Reybold, L. Earle
PhD, The University of Georgia
Phone: (703) 993-9174
Fax: (703) 993-2013
Email: ereybold (@gmu.edu)
George Mason University
West Building 2203
4400 University Dr.
Fairfax, VA 22030
Dr. L. Earle Reybold (PhD, University of Georgia) is a professor of qualitative research methods in the College of Education and Human Development at George Mason University. She also serves as an affiliate faculty member with the Higher Education Program and Women and Gender Studies. Dr. Reybold’s research examines faculty roles, professional ethics, and qualitative research applications. She has co-edited two books and published a number of articles in journals across the fields of adult and higher education, human development, and qualitative methods. Her current research focuses on faculty disability and institutional response.
Faculty identity, professional epistemology, ethics, qualitative research, faculty disability, adult learning, adult development
Reybold, L. E., Rodick, W. H., & Konopasky, A. W. (2016) Institutional Interpretation of Faculty Disability: Policy Analysis of the Americans with Disability Act in Virginia. Online Paper Repository for the 2016 annual conference of the American Educational Research Association.
Konopasky, A. W., & Reybold, L. E. (2015). Accessing the world: Adult literacy educators’ metaphors for learners and learning. Journal of Transformative Education, 13(3), 239-258. doi:10.1177/1541344615579514
Maxwell, J. A., & Reybold, L. E. (2015). Qualitative Research. In J. Wright, (Ed.), International Encyclopedia of Social and Behavioral Sciences (2nd ed., Vol. 19, pp. 685-689). Oxford, UK: Elsevier.
Reybold, L. E., & Halx, M. D. (2015). Staging professional ethics in student affairs: A dramaturgical analysis of “Doing the Right Thing.” Online Paper Repository for the 2015 annual conference of the American Educational Research Association.
Reybold, L. E., Konopasky, A. W, Trepal, H., & Haberstroh, S. (2015). Negotiating the practitioner-faculty dialectic: How counselor educators responded to Hurricane Katrina. Journal of Innovative Higher Education, 40(3), 229-245. doi:10.1007/s10755-014-9307-2
Muccio, L. S., Reybold, L. E., & Kidd, J. (2015). Researcher-portraitists: An exploration of aesthetics and research quality. International Journal of Education & the Arts, 16(1), 1-24. Retrieved [date] from http://www.ijea.org/v16n1/
Perry, N., Reybold, L. E., & Waters, N. (2014). “Everybody was looking for a good government job”: Occupational choice during segregation in Arlington, Virginia. Journal of Urban History, 40(4), 719-741. doi: 10.1177/0096144214524341
Reybold, L. E. (2014). The irony of ethics: (De)Coding the lived experience of women and minority faculty in education. International Journal of Higher Education, 3(2), 92-105. doi:10.5430/ijhe.v3n2p9.
Reybold, L. E., Lammert, J., & Stribling, S. M. (2013). Participant selection as a conscious research method: Thinking forward and deliberation of ‘emergent’ findings. Qualitative Research, 13(6), 699-716. doi:10.1177/1468794112465634
Reybold, L. E., & Halx, M. D. (2012). Coming to terms with the meaning of interdisciplinarity: Faculty rewards and the authority of the discipline. Journal of General Education, 61(4), 323-351.
Reybold, L. E., Brazer, S. D., Schrum, L., & Corda, K. (2012). The politics of dissertation advising: How early career women faculty negotiate access and participation. Journal of Innovative Higher Education, 37(3), 227-242. doi:10.1007/s10755-011-9200-1
Reybold, L. E., & Corda, K. W. (2011). In service to the academy: Faculty identity and the ‘lesser role.’ Journal of the Professoriate, 5(1), 121-148.
Reybold, L. E. (2009). Faculty ethics: Ideal principles with practical applications. Journal of Veterinary Medical Education, 36, 375-381.
Reybold, L. E., & Alamia, J. J. (2008). Academic transitions in education: A developmental perspective of women faculty experiences. Journal of Career Development, 35(2), 107-128.
Reybold, L. E. (2008). Practitioner-faculty dialectic: Balancing professional identities in Adult Education. Journal of Adult Development, 15, 140-147.
Reybold, L. E., Halx, M. D., & Jimenez, A. L. (2008). Professional integrity in higher education: A study of administrative staff ethics in student affairs. Journal of College Student Development, 49(2), 110-124.
Reybold, L. E. (2008). The social and political structuring of faculty ethicality in education. Journal of Innovative Higher Education, 32(5), 279-295.
Reybold, L. E., Flores, B., & Cortez, M. (2006). Dueling epistemologies? Implementing a critical model of faculty preparation in teacher education. The Professional Educator. 28(2), 1-11.
Reybold, L. E., & Johnston Polacek, G. N. L. (2006). A critical perspective of health empowerment: The breakdown of theory-to-practice in one Hispanic subculture. Journal of Family and Community Health, 29(2),153-157.
Halx, M. D., & Reybold, L. E. (2005). A pedagogy of force: Faculty perspectives of undergraduate critical thinking capacity. Journal of General Education, 54(4), 293-315.
Reybold, L. E. (2005). Surrendering the dream: Early career conflict and faculty dissatisfaction thresholds. Journal of Career Development, 32(2), 107-121.
Reybold, L. E. (2003-2004). Faculty socialization and the emergence of research ethos in Education. Perspectives: The New York Journal of Adult Learning, 2(1), 18-32.
Reybold, L. E. (2003). Pathways to the professorate: The development of faculty identity in Education. Journal of Innovative Higher Education, 27(4), 235-252.
Reybold, L. E. (2002). Pragmatic epistemology: Ways of knowing as ways of being. International Journal of Lifelong Education, 21(6), 537-550.
Reybold, L. E. (2001). Knowing through culture: Epistemological development as redefinition of self. International Journal of Curriculum and Instruction, 3(2), 1-17.
Reybold, L. E. (2001). Encouraging the transformation of personal epistemology. International Journal of Qualitative Studies in Education, 14(3), 1-16.
Reybold, L. E. (2001). TV411 and the transformation of self. Focus on Basics, 5(B), 41-42.
Reybold, L. E. (2001). Constructing a personal model of research: Academic culture and the development of professional identity in the professorate. Proceedings for the Conference on Research on Research Ethics (Office of Research Integrity). Bethesda, MD.
Other Courses Taught
- Advanced Topics in Education (EDRS 797)
- Qualitative Methods in Educational Research (EDRS 812)
- Advanced Applications of Qualitative Methods (EDRS 822)
- Qualitative Case Study Methods (EDRS 826)
- Grounded Theory (EDRS 850)
- Qualitative Methods Capstone Project (EDRS 895)
- Special Topics in Research Methods (EDRS 897)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Proposal (EDUC 998)
- Doctoral Dissertation Research (EDUC 999)