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Artykuły w czasopismach na temat "Education, Evaluation|Education, Administration|Sociology, Criminology and Penology":
Marsalis, Scott. "Citation Analysis Shows Promise as an Effective Tool for Monograph Collection Development". Evidence Based Library and Information Practice 5, nr 2 (17.06.2010): 86. http://dx.doi.org/10.18438/b8g338.
Rozprawy doktorskie na temat "Education, Evaluation|Education, Administration|Sociology, Criminology and Penology":
Gordon, Robyn Beth. "Inter-agency Coordination| The Key to Successfully Transition Juvenile Offenders Back into the Educational Mainstream". Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556898.
The focus of this study was to determine the characteristics of successful re-entry programs for youth as they transition back into the educational mainstream. The study was also used to determine the implementation needed for effective inter-agency coordination of social service systems for students to successfully transition into the educational setting. The NCLB accountability measures were reviewed to discover how the measures influenced educators and created a reluctance to accept delinquent youth when they re-enter public school. The three overarching questions addressed in this study were: What inter-agency involvement is necessary in implementing a successful re-entry program? What are the characteristics of successful school re-entry programs for juvenile delinquents as they transition back into the public school setting? Due to the pressures of NCLB accountability measures, what are the reasons educators are reluctant to accept delinquent youth back into the educational mainstream? This study yielded findings showing few schools had few schools had a transition plan in place. Transition data results revealed the process for schools and juvenile officers differ from that of Division of Youth Services (DYS), with DYS having more proactive transition planning protocols. Inter-agency involvement is necessary for successful re-entry plans and involves transition planning, positive parental involvement, increased inter-agency coordination, and positive relationships. This research study also revealed that successful re-entry programs involve consistent communication, progress monitoring, provide protective factors, parent involvement, meet individual needs of students, and provide positive connections. Schools and various agencies must strive to improve inter-agency coordination and collaboration practices.
Robertson, Rebecca A. "Incarcerated youth| Challenges measuring academic progress in a juvenile hall school". Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682275.
The ever-changing implementations of assessing our students have driven instruction to focus on measuring academic growth for school improvement. Now that most of our nation has adopted the common core state standards to educate and prepare our students for college and career, the challenges will be even greater for those who are currently struggling such as many of the incarcerated youth.
According to the Juvenile Court Schools (JCS) fact sheet (Los Angeles County Office of Education; LACOE, 2012), many of the incarcerated youth generally "have serious gaps in their education and poor academic skills" (JCS Facts, bullet No. 4). Taking academic assessments can be challenging without external factors, but add in the fact that the student may be facing a life sentence in prison, placement in a group home or foster care facility away from family, or dealing with mental health issues drives the challenge of academic growth sometimes out of reach while incarcerated. Furthermore, the short period of stay in the incarcerated juvenile facility adds an even greater challenge to success or growth in their academic progress.
This study examined the challenges of measuring academic growth of incarcerated youth in a juvenile hall school facility. Through the use of mixed methods, a review of available student assessment data - increased frequent formative assessments, utilizing components of the RISE Educational Services and Total Educational Systems Support (TESS) Focused Adaptable- Structure Teaching (F.A.S.T.) Framework within the teacher's delivery of direct instruction - along with an online survey of the teachers' ability to collaborate in Professional Learning Communities (PLCs), and a focus group with those who spearheaded the implementation of the instructional method, teacher-leads and administrators, resulted in finding that a unique instructional method is needed for those students attending school in an incarcerated juvenile facility to measure academic growth.
The qualitative and quantitative data measured what needed to be continued, what needed to be stopped and what should be implemented regarding the instructional delivery, along with pre/post assessments of students who attended the incarcerated juvenile school facility and the dimensions of PLCs.
Barrans, Mary Elizabeth. "Police Presence in Schools: An Exploratory Study of Teachers' and Staff's Perceptions of School Resource Officers". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28655.
Russell, Robert Scott. "Evaluation of an Early Intervention System at a Law Enforcement Agency". Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3666992.
