The research was conducted with teenagers who are fulfilling socio educational deprivation of liberty at Centro de Atendimento ao Menor (CENAM), located in Aracaju (SE), aiming to understand how the relationship of incarcerated adolescents with mathematical knowledge is. It is observed in several studies that the discipline of mathematics is considered difficult to learn, but this knowledge is of great importance, because its use is a constant and essential requirement not only for the understanding of reality as to the construction of citizenship. This research was characterized as a guided study in the theoretical framework of the relationship with Saber (RS) as well as research on the relationship with the mathematical knowledge. Methodologically, this study enrolled in a context of a case study and has been a qualitative approach. The study subjects were internal adolescents enrolled in classrooms within this unit from 1st to 4th stage (defined as grade 1 /2 year to 4 th grade / year 5), in the form of teaching EJA - Youth and Adults. Also resorted to four (4) polyvalent teachers (one on each phase) and a pedagogical coordinator. It is noteworthy that the main subject of this research are the teenagers. For data collection we used semi-structured interviews with adolescents, the questionnaire for teachers and educational coordinator, application of balance of knowledge, analysis of the records of pedagogical supervision of adolescents and free observation. The research has shown that school for students / home is an important place for learning, even when in practice it is not observed when considering the age / grade discrepancy of these subjects. Regarding Mathematics, teenagers love this discipline, but this binding estimates, especially at the discretion of its usefulness in everyday life and the contents that represent numbers, like the four operations. This limitation of content in mathematics is understandable, as these teens did not exceed the school year as the regular age. At the same time it is interesting the relationship between recognition of mathematics, and how they use this knowledge to learn everyday situations. When we put the issue of school within a socio educational unit of deprivation of liberty, the teens relate the opportunity to leave the ALA to have a little freedom going to the classroom, they cannot have a relationship of desire in learning, performing the same tasks with dedication. There is no differentiation between the relationship of students / inmates and the mathematical knowledge within an inpatient unit compared with mathematics learned in school free of deprivation. These students continue to highlight this mathematics as a subject of greater interest in their learning, always mediating this importance with the increased possibility of applicability in everyday life. / A pesquisa foi desenvolvida com adolescentes que estão cumprindo medida socioeducativa de privação de liberdade no Centro de Atendimento ao Menor (CENAM), localizado no município de Aracaju (SE), objetivando compreender como se constitui a relação dos adolescentes privados de liberdade com o saber matemático. Observa-se em várias pesquisas que a disciplina de Matemática é considerada de difícil aprendizagem, contudo este saber é de grande relevância, pois sua utilização é uma exigência constante e imprescindível não só para a compreensão da realidade como para a construção da cidadania. Essa pesquisa se caracterizou como um estudo pautado no quadro teórico da Relação com o Saber (RS) assim como em pesquisas sobre a relação com o saber matemático. Metodologicamente, esta pesquisa se inscreveu num contexto de estudo de caso e realizou-se numa abordagem qualitativa. Os sujeitos da pesquisa foram os adolescentes internos matriculados nas salas de aula dentro desta unidade da 1ª à 4ª etapa (entende-se 1ª série/2º ano a 4ª série/5º ano), na modalidade de ensino da EJA- Educação de Jovens e Adultos. Recorremos também a 4 (quatro) professoras polivalentes (uma em cada etapa) e a uma coordenadora pedagógica. Vale ressaltar que os sujeitos principais desta pesquisa são os adolescentes. Para coleta de dados utilizamos entrevistas semiestruturadas com adolescentes, questionário para os professores e coordenadora pedagógica, aplicação do balanço do saber, análise das fichas de acompanhamento pedagógico dos adolescentes e observação livre. A pesquisa demonstrou que a escola para os alunos/internos é um espaço importante de aprendizagem, mesmo quando, na prática, isso não é observado quando considerada a defasagem idade/série destes sujeitos. Em relação à Matemática, os adolescentes gostam dessa disciplina, mas vinculam essa estima, principalmente, ao critério de sua utilidade no dia a dia e aos conteúdos que representam números, como as quatro operações. Essa limitação de conteúdos na Matemática é compreensível, pois esses adolescentes não ultrapassaram os anos escolares conforme a idade regular. Ao mesmo tempo é interessante a relação entre o reconhecimento da Matemática, e a maneira como eles utilizam o conhecimento deste saber para situações cotidianas. Quando colocamos a questão da escola dentro de uma unidade socioeducativa de privação de liberdade, os adolescentes relacionam a oportunidade de sair da ALA para ter uma pequena liberdade indo para a sala de aula, não conseguem ter uma relação de desejo na aprendizagem, mesmo executando as tarefas com dedicação. Não existe diferenciação a respeito da relação dos alunos/internos com o saber matemático dentro de uma unidade de internação em comparação com a Matemática aprendida numa escola livre de privação. Estes alunos continuam destacando essa a Matemática como uma disciplina de maior interesse em sua aprendizagem, sempre mediando essa importância com a possibilidade maior de aplicabilidade na vida cotidiana.

