Normore / H. / Fitch EducationBased Incarceration and Recidivism

The Ultimate Social Justice Crime Fighting Tool
1. Auflage 2012
ISBN: 978-1-61735-712-1
Verlag: IAP - Information Age Publishing
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 237 Seiten

EducationBased 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 educationbased 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 educationbased incarceration program. This book can be used by educators and students interested in studying organizational leadership, correctional theory, recidivism, social and restorative justice, and educationbased incarceration.

Autoren/Hrsg.

Normore,

H., Anthony

Fitch,

D., Brian

Inhaltsverzeichnis

1;Front Cover;1
2;Education-Based Incarceration and Recidivism;2
3;The Ultimate Social Justice Crime-Fighting Tool;2
3.1;A Volume in;2
3.2;Educational Leadership for Social Justice;2
3.3;Series Editor: Jeffrey S. Brooks University of Missouri;2
4;CONTENTS;6
4.1;PART I: THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON;6
4.1.1;1. A Review of Evidence: The Case for Education-Based Incarceration;6
4.1.2;2. History and Politics of Correctional Education;6
4.1.3;3. Assessing Educational Need to Individualize Learning in an Incarcerated Setting;6
4.2;PART II: THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM;6
4.2.1;4. Prison Education: The Inmate as Student;6
4.2.2;5. Impact of Correctional Staff Attitudes on Inmate Education;6
4.2.3;6. Disruptive Innovation: The Role of Technology in Advancing Educational Achievement Among Inmate Populations;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;7
4.3;PART III: PROMISING AND PROVEN “BEST PRACTICES”: GLOBAL PERSPECTIVES;7
4.3.1;8. Maximizing Benefits of Correctional Educational Programs: Best Practices;7
4.3.2;9. International and Comparative Survey of Best Practices in Correctional Education;7
4.3.3;10. Teaching Strategies and Practices for Correctional Education;7
4.4;PART IV: IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION;7
4.4.1;11. Summary, Conclusions, and Recommendations;7
4.5;Educational Leadership for Social Justice;3
4.5.1;Jeffrey S. Brooks, Series Editor;3
4.6;Education-Based Incarceration and Recidivism;4
4.7;The Ultimate Social Justice Crime-Fighting Tool;4
4.7.1;Edited by;4
4.7.2;Brian D. Fitch Los Angeles County Sheriff’s Department Inmate Services Bureau;4
4.7.3;and;4
4.7.4;Anthony H. Normore California State University Dominguez Hills;4
4.7.4.1;Information Age Publishing, Inc.;4
4.7.4.2;Charlotte, North Carolina • www.infoagepub.com;4
4.7.4.3;Series Editor’s Preface;8
4.7.4.3.1;Jeffrey S. Brooks;8
4.7.4.4;Prologue;10
4.7.4.4.1;Brian D. Fitch and Anthony H. Normore;10
4.7.4.4.2;REFERENCES;13
4.7.4.5;FOREWORD;16
4.7.4.5.1;Leroy D. Baca;16
4.7.4.5.2;REFERENCES;17
4.7.4.6;Acknowledgment;18
4.8;PART I;20
4.8.1;THE CULTURE AND POLITICS OF CORRECTIONS: A SOCIAL JUSTICE PHEMONENON;20
4.9;CHAPTER 1;22
4.9.1;A Review of Evidence;22
4.9.1.1;The Case for Education-Based Incarceration;22
4.9.1.1.1;Brian D. Fitch and Rakel Delevi;22
4.9.1.2;Tough on Crime Legislation;24
4.9.1.3;The Relationship Between Education and Incarceration;26
4.9.1.4;Society’s Role in Providing Education;27
4.9.1.5;Educational Outcomes and Recidivism;30
4.9.1.6;Implications for Policy and Leadership;31
4.9.1.6.1;In Relation to Procedures and Policy Changes;32
4.9.1.6.2;In Relation to Leadership;32
4.9.1.6.3;In Relation to Social Justice;33
4.9.1.7;REFERENCES;33
4.10;CHAPTER 2;40
4.10.1;History and Politics of Correctional Education;40
4.10.1.1;David R. Werner, Amy Widestrom, and Sylvester “Bud” Pues;40
4.10.1.2;The History of Punishment and Prisons in the United States;41
4.10.1.2.1;Crime and Punishment in the American Colonies and the New Republic;42
4.10.1.2.2;The Pennsylvania and Auburn Systems;43
4.10.1.2.3;The Prison of the Late 1800s;44
4.10.1.2.4;The Roots of Rehabilitation and the Modern Penal System;46
