling and observing particular behaviors. The primary hypothesis examined four schools from two separate districts over the course of two academic school years. The first group included schools from southeast Tennessee that incorporated ground groups and was classified as the treatment group. The second group included comparable schools from southeast Tennessee that did not incorporate ground groups …
Disciplining Queer, Ian Barnard
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 …