Education on an island: Oklahoma correctional educators' views of internal teacher traits and successful learning environments on incarcerated adult students in an institutional setting

Abstract

Scope and Method of Study: This inquiry, using survey and interview techniques, demonstrated both quantitative and qualitative research methodologies. In this study, effective teacher traits related to successful classroom structure in the correctional environment for adult students with a wide variety of issues, problems and learning difficulties were identified. The research also suggested the components of a successful learning environment for institutional students. This is a census study, all Oklahoma DOC correctional educators were solicited to respond to the survey. In 2010, there were 57 DOC correctional educator participants of a possible 63 (90.5%). In Process I the participants filled out a survey rating effective internal teacher traits, successful learning environments and Behaviorist versus Constructivist classroom practices. In Process II the information gained from Process I was used to develop interview questions. Face to face interviews were conducted utilizing correctional educators who volunteered to participate.

Findings and Conclusions: Through the organization of data presented by Oklahoma DOC correctional educators, it is clear that professional development guidelines would be beneficial. Armed with this information further research into the needs of correctional educators will create a map to the development of Master Teacher Competencies that will benefit both the correctional educator and the offender. The Oklahoma Correctional Education Department would be well served to take the initiative to construct Master Teacher Competencies at appropriate levels to use as requirements for professional development standards within this area, emulating other programs such as public education, higher education and Career and Technical education. Without proper direction in professional development, there is no coherence between facilities and programs; no incentive to improve teacher preparation for classroom activities and course development; and correctional educators lack direction and motivation to keep up with new curriculum and technology, all of which will reduce recidivism and increase offender/student success upon release from prison.