NCJ Number
223516
Journal
Journal of Correctional Education Volume: 50 Issue: 2 Dated: June 2008 Pages: 145-171
Date Published
June 2008
Length
27 pages
Annotation
Two parallel surveys compared the opinions of 31 students and 5 teachers at 1 juvenile correctional facility regarding students' behaviors related to thinking, listening, speaking, reading, and writing.
Abstract
As a group, the students' opinions about their proficiency in these skills indicated their belief that they performed adequately. Their teachers, however, held a less optimistic opinion about their students' skills in these areas. Teachers were concerned about the levels of their students' thinking, listening, speaking, and writing skills. Although having positive attitudes and feelings about one's achievements is important, the mismatch between students' and teachers' opinions suggests that students may lack an awareness of deficiencies that is essential for learning. This indicates that students may not understand the specific criteria for achievement and what is required of them in the learning process. Part of the learning process is to make the standards for progress clear and provide instruction and counseling for students in accurately analyzing and assessing their performance. Seven t tests were computed in comparing the students' rating to those of their teachers, using the Clinical Evaluation of Language Fundamentals-4 (2003), which assesses thinking, listening, speaking, reading, and writing. 4 tables, 28 references, and appendix