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The Global ETD Search service is a free service for researchers
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Showing 21 to 27 of 27 (0.714 seconds)Spelling suggestions: "subject:"correctional educationization"" "subject:"correctional education.action""
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A follow-up study of vocational participation of students at Natural Bridge Juvenile Correctional CenterHinkle, Robert Wece 01 October 2008 (has links)
In an attempt to evaluate the impact of vocational education programming on post-release performance, a study was conducted to gather follow-up data on students who were released from the Department of Correctional Education School at Natural Bridge Juvenile Correctional Center (NBJCC) during the 1993 and 1994 calendar years. The population for this descriptive study consisted of 167 males age 17 to 21. Data were successfully collected on 137 members of the population.
Findings from the study were as follows: 1. Nearly half of the total study group were employed. 2. Approximately one fourth of the total study group continued their education. 3. Students who earned a vocational education certificate of completion were more likely to be employed than students who earned a lesser vocational certificate of credit or no vocational certificate at all. 4. Students who earned a vocational certificate of completion and a General Education Development (GED) certificate were more likely to be employed than all other NBJCC students. 5. Less than half of all vocational program completors were employed in a field related to their vocational training. 6. Nearly half of all vocational program completors were employed in food service. (Not a field of vocational training at NBJCC) Based on the findings and conclusions in this study, recommendations for policy practice and research in vocational education are provided. / Master of Science
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Experiences of Correctional Principals of Teacher Attrition in Juvenile Correctional FacilitiesMoton, Sherese 01 January 2018 (has links)
Retention of teachers in correctional organizations is an ongoing challenge. A correctional education setting is a nontraditional unstable academic setting where teacher turnover is one third within the first 5 years. The purpose of this descriptive qualitative phenomenological study was to explore the lived experiences of leaders in correctional organizations who are challenged with finding ways to reduce teacher turnover in a juvenile correctional facility. The conceptual framework that guided this study was Bandura's self-efficacy theory. Using purposive sampling, 6 former juvenile correctional principals participated in the study. Data were collected through systematic open-ended semistructured interviews with 4 occurring via email correspondence, a reflective journal, and member checking. Participants provided their perceptions of factors or events that impacted a teacher's decision to remain in or leave the field. Data were analyzed with an intention to discover emerging themes through the process of thematic coding via a modified Van Manen method. The themes that emerged from the data included participatory leadership/principal support, administration expectations versus teacher expectations, correctional setting barriers, and teacher flexibility. Leadership employing and retaining quality teachers increases the probability of incarcerated youth receiving continuous educational services that are necessary to reenter society as a productive student. The increase chance of success provides a boost to the economy for society, a positive social change, because of the youth's academic and job readiness to operate as a productive citizen.
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Managing a full-time school within a correctional services environmentMkosi, Ntombizanele Gloria January 2013 (has links)
The objective of this study was to investigate and analyse the educators’ experience in managing
a full-time school within a Correctional Services environment. Provision of education in the
South African Department of Correctional Services is in terms of Section 29 (1) of the
Constitution of the Republic of South Africa (Act No.108 of 1996) which stipulates that
“everyone has a right (a) to basic education, and (b) to further education, which the state, through
reasonable measures, must make progressively available and accessible.” “This constitutional
imperative for schooling is not a right that is curtailed by incarceration” (DCS, 2005:137).
The researcher used qualitative research inquiry. This is a case study of the educators’
experience in managing a full-time school within a Correctional Services environment. To obtain
an in-depth understanding and gain more insight on the research topic, this study focused on one
full- time school within the South African Department of Correctional Services.
Literature reveals that “correctional centres are bureaucratic institutions that are characterised by
a number of factors that can potentially encourage or impede education programme success”
(Sanford &Foster, 2006:604). The environment makes learning difficult as there are frequent
lockdowns, headcounts and hearings that disrupt the consistency of classes and interrupt the
education process (Schirmer, 2008:29). Few learners attend classes and whilst in class they are
not really listening, instead, they would be sleeping and unproductive. In most cases, learners
would be present because they were forced to be in the education programme (Wright,
2004:198).
In this study, the researcher used semi-structured one on one interviews, and document analysis
as data collection strategies. Purposeful sampling was utilized to select respondents. A total of
six respondents who are full-time educators employed by the Department of Correctional
Services were interviewed. The study reveals that managing a full-time school within a
Correctional Services environment seems to be challenging because education is not respected
and not prioritized. This finding appears to be consistent with literature which reveals that the
uniqueness of correctional centre culture with a correctional centre management characterized by a focus on security measures such as lockdowns and head counts constraints the possibilities of
learning (Watts, 2010:57). Based on the findings in this study, the researcher recommends that
educator development should be prioritized within the Department of Correctional Services and
school management should be informed about learners that are released from the correctional
centre. This study concludes that managing a full-time school within a Correctional Services
environment is challenging due to Correctional Services environment being not conducive for
teaching and learning and inadequate resources. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted
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Brockway Correctional Education: A Case Study of Resident Experiences in ReentryHarnish, Jason A. 22 April 2020 (has links)
No description available.
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Educational strategies meet the needs of Juvenile offendersWilson, Patricia Lynn 01 January 2001 (has links)
This study shows how correctional educators incorporate traditional as well as nontraditional teaching methods to address the specific problems associated with juvenile offenders.
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Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning EnvironmentsRoot, Scott 01 January 2015 (has links)
This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research.
Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results.
Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.
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Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship RecipientsLeary, Judith A. 22 July 2015 (has links)
No description available.
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