Juvenile Correctional Schools: Characteristics and Approaches to Curriculum

Autor/inn/en	Gagnon, Joseph C.; Barber, Brian R.; Van Loan, Christopher; Leone, Peter E.
Titel	Juvenile Correctional Schools: Characteristics and Approaches to Curriculum
Quelle	In: Education and Treatment of Children, 32 (2009) 4, S.673-696 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Educational Development; Learning Disabilities; Behavior Disorders; School Districts; Individualized Instruction; Student Characteristics; Correctional Education; Institutionalized Persons; Correctional Institutions; Delinquency; Principals; Accreditation (Institutions); School Role; High School Graduates; High School Equivalency Programs; Curriculum; Expectation; Emotional Disturbances; Special Needs Students + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Learning handicap; Lernbehinderung; School district; Schulbezirk; Individualisierender Unterricht; Fürsorgeerziehung; Jugendstrafvollzug; Kriminalität; Principal; Schulleiter; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Curricula; Lehrplan; Rahmenplan; Expectancy; Erwartung; Gefühlsstörung; Sonderpädagogischer Förderbedarf
Abstract	This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Approximately 80% of schools were accredited by their State Department of Education. The primary role of JC schools was to help youth obtain a high school diploma, followed by preparing students for the General Educational Development (GED) test. Approximately 66% of JC schools used a state or local education agency curriculum, while the remainder provided a school-developed or individualized curriculum. More than 50% of respondents asserted that grade level expectations should not be expected of all youth with emotional/behavioral disorders or learning disabilities. Additional results, implications, and recommendations for future research are provided. (Contains 5 tables.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10