Educating Incarcerated Youth : Exploring the Impact of Relationships, Expectations, Resources and Accountability

This book explores the perceptions and role of juvenile justice educators. Through researching the support structures of educational facilities and analysing the positive features of these learning environments, Tannis evaluates how best to educate incarcerated young people and prepare them for their transition back into society. What happens to school-age children when they become incarcerated? Although juvenile justice courts were established in the United States more than a hundred years ago, there has been very little research on the provision and quality of education programs in juvenile justice facilities. This book is the first to provide an inside look at the perspectives and practices of juvenile justice principals and teachers. Exploring a range of educational facilities in the United States, Tannis argues that educational programs characterized by strong relationships, high expectations, appropriate resources, and an effective accountability system equate to the strongest possible learning environments for incarcerated youth. The book identifies the support structures in place for juvenile justice educators and examines the quality of educational and vocational programs in confined settings to reveal the best ways to educate incarcerated young people and prepare them for their transition back into society What Happens To School Age Children When They Become Incarcerated? Although Juvenile Justice Courts Were Established In The Us More Than One Hundred Years Ago, There Has Been Very Little Research On The Provision And Quality Of Education Programs In Juvenile Justice Facilities. This Book Is The First To Provide An Inside Look On The Perspectives And Practices Of Juvenile Justice Principals And Teachers.exploring A Range Of Educational Facilities In The Us, Tannis Argues That Educational Programmes Characterized By Strong Relationships, High Expectations, Appropriate Resources And An Effective Accountability System Equate To The Strongest Possible Learning Environments For Incarcerated Youth. The Book Seeks To Identify The Support Structures In Place For Juvenile Justice Educators And Examine The Quality Of Educational And Vocational Programmes In Confined Settings, To Reveal The Best Ways In Which To Provide For Incarcerated Young People And Prepare Them For Their Transition Back Into Society-- Machine Generated Contents Note: -- Preface1. Introduction2. Contextual Setting3. Greta Olive Juvenile Justice Academy4. Hubert B. Juvenile Justice Residential Facility5. Gladys C. Juvenile Justice Academy6. Philip I. Juvenile Justice Residential Center7. Cross-case Discussion8. Implications For Practice, Policy, And Research And Conclusion. Lynette N. Tannis, Education Consultant, Usa. Includes Bibliographical References And Index. "What happens to school age children when they become incarcerated? Although juvenile justice courts were established in the US more than one hundred years ago, there has been very little research on the provision and quality of education programs in juvenile justice facilities. This book is the first to provide an inside look on the perspectives and practices of juvenile justice principals and teachers. Exploring a range of educational facilities in the US, Tannis argues that educational programmes characterized by strong relationships, high expectations, appropriate resources and an effective accountability system equate to the strongest possible learning environments for incarcerated youth. The book seeks to identify the support structures in place for juvenile justice educators and examine the quality of educational and vocational programmes in confined settings, to reveal the best ways in which to provide for incarcerated young people and prepare them for their transition back into society"-- Provided by publisher Title 4 Copyright 5 Contents 8 List of Tables and Figure 10 Preface 11 Acknowledgments 16 1 Introduction 18 2 Contextual Setting 28 3 Greta Olive Juvenile Justice Academy 40 Introduction 40 Principal Alexander 42 Kyle 57 Mae 66 David 72 Discussion 79 4 Hubert B. Juvenile Justice Residential Facility 83 Introduction 83 Principal Patrick 86 Mary 103 Karen 112 Susan 119 Discussion 126 5 Gladys C. Juvenile Justice Academy 133 Introduction 133 Principal Rae 136 Vicki 154 Donna 163 Discussion 172 6 Philip I. Juvenile Justice Residential Center 179 Introduction 179 Principal Richard 182 James 189 Israel 197 Juanita 203 Discussion 212 7 Cross-Facility Discussion 219 8 Implications and Conclusion 239 Notes 246 Bibliography 261 Index 270