Action Research in a Juvenile Detention School: New Processes, Paradigms, and Possibilities

Coker, David C.

doi:10.31014/aior.1993.03.03.149

Cited by 5 publications

(2 citation statements)

References 50 publications

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“…Within the confines of existing research, there should be a shift in theory and a new framework individualized to each juvenile (Coker, 2020). Preventive measures and improved resiliency do not teach communication skills connected with reading, social self-esteem, and prosocial skills.…”

Section: Resultsmentioning

confidence: 99%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

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The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

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Section: Resultsmentioning

confidence: 99%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

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“…Unlike traditional research, the researcher was a part of the process and enacted changes throughout the process. Coker (2020a) proposed three improvements in conducting and reporting action research: compositing, ghosting, and unbracketing. All three methods were employed with HIRA (hypothesis, inquiry, response, and analysis):…”

Section: Methodsmentioning

confidence: 99%

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

Coker¹

2021

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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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The Forgotten Child

Coker

2022

Research Anthology on Interventions in Student Behavior and Misconduct

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The purpose of this chapter is twofold: explore problems in juvenile delinquency and derive a macrobarrier to change. Juvenile delinquents have histories and complex needs which are poorly understood by educators. A barrier is the failure to understand the needs of juvenile delinquents through the leader-member exchange. Understanding the plight of juvenile delinquents serves as the microcosm for the macrobarrier of absorptive capacity. Leadership is the driving force which defines absorptive capacity. Futures studies, not solutions rooted in the past, should define the second-ordered change necessary to improve online and remote work. Three futures are offered, and a framework to develop strategic thinking gives a path to improved learning outcomes.

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Action Research in a Juvenile Detention School: New Processes, Paradigms, and Possibilities

Cited by 5 publications

References 50 publications

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

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

The Forgotten Child

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