Education-Based Incarceration and Recidivism
The Ultimate Social Justice Crime Fighting Tool
1st Edition
Published on 1. February 2012
237 pages
978-1-61735-712-1 (ISBN)
Description
Education-Based Incarceration and Recidivism: The Ultimate Social Justice Crime Fighting Tool takes a penetrating look at the needs and challenges of society's disenfranchised jail populations. It is incumbent to encourage public awareness of the causes that underlie the destructive cycles plaguing these populations, including the abuse and neglect that cycle through generations. When effectively addressed through education the economic burden on society is lightened and an advocacy to increase understanding engenders a humane response. When connecting education-based incarceration to leadership and social justice, several issues come to mind, beginning with the universal understanding that definitions of social justice are based on a variety of factors, like political orientation, religious background, and political and social philosophy. An increased body of researchers in educational leadership, ethics, law, sociology, corrections, law enforcement, criminal justice, and public health agree that social justice is concerned with equal justice, not just in the courts, but in all aspects of society. Social justice demands that people promote a just society where people have equal rights and opportunities; everyone, from the poorest person on the margins of society to the wealthiest deserves an even playing field.
The intended audience for this book includes academics, national and international law enforcement agencies, and correctional institutions interested in establishing and assessing the effectiveness of an education-based incarceration program. This book can be used by educators and students interested in studying organizational leadership, correctional theory, recidivism, social and restorative justice, and education-based incarceration.
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Brian D. Fitch | Anthony H. Normore
Education-Based Incarceration and Recidivism
The Ultimate Social Justice Crime Fighting Tool
Book
12/2011
Information Age Publishing
€62.70
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Content
1 - Front Cover [Seite 1]
2 - Education-Based Incarceration and Recidivism [Seite 2]
3 - The Ultimate Social Justice Crime-Fighting Tool [Seite 2]
3.1 - A Volume in [Seite 2]
3.2 - Educational Leadership for Social Justice [Seite 2]
3.3 - Series Editor: Jeffrey S. Brooks University of Missouri [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - PART I: THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON [Seite 6]
4.1.1 - 1. A Review of Evidence: The Case for Education-Based Incarceration [Seite 6]
4.1.2 - 2. History and Politics of Correctional Education [Seite 6]
4.1.3 - 3. Assessing Educational Need to Individualize Learning in an Incarcerated Setting [Seite 6]
4.2 - PART II: THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM [Seite 6]
4.2.1 - 4. Prison Education: The Inmate as Student [Seite 6]
4.2.2 - 5. Impact of Correctional Staff Attitudes on Inmate Education [Seite 6]
4.2.3 - 6. Disruptive Innovation: The Role of Technology in Advancing Educational Achievement Among Inmate Populations [Seite 7]
4.2.4 - 7. The Reentry Process-Linking Inmates to Community Services: Parallels to the Transition of Youth With Disabilities to a Quality Adult Life [Seite 7]
4.3 - PART III: PROMISING AND PROVEN "BEST PRACTICES": GLOBAL PERSPECTIVES [Seite 7]
4.3.1 - 8. Maximizing Benefits of Correctional Educational Programs: Best Practices [Seite 7]
4.3.2 - 9. International and Comparative Survey of Best Practices in Correctional Education [Seite 7]
