Educational Needs of Juvenile Offenders

• NCJ Number: 168611
• Journal: Journal of Offender Rehabilitation Volume: 23 Issue: 1/2 Dated: (1996) Pages: 153-166
• Author(s): D B Anderson; S L Anderson
• Date Published: 1996
• Length: 14 pages
• Publication Format: Article
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

Juvenile correctional administrators and educators should review current policies and instructional methods for incarcerated juveniles, especially in the areas of reading and phonics instruction; creative methods should be use to motivate learning behavior within this difficult group.

Abstract

A recommended design for educational initiatives closely approximates the model formulated by Daniel Stufflebeam and his associates; this is the context-input-process-product (CIPP) evaluation model. The CIPP model is consistent with the definition of educational program evaluation proposed by the Phi Delta Kappa National Study Committee of Evaluation: "the process of delineating, obtaining, and providing useful information for judging decision alternatives." Four kinds of evaluation are used to support these decisions: context evaluation, which provides information on needs; input evaluation, which provides information on strong and weak points of alternative strategies and designs; process evaluation, which provides information for monitoring a chosen procedure or strategy; and product evaluation, which yields information on the extent to which objectives, strategies, and procedures should be terminated, modified, or continued. The recommended design and evaluation of educational programs involve a complex, interactive, and developmental process, supported by the CIPP Evaluation Design Model. Additional attention should be given to bilingual education; phonics, poor deciphering, dyslexia, and other specific reading disorders; and the issue of phonics versus the whole language approach to instruction. Other practical educational issues are discussed as well in this article, including facilities, learning environment, student assessment, testing, counseling, materials selection, transitional programs, and evaluation criteria. 15 references and an appended annotated listing of 17 related journals.