Vol. 3 No. 1

Table of Contents for GER Online Edition: Vol. 3 (2005, Spring)

SPECIAL FEATURE: Text of the keynote address at the November 2004 GERA meeting is available in this issue: Why Study the Educational Policies Commission? by Wayne Urban, Georgia State University

Promise for a Post-structural Approach to Curriculum: Curriculum Theory

by Livingston, Don

Abstract: Rather than directly confronting dominant forms of power, a post-structural curriculum holds the promise to affect change through the disruption and interruption of social practices once thought to be stable forces. This theoretical discussion is augmented with examples of strategies that teachers can use as a philosophical base for facilitating an activist curriculum that has no pre-determined outcomes.

Quality of Graduate Experience in a A Georgia Case Study: The Elimination of Teacher Tenure in Georgia as Viewed Through the Policy Formulation Process Model Environment

by Grubbs, Scott

Abstract: Georgia became the first state to eliminate teacher tenure for educators at the elementary, middle and secondary levels through the implementation of Governor Roy Barnes’ A+ Education Reform Act of 2000 (Robinson, 2003). An analysis of Barnes’ efforts to eliminate tenure when viewed through a Kingdon’s framework of policy formulation (Elrod, 1994) reveals that while Governor Barnes successfully defined the terms of the tenure issue to ensure passage of teacher tenure reform legislation, his inability to justify his anti-tenure policies led to his eventual defeat and the subsequent restoration of fair dismissal protection for the state’s teachers.

A Profile of Rural South Georgia Principals

by Leech, D., Grubbs, S., Gibbs, A., & Green, R.

Abstract: Many states mandate that students pass a standardized test with a minimum score for either promotion or graduation. This study looked at students who were not successful in passing the standardized test on the initial attempt and the effect of remediation on their subsequent attempts. Variables used in this study included race and gender. Although the study was comprised of a limited sample, the results indicated a positive link between the remediation treatment and success on subsequent attempts to pass the standardized test.

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