The problem addressed through this program evaluation was that no formal study had been conducted regarding the implementation and effectiveness of the BlueTeam Program (BTP) within the law enforcement agency (LEA) serving as the study site. The BTP is a program that utilizes a computer application to track officer behaviors and alert administrators to potential trends in officer misconduct and complaints against officers. The program evaluation was guided by the process and product segments of Stufflebeam's (2003) content, input, process, and product model.
To conduct the evaluation, the researcher used a mixed methods approach for analyzing both qualitative and quantitative data. The perceptions of LEA stakeholders regarding the BTP, such as the sufficiency of staffing, budget, training, and ongoing support for effective implementation, were first collected. Quantitative data, consisting of archived, deidentified indicators of officer misconduct and complaints against officers acquired through the BTP, were then analyzed.
Findings of the study were that the BTP was effective in reducing incidents of officer misconduct and complaints against officers and for use in identifying which alerts were valid indicators of misconduct and complaints against officers. The one concern of stakeholders involving the BTP was limited nighttime vision; the recommendation for program improvement is that this shortcoming be addressed to determine possible solutions. Recommendations for future research involve the need for initial determinations, as well as formative evaluations, pertaining to the following three areas: (a) ascertaining the way in which the early intervention system will be used, (b) identifying the indicators of misconduct that will be tracked, and (c) determining the threshold at which the system will issue an alert.
Hueston, Harry Raymond 1949. "How higher educational institutions deal with reported incidents of sexual assault". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289344.
Brennan, Joseph Richard III 1968. "Assessing the forensic evaluation and therapeutic services provided to pre-adjudicated juvenile offenders by licensed psychologists". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282673.
Rowland, Marcy K. "Family-focused reintegration for youth on parole : evaluation of a state-wide program /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274254.
Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2889. Adviser: Thomas L. Sexton. Title from dissertation home page (viewed Apr. 9, 2008).
Shollenberger, Tracey Lynn. "Essays on Schools, Crime, and Punishment". Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17465320.
Social Policy
Newberry, Avery. "Restorative processes and zero tolerance policies: Can they co-exist? An exploratory case study of an Ontario secondary school". Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27541.
Hosking, Jeff. "Campus security director perceptions concerning the influence of concealed carry firearms on safety at Wyoming public community colleges| A phenomenological study". Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3624289.
Firearm violence is occurring on America's higher education campuses killing not only students but faculty and employees as well (International Association of Campus Law Enforcement Administrators, 2008). Even in light of this bloodshed, there is little accurate information available about the role that firearms play in preventing or exacerbating campus violence (Miller, Hemenway, & Weschsler, 2002). Wyoming community college campus security directors are specifically given the authority to allow, or not, concealed firearms on their campuses by state law (Wyoming Senate, 2011). The purpose of this qualitative phenomenological study is to explore the perceptions, attitudes, and understandings of campus security directors concerning concealed carry firearms on their campuses.
Using qualitative research methods, the study was conducted utilizing semi - structured interviews with the seven campus security directors for each of the Wyoming community college districts. Smith's (2012) interpretative phenomenological analysis qualitative method of inquiry guided the data analysis. In accordance with an interpretative phenomenological approach, data analysis was undertaken to examine for patterns, trends, and themes that emerged from the campus security directors' responses. The analysis used personal and in - depth detail derived from individual interviews to describe the perceptions, attitudes, and understandings of participants. Analysis of the data presented four super ordinate themes supported by fifteen subthemes.
This research yielded information concerning the possession of concealed carry firearms at Wyoming community college districts. Findings indicated that the unrestricted carry of concealed firearms would likely harm the overall safety of Wyoming community colleges. However, if proper vetting and training of persons carrying concealed firearms were to occur, campuses may be safer. Wyoming community college districts were considered safe places pursuant to participant responses, and no concealed firearms had been used in any Wyoming community college district to commit a violent crime. Campus security directors stated that possession of firearms by a victim would not have prevented any violent campus crime.
Campus security directors indicated that concealed carry firearms may be irrelevant to the safety of Wyoming community college districts. Rather it was the proactive stance and involvement of campus security officers that was important to campus firearm safety. The interview data yielded information and considerations for campus security directors, college administrators and all persons interested in firearm safety at Wyoming community colleges. This information may be used to assist in the crafting of sensible firearm policies at community colleges.