Evidence-Based Professional Development Considerations along the School-to-Prison Pipeline

Autor/inn/en	Houchins, David E.; Shippen, Margaret E.; Murphy, Kristin M.
Titel	Evidence-Based Professional Development Considerations along the School-to-Prison Pipeline
Quelle	In: Teacher Education and Special Education, 35 (2012) 4, S.271-283 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406411412396
Schlagwörter	Evidence; Professional Development; Correctional Institutions; Institutionalized Persons; At Risk Persons; Educational Methods; Participation; Program Effectiveness; Best Practices; Cooperation; Delinquency; Prevention; Intervention + Suchen Sie Ihr Suchwort? Evidenz; Jugendstrafvollzug; Risikogruppe; Educational method; Erziehungsmethode; Teilnahme; Co-operation; Kooperation; Kriminalität; Prävention; Vorbeugung
Abstract	This article addresses professional development (PD) issues for those who provide services to students in the school-to-prison pipeline (STPP). Emphasis is on implementing evidence-based practices. The authors use a modified version of Desimone's PD framework for the structure of this article involving (a) collective participation and common content foci, (b) coherence and continuums, and (c) duration and data-driven durability. Their hope is that this information will advance STPP PD practice and research. They offer considerations for future PD needs to those working to dismantle the STPP. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10