4.3.3 - 10. Teaching Strategies and Practices for Correctional Education [Seite 7]
4.4 - PART IV: IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION [Seite 7]
4.4.1 - 11. Summary, Conclusions, and Recommendations [Seite 7]
4.5 - Educational Leadership for Social Justice [Seite 3]
4.5.1 - Jeffrey S. Brooks, Series Editor [Seite 3]
4.6 - Education-Based Incarceration and Recidivism [Seite 4]
4.7 - The Ultimate Social Justice Crime-Fighting Tool [Seite 4]
4.7.1 - Edited by [Seite 4]
4.7.2 - Brian D. Fitch Los Angeles County Sheriff's Department Inmate Services Bureau [Seite 4]
4.7.3 - and [Seite 4]
4.7.4 - Anthony H. Normore California State University Dominguez Hills [Seite 4]
4.7.4.1 - Information Age Publishing, Inc. [Seite 4]
4.7.4.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.7.4.3 - Series Editor's Preface [Seite 8]
4.7.4.3.1 - Jeffrey S. Brooks [Seite 8]
4.7.4.4 - Prologue [Seite 10]
4.7.4.4.1 - Brian D. Fitch and Anthony H. Normore [Seite 10]
4.7.4.4.2 - REFERENCES [Seite 13]
4.7.4.5 - FOREWORD [Seite 16]
4.7.4.5.1 - Leroy D. Baca [Seite 16]
4.7.4.5.2 - REFERENCES [Seite 17]
4.7.4.6 - Acknowledgment [Seite 18]
4.8 - PART I [Seite 20]
4.8.1 - THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON [Seite 20]
4.9 - CHAPTER 1 [Seite 22]
4.9.1 - A Review of Evidence [Seite 22]
4.9.1.1 - The Case for Education-Based Incarceration [Seite 22]
4.9.1.1.1 - Brian D. Fitch and Rakel Delevi [Seite 22]
4.9.1.2 - Tough on Crime Legislation [Seite 24]
4.9.1.3 - The Relationship Between Education and Incarceration [Seite 26]
4.9.1.4 - Society's Role in Providing Education [Seite 27]
4.9.1.5 - Educational Outcomes and Recidivism [Seite 30]
4.9.1.6 - Implications for Policy and Leadership [Seite 31]
4.9.1.6.1 - In Relation to Procedures and Policy Changes [Seite 32]
4.9.1.6.2 - In Relation to Leadership [Seite 32]
4.9.1.6.3 - In Relation to Social Justice [Seite 33]
4.9.1.7 - REFERENCES [Seite 33]
4.10 - CHAPTER 2 [Seite 40]
4.10.1 - History and Politics of Correctional Education [Seite 40]
4.10.1.1 - David R. Werner, Amy Widestrom, and Sylvester "Bud" Pues [Seite 40]
4.10.1.2 - The History of Punishment and Prisons in the United States [Seite 41]
4.10.1.2.1 - Crime and Punishment in the American Colonies and the New Republic [Seite 42]
4.10.1.2.2 - The Pennsylvania and Auburn Systems [Seite 43]
4.10.1.2.3 - The Prison of the Late 1800s [Seite 44]
4.10.1.2.4 - The Roots of Rehabilitation and the Modern Penal System [Seite 46]
4.10.1.2.5 - U.S. Prisons in the Twentieth Century [Seite 49]
4.10.1.3 - Theories of Correctional Education [Seite 52]
4.10.1.4 - The Politics of Education in Correctional Institutions [Seite 55]
4.10.1.5 - Summary, Conclusions and Implications [Seite 56]
4.10.1.6 - REFERENCES [Seite 58]
4.11 - CHAPTER 3 [Seite 60]
4.11.1 - Assessing Educational Needs in Correctional Settings [Seite 60]
4.11.1.1 - Brian Mattson, M. C. Esposito, and Carolyn Eggleston [Seite 60]
4.11.1.2 - Nature of the Problem [Seite 61]
4.11.1.3 - Understanding Educational Need [Seite 63]
4.11.1.3.1 - Risk Principle [Seite 64]
4.11.1.3.2 - Need Principle [Seite 65]
4.11.1.3.3 - Responsivity Principle [Seite 65]
4.11.1.4 - Assessing Educational Need in Adults [Seite 66]
4.11.1.4.1 - Comprehensive Adult Student Assessment System [Seite 67]
4.11.1.4.2 - Test of Adult Basic Education [Seite 69]
4.11.1.4.3 - Wide Range Achievement Test [Seite 69]
4.11.1.4.4 - Woodcock Johnson [Seite 70]
4.11.1.5 - Learning Disabilities Definition and Prevalence [Seite 70]
4.11.1.6 - Challenges in Implementing Assessment in Correctional Education [Seite 72]
4.11.1.7 - Conclusions and Implications [Seite 73]
