| This qualitative phenomenological dissertation attempts to answer the research question: What suggestions do juvenile justice system teachers, counselors, and administrators make for the preparation of teachers to work effectively with students detained or placed in juvenile justice facilities? Four subquestions concern a teacher candidate's preferred (a) background knowledge or information base, (b) skills, (c) attitudes, and (d) education and training. Respondents described youths in 2 Illinois juvenile justice centers as diverse, at-risk, and between the ages of 10 and 17. Most students demonstrate learning difficulties requiring special education. Gang affiliation influences pupil attitudes and behavior. Some student conditions require medication. Students were described as truant, living in poverty in single parent homes. The data suggest that the unique student population requires uniquely prepared teachers. For a candidate to be effective in the classroom, respondents claimed the candidate needs to be mature and widely experienced with preparation in special education. Teaching experience in an alternative school or the justice system would strengthen a candidate with necessary knowledge and skills. Subjects identified critical teacher skills: (a) ability to establish and maintain rapport with pupils, (b) establish a comfortable learning environment, (c) ability to communicate effectively, (d) ability to motivate and engage students in learning and (e) use of humor and a variety of appropriate materials and methodologies. Respondents described a candidate's preferred attitude as positive, patient, open minded, tolerant, flexible. In addition to a bachelor's degree and certification, previous teaching or working with at-risk youth surfaced as important in a teacher candidate. Subjects stressed the significance of preparation in special education, preferably by degree or certification. Respondents emphasized the need for preservice and in-service training in safety and security, gang awareness, diversity, special needs students, and the operation of an educational program in a juvenile justice facility. Two sets of personal interviews present data which will benefit colleges and universities by providing information to guide, educate, and train teacher candidates. Candidates can make informed decisions about teaching in the juvenile justice system. Juvenile justice centers will have data to assist in teacher recruitment, preservice and in-service training programs. |
