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Author: Kelli Taulton Publisher: ISBN: Category : Languages : en Pages : 246
Book Description
DAEPs represent a form of the exclusionary discipline practices used by school districts with zero tolerance policies to remove identified students from home campuses, despite evidence showing the ineffectiveness of such policies. Educational leaders believe alternative education offers an effective method to reduce negative student behaviors in schools. DAEPs are aimed at correcting or managing the behavior of disruptive students. More concerning, students who have been processed through the court system as well as through the disciplinary processes of the school district receive assignments in higher security DAEPs known as Juvenile Justice Alternative Education Programs (JJAEP). An overview of the JJAEP phenomenon's interventions and transition support programs for students who return to the home school is needed. The purpose of this study was to explore the phenomenon of the JJAEP in Texas from the perspectives of the educational leaders responsible for the instruction within these schools and the transitions of students returning to their home campuses. The inquiry provided a phenomenological understanding of the characteristics of JJAEPS that were expected to offer students individualized academic and behavior supports. To conduct this study, five educational leaders who oversaw one of the 26 JJAEPs in Texas were interviewed in one-on-one format about their lived experiences with this educational phenomenon. The findings produced four themes: (a) Theme 1: JJAEP curriculum and instruction follow district guidelines; (b) Theme 2: JJAEPs focus on social-emotional interventions with students; (c) Theme 3: Minimal implementation opportunities exist to support college, career, and military readiness (CCMR) at a JJAEP; (d) Theme 4: Comprehensive transition planning is undeveloped at a JJAEP. Chapter 5 contains the discussion, implications, and recommendations for future research
Author: Kelli Taulton Publisher: ISBN: Category : Languages : en Pages : 246
Book Description
DAEPs represent a form of the exclusionary discipline practices used by school districts with zero tolerance policies to remove identified students from home campuses, despite evidence showing the ineffectiveness of such policies. Educational leaders believe alternative education offers an effective method to reduce negative student behaviors in schools. DAEPs are aimed at correcting or managing the behavior of disruptive students. More concerning, students who have been processed through the court system as well as through the disciplinary processes of the school district receive assignments in higher security DAEPs known as Juvenile Justice Alternative Education Programs (JJAEP). An overview of the JJAEP phenomenon's interventions and transition support programs for students who return to the home school is needed. The purpose of this study was to explore the phenomenon of the JJAEP in Texas from the perspectives of the educational leaders responsible for the instruction within these schools and the transitions of students returning to their home campuses. The inquiry provided a phenomenological understanding of the characteristics of JJAEPS that were expected to offer students individualized academic and behavior supports. To conduct this study, five educational leaders who oversaw one of the 26 JJAEPs in Texas were interviewed in one-on-one format about their lived experiences with this educational phenomenon. The findings produced four themes: (a) Theme 1: JJAEP curriculum and instruction follow district guidelines; (b) Theme 2: JJAEPs focus on social-emotional interventions with students; (c) Theme 3: Minimal implementation opportunities exist to support college, career, and military readiness (CCMR) at a JJAEP; (d) Theme 4: Comprehensive transition planning is undeveloped at a JJAEP. Chapter 5 contains the discussion, implications, and recommendations for future research
Author: Christopher Ardel Eckford Publisher: ISBN: Category : Education Languages : en Pages :
Book Description
The purpose of this proposed journal-ready dissertation was to determine the extent to which differences were present in Juvenile Justice Alternative Education Program placements by student demographic characteristics for Grade 6, 7, and 8 boys in Texas middle schools. In the first investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the economic status (id est, Poor, Not Poor) of Grade 6, 7, and 8 boys was examined. In the second investigation, the degree to which Juvenile Justice Alternative Education Program placements differed by the ethnicity/race (id est, White, Hispanic, and Black) of Grade 6, 7, and 8 boys was determined. Finally, in the third study, the extent to which Juvenile Justice Alternative Education Program placements were related to the reading and mathematics achievement of Grade 6, 7, and 8 boys was addressed. In the first two articles, four years of Texas statewide data was analyzed, whereas in the last article, only one school year of data were present. In this investigation, a causal-comparative research design was used. Through a Public Information Request, archival data were obtained from the Texas Education Agency for the 2012-2013, 2013-2014, 2014-2015, and 2015-2016 school years. Specific data requested from the Texas Education Agency were student demographic characteristics and Juvenile Justice Alternative Education Program placement. In all four school years, statistically significant differences were present for the majority of the analyses by student demographic characteristics. In the first two studies, statistically significant differences were present in the assignment to a Juvenile Justice Alternative Education Program placement by student economic status (id est, Poor, Not Poor) and ethnicity/race (id est, White, Black, and Hispanic). Boys who were poor and Black boys were assigned to a Juvenile Justice Alternative Education Program placement statistically significantly more often than their counterparts. In the third study, statistically significant differences were present in reading and mathematics performance as a function of Juvenile Justice Alternative Education Program receipt. Boys who received this consequence had statistically significantly lower test scores than their peers who did not receive this consequence. Results from these three studies were congruent with existing literature. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2310
Author: United States. Office of Juvenile Justice and Delinquency Prevention Publisher: ISBN: Category : Alternative education Languages : en Pages : 72
Author: Kelli Taulton
Author: Kelli Taulton
Author: May Carol Lieblong
Author: Christopher Ardel Eckford
Author: United States. Office of Juvenile Justice and Delinquency Prevention
Author: Clarissa Grace Flores
Author: Jaime A. Canales
Author: Texas. Office of the State Auditor
Author: Alma Alamar Ortiz
Author: Agnes Septey
Author: Albert Cortez