4.11.1.8 - REFERENCES [Seite 74]
4.11.2 - PART II [Seite 78]
4.11.2.1 - THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM [Seite 78]
4.12 - CHAPTER 4 [Seite 80]
4.12.1 - Prison Education [Seite 80]
4.12.1.1 - The Inmate as Student [Seite 80]
4.12.1.1.1 - David R. Werner, Amy Widestrom, and Sylvester "Bud" Pues [Seite 80]
4.12.1.2 - The Profile of a "Typical" Prisoner Inmate [Seite 82]
4.12.1.3 - Profile of the Inmate-Student [Seite 83]
4.12.1.3.1 - Women as Inmates and Inmate-Students [Seite 85]
4.12.1.4 - The Environment of the Correctional Institution and its Effects on Inmates [Seite 87]
4.12.1.4.1 - The "Convict Identity" [Seite 88]
4.12.1.4.2 - Inmates' Concept of Self and of Authority [Seite 89]
4.12.1.4.3 - The Perception and Passage of Time [Seite 90]
4.12.1.4.4 - Race and Ethnicity [Seite 91]
4.12.1.4.5 - Gang Activity [Seite 92]
4.12.1.5 - Postsecondary Inmate-Students [Seite 93]
4.12.1.6 - Summary, Conclusions, and Implications [Seite 94]
4.12.1.7 - REFERENCES [Seite 96]
4.13 - CHAPTER 5 [Seite 100]
4.13.1 - Impact of Correctional Staff Attitudes on Inmate Education [Seite 100]
4.13.1.1 - Raquel Warley [Seite 100]
4.13.1.2 - Review of Literature [Seite 101]
4.13.1.2.1 - Education-Based Incarceration as a Goal of Corrections [Seite 103]
4.13.1.2.2 - The Enigma of Education-Based Incarceration [Seite 104]
4.13.1.2.3 - The Total Institution Effect [Seite 105]
4.13.1.2.4 - Correctional Officers' Attitudes Toward Inmates and Rehabilitation [Seite 107]
4.13.1.2.5 - Personal Characteristics [Seite 108]
4.13.1.2.6 - Sex [Seite 108]
4.13.1.2.7 - Race [Seite 109]
4.13.1.2.8 - Education [Seite 110]
4.13.1.2.9 - Age [Seite 111]
4.13.1.2.9.1 - Career Variables [Seite 111]
4.13.1.2.10 - Position [Seite 111]
4.13.1.2.11 - Military Background [Seite 112]
4.13.1.2.12 - Years of Experience [Seite 113]
4.13.1.2.12.1 - Institutional Attributes [Seite 113]
4.13.1.3 - The Human Service Correctional Officer [Seite 115]
4.13.1.4 - Conclusions and Implications [Seite 115]
4.13.1.5 - REFeRENCES [Seite 118]
4.14 - CHAPTER 6 [Seite 122]
4.14.1 - Disruptive Innovation [Seite 122]
4.14.1.1 - The Role of Technology in Advancing Educational Achievement Among Inmate Populations [Seite 122]
4.14.1.1.1 - Brian D. Fitch, Brian Mattson, and Jeff Mullhausen [Seite 122]
4.14.1.2 - Defining Technology in Correctional Education [Seite 124]
4.14.1.2.1 - Educational Technology Defined [Seite 124]
4.14.1.2.2 - Technology and Student Outcomes [Seite 126]
4.14.1.2.3 - Technological Tools and Correctional Education [Seite 127]
4.14.1.2.3.1 - 1. Computers are nonjudgmental. [Seite 127]
4.14.1.2.3.2 - 2. Computers have limitless patience. [Seite 127]
4.14.1.2.3.3 - 3. Computers give students continuous feedback and reinforcement. [Seite 127]
4.14.1.2.3.4 - 4. Computers allow students to work at their own pace by removing many of the typical time constraints. [Seite 127]
4.14.1.2.3.5 - 5. Computer software can effectively diagnose each student's weakness. [Seite 127]
4.14.1.2.3.6 - 6. Computer software can deliver customized lessons to address deficiencies. [Seite 127]
4.14.1.2.3.7 - 7. Computers provide students with regular drill and practice of academic skills. [Seite 127]
4.14.1.2.4 - The Challenge of Implementing Technology in Correctional Education [Seite 128]
4.14.1.3 - Evaluating Technology Education [Seite 130]
4.14.1.4 - Conclusions and Implications [Seite 132]
4.14.1.5 - REFERENCES [Seite 133]
4.15 - CHAPTER 7 [Seite 138]
4.15.1 - The Reentry Process- Linking Inmates to Community Services [Seite 138]
4.15.1.1 - Parallels to the Transition of Youth With Disabilities to a Quality Adult Life [Seite 138]
