Exploring the dialogues of three novice correctional educational teachers and their experienced coaches in a juvenile corrections coaching model
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Clark, Joya Helene.
Exploring the dialogues of three novice correctional educational teachers and their experienced coaches in a juvenile corrections coaching model. Retrieved from
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TitleExploring the dialogues of three novice correctional educational teachers and their experienced coaches in a juvenile corrections coaching model
Date Created2022
Other Date2022-10 (degree)
Extent172 pages
DescriptionThere are very few programs designed specifically to support novice juvenile correctional educators as they begin their teaching careers in the correctional educational context. Juvenile justice commissions and alternative education school programs responsible for preparing novices to teach in this context have traditionally relied upon experienced correctional educators to mentor or coach novices in informal supportive experiences that are not supervised or evaluated. This qualitative case study explored online and face to face discourse between novices and experienced correctional educators in a juvenile correctional education coaching model. The participation patterns in coaching discussions were explored, as well as the knowledge, skills, values, attitudes, and beliefs of research participants. This will help universities, juvenile justice commissions, and correctional educational program school administrators to develop coaching models to support novices in this context. Data was collected before, during, and after school closures due to the COVID-19 pandemic using individual and focus group interviews, application and demographic survey, online forms, and coaching sessions on Zoom and in person. Participation was measured by number of words, turns, words per turn (turn length), and time (length of conversations). The data revealed that novices in this study entered the correctional educational context with various levels of certification, or none, and non-specific training for the correctional educational context. Participation varied according to the years of experience of the coach and novice, specific use of the online forms during coaching sessions, and specific needs of the novice during coaching sessions. Themes related to attitudes were isolation and helplessness, technology constraints, perceiving students as human beings, building students emotionally, and having a positive influence on student mindsets. Themes related to values were teaching foundations and basic skills, keeping students engaged, working as a team, feedback and encouragement, creativity in lesson planning, and flexibility in lesson presentation. Themes related to beliefs were affirming the purpose of juvenile correctional education, and beliefs about students’ power to control their learning experiences. Juvenile correctional education (JCE) coaching was found to be a valuable tool in supporting novices as they affirm their beliefs about correctional education and define their role as juvenile correctional educators.
NotePh.D.
NoteIncludes bibliographical references
NoteIncludes vita
Genretheses
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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