Degree Date
2-2017
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Norm Weston
Abstract
The purpose of this case study was to better understand the reasons behind the apparent continued success of a blended learning educational model in place since 2012 in the Illinois Department of Juvenile Justice (IDJJ). Using a mixed methods approach, data were gathered and analyzed from a variety of records, reports, and other documentation that included: diplomas awarded, courses taken, course completion, enrollment trends, student mobility rates, GED testing information, and special education student enrollment and performance. Data were also gathered through classroom observations and individual and group interviews with the IDJJ district superintendent, principals, and teachers at six different IDJJ facilities. Findings were that implementation of a blended delivery model in the IDJJ sites corresponded with significantly increased traditional diploma and GED graduation rates, as well as perceptions of teachers and administrators of their increased efficacy, satisfaction, and ability to meet the unique needs of incarcerated youth. These findings are particularly important given the correlation between educational achievement and recidivism. Findings also indicated great promise for using blended learning to address the challenges related to transience, special education needs, and a student’s history of school difficulties and failure that pose potential roadblocks for so many incarcerated youth. It was concluded that the success of the IDJJ Blended Learning Model is due to a uniquely designed student-centric approach to learning that is characterized by four personal practices: perceptions, pathways, partnerships, and progress. Recommendations flow from these findings.
Recommended Citation
Sonnenberg, John, "Educating Incarcerated Youth In Illinois: A Blended Learning Model" (2017). Dissertations. 233.
https://digitalcommons.nl.edu/diss/233
Included in
Accessibility Commons, Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Bilingual, Multilingual, and Multicultural Education Commons, Civil Rights and Discrimination Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Education Law Commons, Education Policy Commons, Elementary and Middle and Secondary Education Administration Commons, Gender Equity in Education Commons, Instructional Media Design Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Juvenile Law Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Special Education Administration Commons, Vocational Education Commons
Comments
TABLE OF CONTENTS
ABSTRACT iv
ACKNOWLEDGEMENTS................................................................................................ v
LIST OF TABLES xii
LIST OF FIGURES xiii
CHAPTER ONE: INTRODUCTION 1
The Path 3
Illinois Department of Juvenile Justice 7
The IDJJ Blended Learning Model 15
GradPoint: A Personalized Virtual Learning Solution 16
Prescriptive pathway........................................................................................... 17
Sequential pathway.............................................................................................. 17
Flex pathway....................................................................................................... 18
Individual progress monitoring........................................................................... 18
Purpose of the Study 19
Rationale 19
Research Questions 20
Definition of Terms 20
CHAPTER TWO: REVIEW OF THE LITERATURE 23
Personalized Learning 23
Blended Learning 26
Juvenile Justice History and Background 28
Juvenile Education 34
Juvenile Education Utilizing Technology 35
Indicators Needed for High-Quality Juvenile Education 38
CHAPTER THREE: METHODOLOGY 39
Research Questions 39
Case Study Methodology 40
Setting 42
Participants 43
Superintendent..................................................................................................... 43
Principals............................................................................................................. 44
GradPoint Support Coordinator.......................................................................... 45
Blended Learning Teachers................................................................................. 46
Quantitative Data Collection 46
Principal Monthly Report.................................................................................... 47
GradPoint............................................................................................................ 49
Quantitative Data Analysis 50
Qualitative Data Collection 51
Individual Interviews........................................................................................... 52
Group Interviews................................................................................................ 53
Documentation of Interviews.............................................................................. 54
Observations....................................................................................................... 55
Documentation.................................................................................................... 57
Qualitative Data Analysis 57
Individual and Group Interviews......................................................................... 58
Observations....................................................................................................... 59
Summary Data Analysis...................................................................................... 59
Limitations 59
CHAPTER FOUR: FINDINGS 61
Introduction 61
Quantitative Findings 61
Principal Monthly Reports.................................................................................. 61
Results of the Courses in GradPoint and Analysis of Courses........................... 69
Performance........................................................................................................ 73
Utilization Hours................................................................................................. 76
Special Education................................................................................................ 81
License Usage..................................................................................................... 83
Balance of Instruction Between Traditional and Online....................................... 85
Qualitative Findings 87
Overview............................................................................................................. 87
Theme One: This Is a Real School...................................................................... 87
Theme Two: Give the Student What He Needs................................................... 94
Theme Three: Teacher As “Meddler In the Middle”.......................................... 102
Theme Four: Student Takes Responsibility for Learning.................................. 106
Summary of Findings 110
CHAPTER FIVE: CONCLUSION 112
Introduction 112
Discussion of the Findings 113
Personalized Practices in the IDJJ Blended Learning Model 114
Perceptions 115
Pathways 115
Partnerships 116
Progress 117
Recommendations 117
Continue Support of the IDJJ Blended Learning Model 117
Make More Use of Quantitative and Qualitative Data 118
Expand the Model to Other Centers of Juvenile Incarceration 119
Expand Research on Personalized Learning Systems to Regular Schools 119
Reduce Youth Incarceration 120
Final Reflections 120
REFERENCES 123
Appendix A: Interview Questions 131
LIST OF TABLES
Table Page
1. Summary of Number of Interviews and Observations Conducted.......................... 51
2. Annual Average Enrollment for Each Facility and Yearly Total by Year................ 63
3. Special Education Student Enrollment (Annual Average Number).......................... 64
4. Mobility of Students in IDJJ................................................................................... 65
5. Diplomas Awarded.................................................................................................. 66
6. GED Testing Information........................................................................................ 67
7. Licenses Consumed................................................................................................. 84
8. Interactions Observed.............................................................................................. 86
LIST OF FIGURES
Figure Page
1. IDJJ population totals............................................................................................... 9
2. IDJJ population by race and ethnicity in 2014........................................................ 12
3. Charlie’s ideal learning environment....................................................................... 16
4. Blended learning..................................................................................................... 27
5. Course completion.................................................................................................. 69
6. Course status by facility.......................................................................................... 71
7. Course completion trends 2015.............................................................................. 72
8. Number of courses taken by semester.................................................................... 73
9. 2015 prescriptive and sequential pathways distribution.......................................... 74
10. Average passing score of prescriptive and sequential scores by location................ 75
11. Total hours in 2015................................................................................................. 77
12. Coursework hours in 2015 by semester................................................................. 78
13. Coursework hours for 2015 by facility................................................................... 80
14. Special education hours.......................................................................................... 81
15. Percentage score for completed courses for all youth and special education........... 82
16. GradPoint users by month...................................................................................... 84
17. The IDJJ Blended Learning Model key................................................................ 121