4.15.1.1.1 - Jessica Nolan Daugherty, Laura S. Abrams, and Gary Greene [Seite 138]
4.15.1.2 - Overview of Chapter [Seite 139]
4.15.1.2.1 - Existing Reentry Systems [Seite 140]
4.15.1.2.2 - Reentry Needs of Probationers and Parolees [Seite 143]
4.15.1.2.3 - Transition of Youth With Disabilities From School to Quality Adult Life: What can be Learned and Applied to Prisoners and Ex-Offenders? [Seite 144]
4.15.1.2.4 - Legal Requirements for Transition of Youth With Disabilities [Seite 145]
4.15.1.2.5 - Transition Assessment for Youth With Disabilities in High School [Seite 146]
4.15.1.2.6 - Communication and Linkages With Postsecondary Transition Services Agencies [Seite 146]
4.15.1.2.7 - Transition-Based Educational Programming and Basic Needs for Youth With Disabilities [Seite 146]
4.15.1.2.8 - Family Involvement for Youth With Disabilities [Seite 147]
4.15.1.2.9 - What can be Learned and Applied to Prisoners and Ex-Offenders? [Seite 147]
4.15.1.2.10 - The Ideal Reentry System [Seite 148]
4.15.1.2.11 - Steps Recommended During Intake of Inmates [Seite 148]
4.15.1.2.12 - Steps Recommended During Prerelease Reentry Planning/Transition Planning [Seite 150]
4.15.1.2.13 - Steps Recommended During Period on Probation and Parole [Seite 152]
4.15.1.2.14 - Steps Recommended During Return to the Community [Seite 154]
4.15.1.3 - Conclusions and Implications [Seite 154]
4.15.1.4 - REFERENCES [Seite 155]
4.15.2 - PART III [Seite 158]
4.15.2.1 - PROMISING AND PROVEN "BEST PRACTICES": GLOBAL PERSPECTIVES [Seite 158]
4.16 - CHAPTER 8 [Seite 160]
4.16.1 - Maximizing Benefits of Correctional Educational Programs [Seite 160]
4.16.1.1 - Best Practices [Seite 160]
4.16.1.1.1 - M. C. Esposito, Anthony H. Normore, and Arthur A. Jones [Seite 160]
4.16.1.2 - Positive Outcomes Associated with Implementation of Educational Programs [Seite 161]
4.16.1.2.1 - Employment [Seite 162]
4.16.1.2.2 - Increased Cognitive Skills [Seite 163]
4.16.1.2.3 - Increased Self-esteem [Seite 163]
4.16.1.3 - Description of Educational Programs [Seite 163]
4.16.1.3.1 - Adult Basic Educational Skills [Seite 164]
4.16.1.3.2 - Secondary Education Programs [Seite 164]
4.16.1.3.3 - Special Education Programs [Seite 165]
4.16.1.3.4 - Vocational Education [Seite 166]
4.16.1.3.5 - Postsecondary Education [Seite 166]
4.16.1.4 - Obstacles [Seite 167]
4.16.1.4.1 - Length of Stay [Seite 167]
4.16.1.4.2 - Educational Levels [Seite 169]
4.16.1.4.3 - Technology [Seite 170]
4.16.1.4.4 - Climate [Seite 170]
4.16.1.5 - Education for Liberation and Commitment to Social Justice [Seite 171]
4.16.1.5.1 - Andragogy: The Art of Teaching Adults [Seite 173]
4.16.1.6 - Conclusions and Implications [Seite 175]
4.16.1.7 - REFERENCES [Seite 175]
4.17 - CHAPTER 9 [Seite 180]
4.17.1 - International and Comparative Best Practice in Education- Based Incarceration [Seite 180]
4.17.1.1 - Arthur A. Jones, Richard Gordon, and Richard Haesly [Seite 180]
4.17.1.2 - Review of Literature [Seite 181]
4.17.1.3 - International Sources of Law and Policy [Seite 183]
4.17.1.4 - Selected Best Practices from Around the World [Seite 185]
4.17.1.5 - Cognitive Behavioral Therapy and Critical Thinking. [Seite 186]
4.17.1.5.1 - Remote Education and Information Technology in International EBI [Seite 190]
4.17.1.6 - Correctional Attitudes and their Effects on Inmate Education [Seite 192]
4.17.1.7 - Conclusions [Seite 195]
4.17.1.8 - REFERENCES [Seite 195]
4.17.2 - Table 9.1. World Prison Population List [Seite 182]
4.18 - CHAPTER 10 [Seite 198]
4.18.1 - Teaching Strategies and Practices for Correctional Education [Seite 198]
4.18.1.1 - Sara A. M. Silva, Kimberly B. Hughes, June Kizu, Selene Kurland, and Sylvester "Bud" Pues [Seite 198]
