Preparing teachers for students in juvenile justice settings

Douglas B. Larkin, La Chan V. Hannon

Research output: Contribution to journalArticle

Abstract

In the United States, there is an urgent need to ensure that youth held in correctional facilities are provided with high-quality teachers while in the juvenile justice system. Drawing upon the scholarship of educational practices in correctional settings and teacher education, this review presents what is known and what still needs to be learned in order to ensure that youth in the American juvenile justice system receive the free and public education to which they are entitled. Findings from this review indicate that while specialized knowledge, skills, and credentialing in special education, mental health, and cultural competence appear to be essential for teachers in these settings, there is currently very little research on teacher preparation for such populations, and the field would benefit from a sustained program of research on the preparation of teachers for students in juvenile justice settings.

Fingerprint

justice
teacher
student
public education
educational practice
special education
mental health
education

Keywords

  • identity
  • inservice teacher educaiton
  • Juvenile justice
  • special education
  • teacher education

Cite this

@article{5226d4727df74f7890725fed7cfabdc8,
title = "Preparing teachers for students in juvenile justice settings",
abstract = "In the United States, there is an urgent need to ensure that youth held in correctional facilities are provided with high-quality teachers while in the juvenile justice system. Drawing upon the scholarship of educational practices in correctional settings and teacher education, this review presents what is known and what still needs to be learned in order to ensure that youth in the American juvenile justice system receive the free and public education to which they are entitled. Findings from this review indicate that while specialized knowledge, skills, and credentialing in special education, mental health, and cultural competence appear to be essential for teachers in these settings, there is currently very little research on teacher preparation for such populations, and the field would benefit from a sustained program of research on the preparation of teachers for students in juvenile justice settings.",
keywords = "identity, inservice teacher educaiton, Juvenile justice, special education, teacher education",
author = "Larkin, {Douglas B.} and Hannon, {La Chan V.}",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/10282580.2019.1700374",
language = "English",
journal = "Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice",
issn = "1028-2580",

}

TY - JOUR

T1 - Preparing teachers for students in juvenile justice settings

AU - Larkin, Douglas B.

AU - Hannon, La Chan V.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - In the United States, there is an urgent need to ensure that youth held in correctional facilities are provided with high-quality teachers while in the juvenile justice system. Drawing upon the scholarship of educational practices in correctional settings and teacher education, this review presents what is known and what still needs to be learned in order to ensure that youth in the American juvenile justice system receive the free and public education to which they are entitled. Findings from this review indicate that while specialized knowledge, skills, and credentialing in special education, mental health, and cultural competence appear to be essential for teachers in these settings, there is currently very little research on teacher preparation for such populations, and the field would benefit from a sustained program of research on the preparation of teachers for students in juvenile justice settings.

AB - In the United States, there is an urgent need to ensure that youth held in correctional facilities are provided with high-quality teachers while in the juvenile justice system. Drawing upon the scholarship of educational practices in correctional settings and teacher education, this review presents what is known and what still needs to be learned in order to ensure that youth in the American juvenile justice system receive the free and public education to which they are entitled. Findings from this review indicate that while specialized knowledge, skills, and credentialing in special education, mental health, and cultural competence appear to be essential for teachers in these settings, there is currently very little research on teacher preparation for such populations, and the field would benefit from a sustained program of research on the preparation of teachers for students in juvenile justice settings.

KW - identity

KW - inservice teacher educaiton

KW - Juvenile justice

KW - special education

KW - teacher education

UR - http://www.scopus.com/inward/record.url?scp=85076400890&partnerID=8YFLogxK

U2 - 10.1080/10282580.2019.1700374

DO - 10.1080/10282580.2019.1700374

M3 - Article

AN - SCOPUS:85076400890

JO - Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice

JF - Contemporary Justice Review: Issues in Criminal, Social, and Restorative Justice

SN - 1028-2580

ER -