Date

12-19-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Shante Moore Austin

Keywords

juvenile justice, long-term facility, teacher perception, juvenile, recidivism, recidivism rate, intensive supervision officer

Disciplines

Educational Administration and Supervision

Abstract

The purpose of this case study was to understand teachers’ perspectives of educational programs in juvenile justice facilities. This information is valuable in assessing the needs of incarcerated juveniles and strengthening the educational programs provided to them. This case study utilized John Dewey’s social learning theory, which states that learning occurs through social interactions and hands-on approaches. This theory supports the case study of the interactions between the students and teachers while they are participating in academic and career and technology education (CATE) courses. The study sought to answer the following question: What are the teachers’ perceptions of online learning, core academic programs, the GED program, and the CATE program in a juvenile justice facility? To answer these questions, the perceptions of 12 teachers in the South Carolina Department of Juvenile Justice schools were discussed. The data sources were teacher interviews, focus groups and participant letters The results showed positive teacher perceptions of academic programs in juvenile justice facilities.

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