4.18.1.2 - Introduction [Seite 199]
4.18.1.2.1 - Inmate Educational Profile [Seite 201]
4.18.1.2.2 - Institutional Education Profile [Seite 201]
4.18.1.2.3 - New Focus of Institutional Education [Seite 202]
4.18.1.2.4 - Correctional Institution Culture [Seite 202]
4.18.1.3 - Elements of Education-Based Incarceration Programs [Seite 204]
4.18.1.3.1 - Current Programs [Seite 207]
4.18.1.4 - Conclusions and Implications [Seite 211]
4.18.1.5 - REFERENCES [Seite 212]
4.18.2 - PART IV [Seite 216]
4.18.2.1 - IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION [Seite 216]
4.19 - CHAPTER 11 [Seite 218]
4.19.1 - Summary, Implication, and Recommendations [Seite 218]
4.19.1.1 - Anthony H. Normore, Brian D. Fitch, and Sarah Camp [Seite 218]
4.19.1.1.1 - Los Angeles County: Context of Education-Based Incarceration [Seite 220]
4.19.1.1.2 - Relevance of Education-Based Incarceration [Seite 221]
4.19.1.1.3 - The Cost of Education-Based Incarceration [Seite 223]
4.19.1.2 - Reflections: Implications and Recommendations [Seite 223]
4.19.1.3 - REFERENCES [Seite 225]
4.19.2 - ABOUT THE AUTHORS [Seite 228]
4.20 - Back Cover [Seite 236]
2 - Education-Based Incarceration and Recidivism [Seite 2]
3 - The Ultimate Social Justice Crime-Fighting Tool [Seite 2]
3.1 - A Volume in [Seite 2]
3.2 - Educational Leadership for Social Justice [Seite 2]
3.3 - Series Editor: Jeffrey S. Brooks University of Missouri [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - PART I: THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON [Seite 6]
4.1.1 - 1. A Review of Evidence: The Case for Education-Based Incarceration [Seite 6]
4.1.2 - 2. History and Politics of Correctional Education [Seite 6]
4.1.3 - 3. Assessing Educational Need to Individualize Learning in an Incarcerated Setting [Seite 6]
4.2 - PART II: THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM [Seite 6]
4.2.1 - 4. Prison Education: The Inmate as Student [Seite 6]
4.2.2 - 5. Impact of Correctional Staff Attitudes on Inmate Education [Seite 6]
4.2.3 - 6. Disruptive Innovation: The Role of Technology in Advancing Educational Achievement Among Inmate Populations [Seite 7]
4.2.4 - 7. The Reentry Process-Linking Inmates to Community Services: Parallels to the Transition of Youth With Disabilities to a Quality Adult Life [Seite 7]
4.3 - PART III: PROMISING AND PROVEN "BEST PRACTICES": GLOBAL PERSPECTIVES [Seite 7]
4.3.1 - 8. Maximizing Benefits of Correctional Educational Programs: Best Practices [Seite 7]
4.3.2 - 9. International and Comparative Survey of Best Practices in Correctional Education [Seite 7]
4.3.3 - 10. Teaching Strategies and Practices for Correctional Education [Seite 7]
4.4 - PART IV: IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION [Seite 7]
4.4.1 - 11. Summary, Conclusions, and Recommendations [Seite 7]
4.5 - Educational Leadership for Social Justice [Seite 3]
4.5.1 - Jeffrey S. Brooks, Series Editor [Seite 3]
4.6 - Education-Based Incarceration and Recidivism [Seite 4]
4.7 - The Ultimate Social Justice Crime-Fighting Tool [Seite 4]
4.7.1 - Edited by [Seite 4]
4.7.2 - Brian D. Fitch Los Angeles County Sheriff's Department Inmate Services Bureau [Seite 4]
4.7.3 - and [Seite 4]
4.7.4 - Anthony H. Normore California State University Dominguez Hills [Seite 4]
4.7.4.1 - Information Age Publishing, Inc. [Seite 4]
4.7.4.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.7.4.3 - Series Editor's Preface [Seite 8]
4.7.4.3.1 - Jeffrey S. Brooks [Seite 8]
4.7.4.4 - Prologue [Seite 10]
4.7.4.4.1 - Brian D. Fitch and Anthony H. Normore [Seite 10]
4.7.4.4.2 - REFERENCES [Seite 13]
4.7.4.5 - FOREWORD [Seite 16]
4.7.4.5.1 - Leroy D. Baca [Seite 16]
