Evidence-Based Professional Development Considerations Along the School-to-Prison Pipeline

This article addresses professional development (PD) issues for those who provide services to students in the school-to-prison pipeline (STPP). Emphasis is on implementing evidence-based practices. The authors use a modified version of Desimone’s PD framework for the structure of this article involv...

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Bibliographic Details
Published inTeacher education and special education Vol. 35; no. 4; pp. 271 - 283
Main Authors Houchins, David E., Shippen, Margaret E., Murphy, Kristin M.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2012
Subjects
At Risk Persons
Best Practices
Coherence
Cooperation
Correctional Institutions
Delinquency
Educational Methods
Evidence
Evidence based
Hope
Institutionalized Persons
Intervention
Participation
Pipelines
Prevention
Professional Development
Program Effectiveness
school-to-prison pipeline
professional development
evidence-based practices
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Summary:This article addresses professional development (PD) issues for those who provide services to students in the school-to-prison pipeline (STPP). Emphasis is on implementing evidence-based practices. The authors use a modified version of Desimone’s PD framework for the structure of this article involving (a) collective participation and common content foci, (b) coherence and continuums, and (c) duration and data-driven durability. Their hope is that this information will advance STPP PD practice and research. They offer considerations for future PD needs to those working to dismantle the STPP.
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ISSN:0888-4064
1944-4931
DOI:10.1177/0888406411412396