Higher Education in Prison: A Pilot Study of Approaches and Modes of Delivery in Eight Prison Administrations

Autor/inn/en	Dewey, Susan; Codallos, Kym; Barry, Robin; Drenkhahn, Kirstin; Glover, Michala; Muthig, Alec; Roberts, Susan Lockwood; Abbott, Betty
Titel	Higher Education in Prison: A Pilot Study of Approaches and Modes of Delivery in Eight Prison Administrations
Quelle	In: Journal of Correctional Education, 71 (2020) 1, S.57-89 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0740-2708
Schlagwörter	Access to Education; Higher Education; Correctional Education; Institutionalized Persons; Correctional Institutions; Delivery Systems; Sustainability; Vocational Education; Student Motivation; Student Diversity; Peer Teaching; School Community Relationship; Research Utilization; Technology Uses in Education; Access to Computers; Teamwork; Institutional Mission; Louisiana; Arkansas; Arizona; Iowa; Indiana; Michigan; North Dakota; District of Columbia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fürsorgeerziehung; Jugendstrafvollzug; Auslieferung; Nachhaltigkeit; Ausbildung; Berufsbildung; Schulische Motivation; Peer group teaching; Peer Group Teaching; Forschungsumsetzung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Two objectives structured the present study's interviews and observations undertaken in correctional facilities across eight prison administrations: to elucidate nonuniformed staff's perspectives on how well administrative approaches and modes of delivery for education and psychosocial programming reflect evidence-based practices and indicators of success and to collect and analyze qualitative interviews and observations from in-person visits to institutions supervised by the eight administrations. Study results yielded 10 recommendations for improving approaches and modes of delivery in correctional education by (1) prioritizing sustainable education in a humane institutional environment through the recruitment of staff willing to engage in cross-professional dialogue; (2) investing in a range of job-driven vocational partnerships as part of positive engagement and collaboration with the public; (3) incentivizing and celebrating successes to increase motivation as part of individualized education planning that centers prisoners' diverse needs and learning styles; (4) fostering a peer-driven learning environment by including current and former prisoners in education and programming initiatives; (5) enhancing collaborations with local universities to provide advanced courses, credentialing, and engagement with professionals from a range of fields; (6) utilizing state-specific research and evaluation as central aspects of decision making and policy implementation in conjunction with evidence-based practices determined elsewhere; (7) providing educational opportunities for prisoners of all sentence lengths, ages, and conviction types to foster an engaged institutional environment; (8) increasing access to and use of technology to ensure that education and programming prepares prisoners for employment and success in a technologically based society; (9) cultivating a team-based approach to education, mental health services provision, programming, reentry, and security among all prison staff to ensure continuity of support and services; and (10) developing a clear mission consistently endorsed and adhered to by all prison administrators and workers to increase communication and receptivity to new ideas between facilities and the central office. (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	2024/1/01