Implementing Response to Intervention (RtI) in a Juvenile Detention Center Using Action Research

While proponents claimed Response to Intervention (RtI) improved student learning and prevented failure, there was an absence of research in effectiveness. Applying action research within a case study, there was an investigation into the process of reforming and improving RtI within a short-term juvenile detention center in the Midwest of the United States for students in grades 5-12. Using the conceptual framework of adaptive leadership, there was an analysis of policies and procedures, observations, interviews, and student work. RtI as a stand-alone program revealed many teachers lacked evidence-based instructional methods and alternative teachers lacked content knowledge, making implementation difficult. Within the action research method, role ambiguity caused problems with fidelity, with the need to infuse strategic leadership with action research when teachers’ sense of self and professional were challenged.

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Who - or What - "Wins" an Architectural Competition? A Model and a Case Study

Form Akademisk - forskningstidsskrift for design og designdidaktikk ◽

10.7577/formakademisk.822 ◽

2014 ◽

Vol 7 (1) ◽

Cited By ~ 2

Author(s):

Carlo Menon ◽

David Vanderburgh

Keyword(s):

Strong Interaction ◽

Juvenile Detention ◽

Detention Center ◽

Modes Of Representation ◽

Juvenile Detention Center ◽

Architectural Competitions ◽

Or Team ◽

Paradoxical Results

Architectural competitions are usually seen as a game with only one winner: the architect or team whose proposal is the most convincing. That is certainly a part of the reality, but we argue here for a broader and more nuanced model. In our vision, architectural competitions are a stage upon which a myriad of actors and elements play out a scenario that involves both competition and collaboration on several levels. Depending on the results, the "winners" may be multiple and of very different natures. We call this model "total competition", and are convinced that it has some application not only to competitions, but to architecture in general. After a brief explanation of this conception of things, we will look more closely at a recent Belgian competition (for a Juvenile Detention Center at Fraipont, Belgium, 2011), in order to elucidate its functioning in light of our model. Two findings from this examination are worth underlining. We notice, first of all, a particular and somewhat surprising role played by the nature of the program or brief, where its relative openness seems to have had paradoxical results. Second, we find in the winning entry a strong interaction between different "modes of representation" that seems to have been critical to its success. We conclude with some questions about the generalisability of the model.

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The Promises and Pitfalls of Engaging Male Juvenile Offenders in Gender Violence Prevention and Bystander Education

Journal of Interpersonal Violence ◽

10.1177/0886260516675466 ◽

2016 ◽

Vol 34 (21-22) ◽

pp. 4384-4403

Author(s):

Tara Opsal ◽

Jade Aguilar ◽

Steven Briggs

Keyword(s):

Juvenile Offenders ◽

Violence Prevention ◽

Prevention Programs ◽

Juvenile Detention ◽

Gender Violence ◽

At Risk Youth ◽

Detention Center ◽

Juvenile Detention Center ◽

Violence Prevention Program

Drawing on interviews with and observations of boys enrolled in a bystander violence prevention program at a juvenile detention center, this article provides a sociological case study on how the boys’ biographies and violent lived experiences shaped their engagement with the program. Previous research on bystander prevention programs has typically focused on men enrolled in college who do not have the same kinds of violent histories as the boys in this study do. This article builds upon prior research on prevention programs by demonstrating how at-risk youth participants understand and access the program. We offer suggestions for tailoring bystander prevention programs to more adequately address the specific needs of these populations.

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Facial Emotion Recognition and Empathy in Employees at a Juvenile Detention Center

International Journal of Offender Therapy and Comparative Criminology ◽

10.1177/0306624x17721518 ◽

2017 ◽

Vol 62 (8) ◽

pp. 2430-2446 ◽

Cited By ~ 4

Author(s):

Luz Anyela Morales Quintero ◽

Jairo Muñoz-Delgado ◽

José Carlos Sánchez-Ferrer ◽

Ana Fresán ◽

Martin Brüne ◽

...

Keyword(s):

Juvenile Offenders ◽

Emotion Recognition ◽

Juvenile Detention ◽

Facial Emotion Recognition ◽

Facial Emotion ◽

Independent Effect ◽

Detention Center ◽

Security Guards ◽

Juvenile Detention Center ◽

Violent Offenses

Numerous studies have shown that emotion recognition is impaired in individuals with a history of violent offenses, especially in those diagnosed with psychopathy. However, in criminological contexts, there is insufficient research regarding the role of empathy and facial emotion recognition abilities of personnel employed in correction centers. Accordingly, we sought to explore facial emotion recognition abilities and empathy in administrative officers and security guards at a center for institutionalized juvenile offenders. One hundred twenty-two Mexican subjects, including both men and women, were recruited for the study. Sixty-three subjects were administrative officers, and 59 subjects were security guards at a juvenile detention center. Tasks included “Pictures of Facial Affect” and the “Cambridge Behavior Scale.” The results showed that group and gender had an independent effect on emotion recognition abilities, with no significant interaction between the two variables. Specifically, administrative officers showed higher empathy than security guards. Moreover, women in general exhibited more empathy than men. This study provides initial evidence of the need to study emotion recognition and empathy among professionals working in forensic settings or criminological contexts.

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Using Action Research to Transform a Traditional Reading Practicum

10.4018/978-1-7998-8725-6.ch003 ◽

2022 ◽

pp. 47-78

Author(s):

Michelle J. Kelley ◽

Taylar Wenzel ◽

Karri Williams ◽

Marni Kay

Keyword(s):

Action Research ◽

Student Work ◽

Case Study Methodology ◽

Course Content ◽

Central Florida ◽

Faculty Input ◽

Study Methodology ◽

The University ◽

Student Reflections

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

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Learning through dissonance: Critical service-learning in a juvenile detention center as field experience in music teacher education

Research Studies in Music Education ◽

10.1177/1321103x16641845 ◽

2016 ◽

Vol 38 (2) ◽

pp. 155-171 ◽

Cited By ~ 5

Author(s):

Jeananne Nichols ◽

Brian M. Sullivan

Keyword(s):

Service Learning ◽

School Environment ◽

Music Teachers ◽

Juvenile Detention ◽

Incarcerated Youth ◽

Detention Center ◽

Juvenile Detention Center ◽

School Music ◽

Service Music ◽

Past Experiences

Though many pre-service music teachers have received exemplary instruction in their high school music programs, these programs may not be representative of the social, cultural, and economic diversity of their broader communities. This insularity may hinder their perceptions of their community as they step into an increasingly diverse school environment. The Champaign County Juvenile Detention Center (CCJDC) Arts Project was adopted as a critical service-learning course in order to introduce pre-service music teachers to students and ways of teaching that may be different from what they typically encounter through their university field experiences. Participants in the project designed and facilitated music and arts experiences with the incarcerated youth once per week over an entire semester. In this case study we examine the experiences of six pre-service music teachers who participated in the CCJDC Arts Project during 2012, looking for moments of “dissonance,” which Kiely defines as incongruities between participants’ past experiences and the challenging reality they encounter through the project. Entry into the facility, interactions with the youth at the facility, and the musical practices shaped by the needs of the facility all worked in tandem to challenge participants’ latent expectations and beliefs about their community, and to heighten their awareness of the sociocultural systems that shape their future students, their developing teaching practices, and their own privileged positions in school and society.

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