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Educating Incarcerated Youth
Exploring the Impact of Relationships, Expectations, Resources and Accountability
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302 b
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What happens to school age children when they become incarcerated? Although juvenile justice courts were established in the US more than one hundred years ago, there has been very little research on the provision and quality of education programs in juvenile justice facilities. This book is the first to provide an inside look on the perspectives and practices of juvenile justice principals and teachers. Exploring a range of educational facilities in the US, Tannis argues that educational programmes characterized by strong relationships, high expectations, appropriate resources and an effective accountability system equate to the strongest possible learning environments for incarcerated youth. The book seeks to identify the support structures in place for juvenile justice educators and examine the quality of educational and vocational programmes in confined settings, to reveal the best ways in which to provide for incarcerated young people and prepare them for their transition back into society.
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