Effective Practices in Juvenile Correctional Education: A Study of the Literature and Research, 1980-1992

• NCJ Number: 150066
• Author(s): O D Coffey; M G Gemignani
• Date Published: 1994
• Length: 193 pages
• Grant Number(s): 92-JS-CX-K098
• Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention (OJJDP)
• Corporate Author: National Office for Social Responsibility
• Sale Source: National Institute of Justice/; National Office for Social Responsibility; NCJRS Photocopy Services
• Publication Type: Literature Review
• Language: English
• Country: United States of America

Annotation

This report presents the results of a review of the available literature and research that pertains to juvenile correctional education over the period 1980-1992.

Abstract

Most of the literature included in this publication focuses on delinquents in large, State-operated juvenile correctional facilities. This is because there is not much literature and research that deals with correctional education in community- based or privately operated programs. Also, the State-operated training schools are still, in most States, the primary providers of correctional education for adjudicated children. Part I, "Analytical Overview by Topical Area of the Literature and Research in Juvenile Correctional Education," includes topics of special interest for administrators, teachers and school principals, and for the academic and research communities. The available literature is analyzed under each topical area. The topics are the context of correctional education, characteristics of juvenile correctional students, the administration of juvenile correctional education, juvenile correctional education staff, juvenile correction education programming, and special education. Other topics addressed are psychoeducational models, employment preparation programs, juvenile female offenders, law-related education, transition programs, community-based programs, and learning styles and instructional strategies. Part II is a compendium of "documented effective practices." "Effective practices" refer to any instructional or administrative action that enables all students to learn in accordance with their abilities and meet agreed-upon standards of performance. "Documented" refers to practices that have been proven effective through research. The areas examined are characteristics of effective schools and effective practices in administration, academic programs, special education, psychoeducational programming, employment preparation, transition and support services, and program evaluation and research. A 360-item annotated bibliography and a subject index