Novak, J. D. & Cañas, A. J. (2006). The theory underlying concept maps and how to construct an use them. This report provides some background information on using concept maps.
Morine-Dershimer, G. (1993). Tracing conceptual change in preservice teachers. Teaching & Teacher Education, 9(1), 15-26. This article reports on a study examining changes in preservice teachers’ conceptions of teacher planning. Changes were measured by using pre and post concept maps.
Artilies, A. J. & McClafferty, K. (1998). Learning to teach culturally diverse learners: Charting change in preservice teachers’ thinking about effective teaching. The Elementary School Journal, 98(3), 189-220. This article describes a study in which concept maps were used to measure preservice teacher’s thinking.
Evidence-based Practices in Correctional Education
In March 2005, NASDSE and NDRN convened a meeting of national organizations and other entities and professionals to discuss their shared interest in addressing the disproportionate number of children with disabilities in contact with the juvenile justice (JJ) system, including those with special education (SE) needs. This was the beginning of a project that became known as the JJ/SE Shared Agenda . The JJ/SE Shared Agenda produced Tools for Promoting Educational Success and Reducing Delinquency (aka Tools for Success ) — a compendium of best practices for promoting the educational stability of youth with disabilities and those at risk of developing disabilities. Designed for teachers and administrators, Tools for Success includes research-based effective practices for meeting the needs of children and youth in their schools, including early identification and intervention.
This meta-analysis of 58 experimental and quasi-experimental studies of the effects of cognitive-behavioral therapy (CBT) on the recidivism of adult and juvenile offenders confirmed prior positive findings and explored a range of potential moderators to identify factors associated with variation in treatment effects.
One of the key features that sets the M2W curriculum apart from other transition based programs is the focus on resiliency and fostering resiliency in incarcerated or detained students through cognitive restructuring. Therefore, it is essential to assess cognitive restructuring for the students as a measure the effectiveness of the curriculum. Concept maps can be used as a tool to measure this cognitive restructuring or change in students’ thinking.
Concept Mapping
Concept maps are a form of data that utilize both qualitative and quantitative measures. Students map their definition of the taught concept, and then further plan their ideas that relate to those concepts. Concept maps provide researchers with both qualitative and quantitative data, that is entrenched in the subjects’ ideology on the topic, in this case, the transition skills needed to be successful outside of the juvenile justice system.
Concept maps have previously been used to :
- Measure cognitive change in teacher knowledge.
- Determine if coursework changed teacher thinking in regards to multiculturalism (Artiles & McClafferty, 1998).
- Determine knowledge change in preservice teachers in regards to teacher curricular planning (Morine-Dershimer, 1993).
AZCIS
The Arizona Career Information System (AZCIS) Secure Care Career Plan provides a sequential career development process and helps you organize your delivery of AZCIS. Please see the Implementation Guide for more information.
Visit the AZCIS website at azcis.intocareers.org