Framework for virtual mentoring in prison education: Teacher perspectives
Tamecca L. Chester, University of Delaware, United States
Doctor of Education, University of Delaware . Awarded
Research suggests that mentoring relationships have long been used to address populations of need, underrepresented populations, social inequities, and educational attainment (Single & Single, 2005). The work reported in the EPP was conducted in the context of enhancing an existing life skills course for juvenile offenders. The purpose of this Executive Position Paper (EPP) was to examine the essential question of what are the ideal components of a mentoring program for incarcerated juveniles and offer potential solutions and recommendations for creation of such a program. In order to gain the perspectives of prison educators, structured face to face interviews and surveys were used. Findings suggest that prison educators believe juvenile offender success can be increased by academic and career mentoring. The inquiry revealed that the creation of a virtual mentoring program is unlikely to occur in a prison setting.
Chester, T.L. Framework for virtual mentoring in prison education: Teacher perspectives. Doctor of Education thesis, University of Delaware.
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