4.7.4.5.2 - REFERENCES [Seite 17]
4.7.4.6 - Acknowledgment [Seite 18]
4.8 - PART I [Seite 20]
4.8.1 - THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON [Seite 20]
4.9 - CHAPTER 1 [Seite 22]
4.9.1 - A Review of Evidence [Seite 22]
4.9.1.1 - The Case for Education-Based Incarceration [Seite 22]
4.9.1.1.1 - Brian D. Fitch and Rakel Delevi [Seite 22]
4.9.1.2 - Tough on Crime Legislation [Seite 24]
4.9.1.3 - The Relationship Between Education and Incarceration [Seite 26]
4.9.1.4 - Society's Role in Providing Education [Seite 27]
4.9.1.5 - Educational Outcomes and Recidivism [Seite 30]
4.9.1.6 - Implications for Policy and Leadership [Seite 31]
4.9.1.6.1 - In Relation to Procedures and Policy Changes [Seite 32]
4.9.1.6.2 - In Relation to Leadership [Seite 32]
4.9.1.6.3 - In Relation to Social Justice [Seite 33]
4.9.1.7 - REFERENCES [Seite 33]
4.10 - CHAPTER 2 [Seite 40]
4.10.1 - History and Politics of Correctional Education [Seite 40]
4.10.1.1 - David R. Werner, Amy Widestrom, and Sylvester "Bud" Pues [Seite 40]
4.10.1.2 - The History of Punishment and Prisons in the United States [Seite 41]
4.10.1.2.1 - Crime and Punishment in the American Colonies and the New Republic [Seite 42]
4.10.1.2.2 - The Pennsylvania and Auburn Systems [Seite 43]
4.10.1.2.3 - The Prison of the Late 1800s [Seite 44]
4.10.1.2.4 - The Roots of Rehabilitation and the Modern Penal System [Seite 46]
4.10.1.2.5 - U.S. Prisons in the Twentieth Century [Seite 49]
4.10.1.3 - Theories of Correctional Education [Seite 52]
4.10.1.4 - The Politics of Education in Correctional Institutions [Seite 55]
4.10.1.5 - Summary, Conclusions and Implications [Seite 56]
4.10.1.6 - REFERENCES [Seite 58]
4.11 - CHAPTER 3 [Seite 60]
4.11.1 - Assessing Educational Needs in Correctional Settings [Seite 60]
4.11.1.1 - Brian Mattson, M. C. Esposito, and Carolyn Eggleston [Seite 60]
4.11.1.2 - Nature of the Problem [Seite 61]
4.11.1.3 - Understanding Educational Need [Seite 63]
4.11.1.3.1 - Risk Principle [Seite 64]
4.11.1.3.2 - Need Principle [Seite 65]
4.11.1.3.3 - Responsivity Principle [Seite 65]
4.11.1.4 - Assessing Educational Need in Adults [Seite 66]
4.11.1.4.1 - Comprehensive Adult Student Assessment System [Seite 67]
4.11.1.4.2 - Test of Adult Basic Education [Seite 69]
4.11.1.4.3 - Wide Range Achievement Test [Seite 69]
4.11.1.4.4 - Woodcock Johnson [Seite 70]
4.11.1.5 - Learning Disabilities Definition and Prevalence [Seite 70]
4.11.1.6 - Challenges in Implementing Assessment in Correctional Education [Seite 72]
4.11.1.7 - Conclusions and Implications [Seite 73]
4.11.1.8 - REFERENCES [Seite 74]
4.11.2 - PART II [Seite 78]
4.11.2.1 - THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM [Seite 78]
4.12 - CHAPTER 4 [Seite 80]
4.12.1 - Prison Education [Seite 80]
4.12.1.1 - The Inmate as Student [Seite 80]
4.12.1.1.1 - David R. Werner, Amy Widestrom, and Sylvester "Bud" Pues [Seite 80]
4.12.1.2 - The Profile of a "Typical" Prisoner Inmate [Seite 82]
4.12.1.3 - Profile of the Inmate-Student [Seite 83]
4.12.1.3.1 - Women as Inmates and Inmate-Students [Seite 85]
4.12.1.4 - The Environment of the Correctional Institution and its Effects on Inmates [Seite 87]
4.12.1.4.1 - The "Convict Identity" [Seite 88]
4.12.1.4.2 - Inmates' Concept of Self and of Authority [Seite 89]
4.12.1.4.3 - The Perception and Passage of Time [Seite 90]
4.12.1.4.4 - Race and Ethnicity [Seite 91]
4.12.1.4.5 - Gang Activity [Seite 92]
4.12.1.5 - Postsecondary Inmate-Students [Seite 93]
4.12.1.6 - Summary, Conclusions, and Implications [Seite 94]
4.12.1.7 - REFERENCES [Seite 96]
4.13 - CHAPTER 5 [Seite 100]
4.13.1 - Impact of Correctional Staff Attitudes on Inmate Education [Seite 100]
