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NCJ Number: 212603 Find in a Library
Title: Structure of Intellect and Learning Style of Incarcerated Youth Assessment: A Means to Providing a Continuum of Education Service in Juvenile Justice
Journal: Journal of Correctional Education  Volume:56  Issue:4  Dated:December 2005  Pages:347-371
Author(s): Matthew J. Sheridan; Timothy E. Steel-Dadzie
Date Published: December 2005
Page Count: 25
Publisher: http://www.ashland.edu/correctionaled/ 
Type: Research (Applied/Empirical)
Format: Article
Language: English
Country: United States of America
Annotation: This study explored data on learning styles and thinking skills of students who were either incarcerated or committed to correctional programs.
Abstract: The inability of juvenile correctional systems to productively impact juvenile crime and recidivism has led to greater frustration and an increasing public demand to get tough on crime. This stance has diverted attention from focused efforts to develop research based interventions that are more likely to have value rehabilitating juveniles. Almost all juveniles will eventually be released back to their communities; ensuring they do not recidivate should be a priority. Delinquent students need to feel success and be confident that they will be accepted into a job or career instead of a gang. Correct educational techniques will provide them with this opportunity. The goal of this study was to develop a learning style profile of the juvenile offenders. The study analyzed data on the information processing abilities of 1,480 male and female incarcerated youth within a correctional center between 2001 and 2003. Study results indicated that the bulk of the students were figural learners in terms of the preferred modality for receiving information. The strongest processing abilities were creativity and memory. In the area of level of complexity, the students’ strengths were in relationships and transformations. Transformations are very similar to creativity and confirm the need to allow for a classroom structure that promotes student involvement, movement, and open-ended questioning and contributions. Study implications are presented and discussed. References
Main Term(s): Juvenile correctional education
Index Term(s): Correctional education programs; Correctional institutions (juvenile); Juvenile correctional programs; Juvenile educational services; Juvenile Recidivism; Juvenile rehabilitation; Juvenile reintegration; Literacy education; Remedial education
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=234081

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