Journal of Critical Issues in Educational Practice


reflective practice, correctional education


Most alternative and correctional educators have not had systematic access to relevant knowledge of their field, its history and literature, or parallel programs in other jurisdictions. As a result, they tend to accept whatever strategies happen to be current at their site. This problem is associated with the lack of teacher education programs specific to the field of alternative and correctional education. The purpose of this article is to prompt reflection regarding key principles of teaching, learning, and education service delivery structures. Axiomatic application of any principles can lead to misconceptions that reflective practice can help correct. The theme of the article is that most educative principles can be useful when applied in moderation or in response to identified needs or contexts—but a “one size fits all,” or “this is always correct” orientation is usually not appropriate.

Author Statement

Dr Thom Gehring and Dr Randall Wright are professors in the College of Education at California State University San Bernardino.