4.13.1.1 - Raquel Warley [Seite 100]
4.13.1.2 - Review of Literature [Seite 101]
4.13.1.2.1 - Education-Based Incarceration as a Goal of Corrections [Seite 103]
4.13.1.2.2 - The Enigma of Education-Based Incarceration [Seite 104]
4.13.1.2.3 - The Total Institution Effect [Seite 105]
4.13.1.2.4 - Correctional Officers' Attitudes Toward Inmates and Rehabilitation [Seite 107]
4.13.1.2.5 - Personal Characteristics [Seite 108]
4.13.1.2.6 - Sex [Seite 108]
4.13.1.2.7 - Race [Seite 109]
4.13.1.2.8 - Education [Seite 110]
4.13.1.2.9 - Age [Seite 111]
4.13.1.2.9.1 - Career Variables [Seite 111]
4.13.1.2.10 - Position [Seite 111]
4.13.1.2.11 - Military Background [Seite 112]
4.13.1.2.12 - Years of Experience [Seite 113]
4.13.1.2.12.1 - Institutional Attributes [Seite 113]
4.13.1.3 - The Human Service Correctional Officer [Seite 115]
4.13.1.4 - Conclusions and Implications [Seite 115]
4.13.1.5 - REFeRENCES [Seite 118]
4.14 - CHAPTER 6 [Seite 122]
4.14.1 - Disruptive Innovation [Seite 122]
4.14.1.1 - The Role of Technology in Advancing Educational Achievement Among Inmate Populations [Seite 122]
4.14.1.1.1 - Brian D. Fitch, Brian Mattson, and Jeff Mullhausen [Seite 122]
4.14.1.2 - Defining Technology in Correctional Education [Seite 124]
4.14.1.2.1 - Educational Technology Defined [Seite 124]
4.14.1.2.2 - Technology and Student Outcomes [Seite 126]
4.14.1.2.3 - Technological Tools and Correctional Education [Seite 127]
4.14.1.2.3.1 - 1. Computers are nonjudgmental. [Seite 127]
4.14.1.2.3.2 - 2. Computers have limitless patience. [Seite 127]
4.14.1.2.3.3 - 3. Computers give students continuous feedback and reinforcement. [Seite 127]
4.14.1.2.3.4 - 4. Computers allow students to work at their own pace by removing many of the typical time constraints. [Seite 127]
4.14.1.2.3.5 - 5. Computer software can effectively diagnose each student's weakness. [Seite 127]
4.14.1.2.3.6 - 6. Computer software can deliver customized lessons to address deficiencies. [Seite 127]
4.14.1.2.3.7 - 7. Computers provide students with regular drill and practice of academic skills. [Seite 127]
4.14.1.2.4 - The Challenge of Implementing Technology in Correctional Education [Seite 128]
4.14.1.3 - Evaluating Technology Education [Seite 130]
4.14.1.4 - Conclusions and Implications [Seite 132]
4.14.1.5 - REFERENCES [Seite 133]
4.15 - CHAPTER 7 [Seite 138]
4.15.1 - The Reentry Process- Linking Inmates to Community Services [Seite 138]
4.15.1.1 - Parallels to the Transition of Youth With Disabilities to a Quality Adult Life [Seite 138]
4.15.1.1.1 - Jessica Nolan Daugherty, Laura S. Abrams, and Gary Greene [Seite 138]
4.15.1.2 - Overview of Chapter [Seite 139]
4.15.1.2.1 - Existing Reentry Systems [Seite 140]
4.15.1.2.2 - Reentry Needs of Probationers and Parolees [Seite 143]
4.15.1.2.3 - Transition of Youth With Disabilities From School to Quality Adult Life: What can be Learned and Applied to Prisoners and Ex-Offenders? [Seite 144]
4.15.1.2.4 - Legal Requirements for Transition of Youth With Disabilities [Seite 145]
4.15.1.2.5 - Transition Assessment for Youth With Disabilities in High School [Seite 146]
4.15.1.2.6 - Communication and Linkages With Postsecondary Transition Services Agencies [Seite 146]
4.15.1.2.7 - Transition-Based Educational Programming and Basic Needs for Youth With Disabilities [Seite 146]
4.15.1.2.8 - Family Involvement for Youth With Disabilities [Seite 147]
4.15.1.2.9 - What can be Learned and Applied to Prisoners and Ex-Offenders? [Seite 147]
4.15.1.2.10 - The Ideal Reentry System [Seite 148]
4.15.1.2.11 - Steps Recommended During Intake of Inmates [Seite 148]
4.15.1.2.12 - Steps Recommended During Prerelease Reentry Planning/Transition Planning [Seite 150]