This investigation was concerned with the problem that the staff development needs of child-care personnel in juvenile detention facilities in the State of Texas have not been identified and described. The study utilizes the Delphi technique in determining juvenile detention administrators' perceptions of the skills/knowledge required to be a competent detention child-care worker. The assumption was made that detention administrators can supply relevant input to study.

published_or_final_version / SPACE / Master / Master of Arts

No description available.

No description available.

Thesis. 1975. B.S.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Bibliography: leaves 107-108. / by Beth L. Karpf. / B.S.

Interruptions to juvenile detainees' education often delay their progress toward high school completion. Implementing an individualized learning plan (ILP) has been suggested as a solution to this problem. The purpose of this case study was to explore how ILPs facilitate attainment of graduation among incarcerated youth. The study was guided by the Washington State legislative framework for individualized learning plans and the efforts of the Office of Juvenile Justice and Delinquency to increase educational opportunities. Three research questions were formulated to explore perceptions of local juvenile detention center educators and administrators regarding their experiences in the development, implementation, and effectiveness of ILPs. Qualitative data were collected from interviews with 5 detention center educators, field observations, and document reviews. The examination of the data through the coding process using a matrix enabled descriptions and themes to emerge. Results indicated that ILPs are collaboratively developed and implemented in the detention center, there is a need for professional development related to ILPs, and ILPs have impacted students' education completion. Results from this study may influence social change by supporting development of ILPs which can result in a higher graduation rate and a reduction in recidivism among the incarcerated youth population.

Juvenile Detention Center Effects on Futures of At-Risk Youth by Jennifer L. Turner MS, Walden University, 2014 BS, University of Maryland University College, 2011 Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Forensic Psychology Walden University August 2019 Many juvenile offenders return to the justice system after serving their incarceration sentences. Detaining youth has a negative impact on their mental health, education, employment, and ability to secede from a criminogenic life course. Identifying detention center effects on youths' futures can provide further insight on why the current approach does not successfully deter youth from secondary delinquency. The purpose of this phenomenological study was to explore future effects on incarcerated youth. A qualitative research design using a phenomenological paradigm was used to investigate study constructs. Labeling and social learning theories served as theoretical frameworks. Labeling theory was used to describe impact on youth after they receive a label of juvenile delinquent. Conceptualization on learned criminal behaviors in incarceration environments was made using social learning theory. Data was collected from personnel directly involved with juvenile incarceration, release, and rehabilitation. In-depth, semi-structured interviews were used for data collection. Coding software, bracketing, and concept mapping were implemented for data analysis. Detention centers attribute to a decrease in abilities required for youth to become functioning society members. Implications for social change include enhancing knowledge for professionals working to rehabilitate juveniles in effort to increases ability for future success. Participants specifically noted a lack of collaboration and understanding on how to implement evidenced-based practices into juvenile offender rehabilitation. Collaboration between the JJS, detention center staff, parents, and community programs is necessary to address this social problem.

The Industrial Schools Act introduced State coercion into the ‘childcare’ of the colony, and industrial schools became legal enforcers for other welfare institutions. This thesis provides an account of two industrial schools in nineteenth and early twentieth century New South Wales, focusing on the children and the lives they lived within the institutions and relying heavily upon primary sources. NSS Vernon enrolled destitute, neglected and delinquent boys. The curriculum, combined with an elaborate system of rewards, proved effective as reformative agents and after 1911 the ship’s coercive function was taken over by other reformatory schools and by a system of probation. About one third of girls admitted to ISG Newcastle were older, sexually delinquent girls. Inappropriate site, inadequate preparation, insufficient and untrained staff, lack of suitable curriculum and denial of support from the Colonial Secretary led to total failure of the school. Physical and verbal abuse was in evidence at Newcastle and resurfaced after the change of enrollments to mostly older girls about the time of the school’s transfer to Parramatta in 1887. After 1905 committals were aimed at maintaining street order and parental authority, to house the ‘uncontrollables’ and ‘incompetents’ and to provide a lock hospital for the control of venereal disease. The expressed purpose of the school to provide ‘good useful women’ dovetailed neatly with the introduction of probation, mostly for boys, which was enforced ‘through the mother’ / Doctor of Philosophy (PhD)

published_or_final_version / Sociology / Master / Master of Social Sciences