There have been five major types of correctional education organizations over the centuries: Sabbath school, traditional or decentralized, bureau, correctional school district (CSD), and integral education. The middle three are modern organizational patterns that can be implemented throughout a system: Decentralized, bureau, and CSD. The historical pattern is that educators are gradually gaining some authority over correctional education decisions, but the process has been so slow and intermittent that it sometimes escapes observation. This article introduces the basic concepts of the topic, and includes a bibliography of the most salient contributions to the relevant literature.
School Performance Reports, sometimes referred to as School Report Cards, are an increasingly effective and popular method for collecting program data in Correctional Education. This Overview presents the results of a study examining the current applications of Correctional Education School Report Cards. After inquiring with Offices of Correctional Education from all 50 states, eight (8) State Directors, or their representatives, were interviewed for the study. Findings are intended to identify and to share examples of the use of school performance reports in U.S. adult correctional education programs.
Youth in correctional facilities experience a broad range of educational, psychological, medical, and social needs. Professional development, a systemic process that improves the likelihood of student success by enhancing educator abilities, is a powerful way to positively affect student outcomes in correctional settings. This article offers a professional development framework designed for the juvenile justice system. It includes information on the background and purpose of professional development, and provides the structure, objectives and components necessary to achieve a capacitybuilding professional development model in correctional education settings. In addition, examples of the National Center on Education, Disability, and Juvenile Justice (EDJJ) professional development activi...
Where many studies on correctional education focus on recidivism, this study attempted to gain the perspective of the prisoner on various aspects of correctional education, including previous educational experiences, teacher to student interaction, and ability to function in the job market upon release. The use of a training seminar for inmate tutors (focusing on adult learning theories and inter-personal relations) could be a topic of discussion in a focus group of correctional educators and/or administrators.
This study interviewed 15 incarcerated African American males about their participation in correctional education. The data was considered in light of various motivation theories with particular emphasis on a sociocultural theory of motivation. The largest amount of data described non-educational reasons subjects participate in correctional education. These motives derived from the situated context of incarceration. A comparison of stated reasons African Americans participated in correctional education and their learning orientations demonstrated a congruency with Houle's typology of adult learners. All subjects described their lack of education as a deficit and strongly felt that correctional and adult education was necessary for a successful reintegration into the community.
Increasingly, faith-based programs have provided curriculum in correctional facilities to meet the challenge of rehabilitating offenders. To attempt to identify the impact of such instruction, this qualitative case study examines the faith and moral development of the participants in one such program. Through interviews, observations, document studies, and video tape analysis; the author attempted to understand the participants' perspectives about their development within the context of the program. Emergent themes identified that participants' cognition, volition, and relationships lead to faith and moral development. Several sub-themes were also identified. Findings suggest that the development of faith and morality are concomitant, and that while all three aspects-cognition, volition...
A significant issue in correctional education is the lack of policy-relevant data comparable across states. This article describes an effort to address this issue: the Correctional Education Data Guidebook and website and the two research projects that led to their development. Analyzing results from two national surveys conducted by the U.S. Department of Justice, we found significant limitations in the data, particularly with respect to their relevance to policy making. We then conducted a feasibility study with correctional education administrators in eight states to see if common definitions and programming instructions could be formulated for use with existing state data, so that data could be aggregat ed across states to achieve a fuller picture of correctional education nationall...
Another set of principles established for the fair and impartial treatment of prisoners and ex-prisoners is: "All prisoners shall retain the human rights and fundamental freedoms set out in the Universal Declaration of Human Rights, and where the state is concerned, as a party, the International Covenant on Economic, Social and Cultural Rights, and the International Covenant on Civil and Political Rights, as well as such other rights as are set out in UN covenants. Higher education in prison is highly valuable because it bolsters men and women who are among the most underserved in our society and critically in need of a college Education and degree. Collegelevel learning serves to decrease anti-social behaviors and increases self-efficacy," advocates Jackie Ross, principal author of "...
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