4.15.1.2.13 - Steps Recommended During Period on Probation and Parole [Seite 152]
4.15.1.2.14 - Steps Recommended During Return to the Community [Seite 154]
4.15.1.3 - Conclusions and Implications [Seite 154]
4.15.1.4 - REFERENCES [Seite 155]
4.15.2 - PART III [Seite 158]
4.15.2.1 - PROMISING AND PROVEN "BEST PRACTICES": GLOBAL PERSPECTIVES [Seite 158]
4.16 - CHAPTER 8 [Seite 160]
4.16.1 - Maximizing Benefits of Correctional Educational Programs [Seite 160]
4.16.1.1 - Best Practices [Seite 160]
4.16.1.1.1 - M. C. Esposito, Anthony H. Normore, and Arthur A. Jones [Seite 160]
4.16.1.2 - Positive Outcomes Associated with Implementation of Educational Programs [Seite 161]
4.16.1.2.1 - Employment [Seite 162]
4.16.1.2.2 - Increased Cognitive Skills [Seite 163]
4.16.1.2.3 - Increased Self-esteem [Seite 163]
4.16.1.3 - Description of Educational Programs [Seite 163]
4.16.1.3.1 - Adult Basic Educational Skills [Seite 164]
4.16.1.3.2 - Secondary Education Programs [Seite 164]
4.16.1.3.3 - Special Education Programs [Seite 165]
4.16.1.3.4 - Vocational Education [Seite 166]
4.16.1.3.5 - Postsecondary Education [Seite 166]
4.16.1.4 - Obstacles [Seite 167]
4.16.1.4.1 - Length of Stay [Seite 167]
4.16.1.4.2 - Educational Levels [Seite 169]
4.16.1.4.3 - Technology [Seite 170]
4.16.1.4.4 - Climate [Seite 170]
4.16.1.5 - Education for Liberation and Commitment to Social Justice [Seite 171]
4.16.1.5.1 - Andragogy: The Art of Teaching Adults [Seite 173]
4.16.1.6 - Conclusions and Implications [Seite 175]
4.16.1.7 - REFERENCES [Seite 175]
4.17 - CHAPTER 9 [Seite 180]
4.17.1 - International and Comparative Best Practice in Education- Based Incarceration [Seite 180]
4.17.1.1 - Arthur A. Jones, Richard Gordon, and Richard Haesly [Seite 180]
4.17.1.2 - Review of Literature [Seite 181]
4.17.1.3 - International Sources of Law and Policy [Seite 183]
4.17.1.4 - Selected Best Practices from Around the World [Seite 185]
4.17.1.5 - Cognitive Behavioral Therapy and Critical Thinking. [Seite 186]
4.17.1.5.1 - Remote Education and Information Technology in International EBI [Seite 190]
4.17.1.6 - Correctional Attitudes and their Effects on Inmate Education [Seite 192]
4.17.1.7 - Conclusions [Seite 195]
4.17.1.8 - REFERENCES [Seite 195]
4.17.2 - Table 9.1. World Prison Population List [Seite 182]
4.18 - CHAPTER 10 [Seite 198]
4.18.1 - Teaching Strategies and Practices for Correctional Education [Seite 198]
4.18.1.1 - Sara A. M. Silva, Kimberly B. Hughes, June Kizu, Selene Kurland, and Sylvester "Bud" Pues [Seite 198]
4.18.1.2 - Introduction [Seite 199]
4.18.1.2.1 - Inmate Educational Profile [Seite 201]
4.18.1.2.2 - Institutional Education Profile [Seite 201]
4.18.1.2.3 - New Focus of Institutional Education [Seite 202]
4.18.1.2.4 - Correctional Institution Culture [Seite 202]
4.18.1.3 - Elements of Education-Based Incarceration Programs [Seite 204]
4.18.1.3.1 - Current Programs [Seite 207]
4.18.1.4 - Conclusions and Implications [Seite 211]
4.18.1.5 - REFERENCES [Seite 212]
4.18.2 - PART IV [Seite 216]
4.18.2.1 - IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION [Seite 216]
4.19 - CHAPTER 11 [Seite 218]
4.19.1 - Summary, Implication, and Recommendations [Seite 218]
4.19.1.1 - Anthony H. Normore, Brian D. Fitch, and Sarah Camp [Seite 218]
4.19.1.1.1 - Los Angeles County: Context of Education-Based Incarceration [Seite 220]
4.19.1.1.2 - Relevance of Education-Based Incarceration [Seite 221]
4.19.1.1.3 - The Cost of Education-Based Incarceration [Seite 223]
4.19.1.2 - Reflections: Implications and Recommendations [Seite 223]
4.19.1.3 - REFERENCES [Seite 225]
4.19.2 - ABOUT THE AUTHORS [Seite 228]
4.20 - Back Cover [Seite 236]
