Performance and Beliefs: Two Assessments of Literacy Learners in Prison, Part II

Autor/inn/en	Muth, Bill; Sturtevant, Elizabeth; Pannozzo, Gina
Titel	Performance and Beliefs: Two Assessments of Literacy Learners in Prison, Part II
Quelle	In: Journal of Correctional Education, 68 (2017) 2, S.62-81 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-2708
Schlagwörter	Institutionalized Persons; Correctional Education; Correctional Institutions; Literacy Education; Beliefs; Reading Habits; Individual Characteristics; Reading Skills; Attitude Measures; Adults; Questionnaires; Statistical Analysis; Reading Instruction; Adult Education; Environmental Influences + Suchen Sie Ihr Suchwort? Fürsorgeerziehung; Jugendstrafvollzug; Belief; Glaube; Reading habit; Lesegewohnheit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Reading skill; Lesefertigkeit; Fragebogen; Statistische Analyse; Leseunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Environmental influence; Umwelteinfluss
Abstract	This is Part II of a two-part report on an assessment strategy used with incarcerated literacy learners. As described in Part I, the strategy employed a traditional set of reading tests as well as open-ended interviews. Two stances--increasingly reconciled in the reading community--framed this assessment: (a) a post-positivist stance that promotes a normed, component-level assessment of reading; and (b) a socialconstructivist one that attends to incarcerated learners' beliefs that anchor instruction. This framework respected the value commitments of each worldview. The study reports two sets of findings--about learners' reading patterns and beliefs--and then discusses two methods, pragmatic and dialectical, used to juxtapose and relate the findings across paradigms. Though time consuming, the study found this approach provided a way to (a) transcend normative-personal dualisms, (b) provide a check on over reliance of pet theories, and (c) cultivate a critical stance toward prison education. Due to length, the study is reported in two parts. Part II, presented here, includes the qualitative findings and a discussion on the ways, and merits, of juxtaposing two ways of knowing about incarcerated literacy learners. [For Part I, "Performance and Beliefs: Two Assessments of Literacy Learners in Prison, Part I," see EJ1185220.] (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01