Author ORCID Identifier
Date of Award
Fall 12-16-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology and Special Education
First Advisor
David E. Houchins
Second Advisor
Kris Varjas
Third Advisor
Andrew Roach
Fourth Advisor
Rubia Anderson
Abstract
Little is known about evidence-based educational interventions in juvenile correctional facilities (Public Law 115-385). One consideration when identifying evidence-based practices is to assess the perspectives of students. Chapter One is a systematic literature review of peer-reviewed studies that included student voice. The characteristics of the studies and how researchers assessed and utilized the student voice data are discussed. Chapter Two is a qualitative study that utilizes inductive and deductive thematic coding to identify student perceptions of their English Language Arts classroom participation in a long-term juvenile correctional facility. Implications, limitations, and future directions for research are discussed.
DOI
https://doi.org/10.57709/38260404
Recommended Citation
Tanner, Emily, "Student Voices: Learning Literacy In Long-Term Juvenile Correctional Facilities." Dissertation, Georgia State University, 2025.
doi: https://doi.org/10.57709/38260404
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