Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation during COVID-19

Autor/in	Coker, David C.
Titel	Education, Policy, and Juvenile Delinquents: A Mixed Methods Investigation during COVID-19
Quelle	In: Journal of Education and Learning, 10 (2021) 1, S.22-38 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Educational Policy; Juvenile Justice; COVID-19; Pandemics; Distance Education; Academic Achievement; Electronic Learning; Institutionalized Persons; Educational Quality; Educational Change + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Jugendgerichtshilfe; Distance study; Distance learning; Fernunterricht; Schulleistung; Quality of education; Bildungsqualität; Bildungsreform
Abstract	COVID-19 mitigation efforts resulted in many schools making the transition to online and remote instruction. Juvenile delinquents, as a group, attained lower academic achievement before the pandemic, and little was known how juvenile delinquents' education fared after schools ceased face-to-face instruction. Using a mixed methods approach, three steps were conducted to analyze the education of juvenile delinquents in the United States: a qualitative literature review, a grounded theory study of teachers' concerns in traditional schools, and an instrumental case study of juvenile delinquents' enrollment during COVID-19. Researchers and experts recommended the development of a community online and in remote instruction, but most teachers felt overwhelmed and unable to rise to the challenge. Juvenile delinquents responded by most students disappearing from school attendance rolls. A grand theme, to shift the nature of online learning, is offered based upon the convergence of the research findings. A theory of humanistic schooling online, centered on a community of learners with the dimensions of academics, physical health, social, and attention to the individual, offers to radically transform practices and past recommendations. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01