Although there is an abundance of research on school effectiveness, there is a paucity of studies focused on non-traditional schools within juvenile detention facilities. This dissertation employed a case study methodology to determine how to understand and articulate the issue of school effectiveness in three juvenile hall schools (JHSs) in the context of No Child Left Behind. The researcher is grounded in social constructivism, the concept of effective schools, systems thinking, and network theory.
Data collection involved surveys, semi-structured follow-up interviews, and document reviews. Overall, the findings demonstrated that two correlates of effective schools are evident in all three JHSs (safe and orderly environment and strong instructional leadership). Others are evident in only one or two JHSs (high expectations for student success, clear and focused mission, and frequent monitoring of student progress). The results also indicated that human and material resources are not uniformly coordinated across all three JHSs.
The major conclusions are that the three JHSs have strong leadership and supportive environments from which to launch authentic school improvement efforts, especially in the areas of focused mission, assessment, and "systems thinking." Recommendations for changes in theoretical constructs, public policy, educational and hiring practices were made. In this regard, the findings of this study are relevant to administrators, teachers, and policymakers.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Educational evaluation, School administration, Special education, Criminology|
|Keywords:||Alternative schools, Correctional education, Effective schools, Juvenile delinquents, Non-traditional schools|
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