@article{ref1,
title="Juvenile correctional schools: characteristics and approaches to curriculum",
journal="Education and treatment of children",
year="2009",
author="Gagnon, Joseph C. and Barber, Brian R. and Van Loan, Christopher and Leone, Peter E.",
volume="32",
number="4",
pages="673-696",
abstract="This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent and nonrespondent schools. Approximately 80% of schools were accredited by their State Department of Education. The primary role of JC schools was to help youth obtain a high school diploma, followed by preparing students for the General Educational Development (GED) test. Approximately 66% of JC schools used a state or local education agency curriculum, while the remainder provided a schooldeveloped or individualized curriculum. More than 50% of respondents asserted that grade level expectations should not be expected of all youth with emotional/behavioral disorders or learning disabilities. Additional results, implications, and recommendations for future research are provided.<p /><p>Language: en</p>",
language="en",
issn="0748-8491",
doi="",
url="http://dx.doi.org/"
}