4.10.1.2.5;U.S. Prisons in the Twentieth Century;49
4.10.1.3;Theories of Correctional Education;52
4.10.1.4;The Politics of Education in Correctional Institutions;55
4.10.1.5;Summary, Conclusions and Implications;56
4.10.1.6;REFERENCES;58
4.11;CHAPTER 3;60
4.11.1;Assessing Educational Needs in Correctional Settings;60
4.11.1.1;Brian Mattson, M. C. Esposito, and Carolyn Eggleston;60
4.11.1.2;Nature of the Problem;61
4.11.1.3;Understanding Educational Need;63
4.11.1.3.1;Risk Principle;64
4.11.1.3.2;Need Principle;65
4.11.1.3.3;Responsivity Principle;65
4.11.1.4;Assessing Educational Need in Adults;66
4.11.1.4.1;Comprehensive Adult Student Assessment System;67
4.11.1.4.2;Test of Adult Basic Education;69
4.11.1.4.3;Wide Range Achievement Test;69
4.11.1.4.4;Woodcock Johnson;70
4.11.1.5;Learning Disabilities Definition and Prevalence;70
4.11.1.6;Challenges in Implementing Assessment in Correctional Education;72
4.11.1.7;Conclusions and Implications;73
4.11.1.8;REFERENCES;74
4.11.2;PART II;78
4.11.2.1;THE HUMAN SIDE OF EDUCATION-BASED INCARCERATION: UNDERSTANDING RECIDIVISM;78
4.12;CHAPTER 4;80
4.12.1;Prison Education;80
4.12.1.1;The Inmate as Student;80
4.12.1.1.1;David R. Werner, Amy Widestrom, and Sylvester “Bud” Pues;80
4.12.1.2;The Profile of a “Typical” Prisoner Inmate;82
4.12.1.3;Profile of the Inmate-Student;83
4.12.1.3.1;Women as Inmates and Inmate-Students;85
4.12.1.4;The Environment of the Correctional Institution and its Effects on Inmates;87
4.12.1.4.1;The “Convict Identity”;88
4.12.1.4.2;Inmates’ Concept of Self and of Authority;89
4.12.1.4.3;The Perception and Passage of Time;90
4.12.1.4.4;Race and Ethnicity;91
4.12.1.4.5;Gang Activity;92
4.12.1.5;Postsecondary Inmate-Students;93
4.12.1.6;Summary, Conclusions, and Implications;94
4.12.1.7;REFERENCES;96
4.13;CHAPTER 5;100
4.13.1;Impact of Correctional Staff Attitudes on Inmate Education;100
4.13.1.1;Raquel Warley;100
4.13.1.2;Review of Literature;101
4.13.1.2.1;Education-Based Incarceration as a Goal of Corrections;103
4.13.1.2.2;The Enigma of Education-Based Incarceration;104
4.13.1.2.3;The Total Institution Effect;105
4.13.1.2.4;Correctional Officers’ Attitudes Toward Inmates and Rehabilitation;107
4.13.1.2.5;Personal Characteristics;108
4.13.1.2.6;Sex;108
4.13.1.2.7;Race;109
4.13.1.2.8;Education;110
4.13.1.2.9;Age;111
4.13.1.2.9.1;Career Variables;111
4.13.1.2.10;Position;111
4.13.1.2.11;Military Background;112
4.13.1.2.12;Years of Experience;113
4.13.1.2.12.1;Institutional Attributes;113
4.13.1.3;The Human Service Correctional Officer;115
4.13.1.4;Conclusions and Implications;115
4.13.1.5;REFeRENCES;118
4.14;CHAPTER 6;122
4.14.1;Disruptive Innovation;122
4.14.1.1;The Role of Technology in Advancing Educational Achievement Among Inmate Populations;122
4.14.1.1.1;Brian D. Fitch, Brian Mattson, and Jeff Mullhausen;122
4.14.1.2;Defining Technology in Correctional Education;124
4.14.1.2.1;Educational Technology Defined;124
4.14.1.2.2;Technology and Student Outcomes;126
4.14.1.2.3;Technological Tools and Correctional Education;127
4.14.1.2.3.1;1. Computers are nonjudgmental.;127
4.14.1.2.3.2;2. Computers have limitless patience.;127
4.14.1.2.3.3;3. Computers give students continuous feedback and reinforcement.;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.;127
4.14.1.2.3.5;5. Computer software can effectively diagnose each student’s weakness.;127
4.14.1.2.3.6;6. Computer software can deliver customized lessons to address deficiencies.;127
4.14.1.2.3.7;7. Computers provide students with regular drill and practice of academic skills.;127
4.14.1.2.4;The Challenge of Implementing Technology in Correctional Education;128
4.14.1.3;Evaluating Technology Education;130
4.14.1.4;Conclusions and Implications;132
4.14.1.5;REFERENCES;133
4.15;CHAPTER 7;138
4.15.1;The Reentry Process— Linking Inmates to Community Services;138
4.15.1.1;Parallels to the Transition of Youth With Disabilities to a Quality Adult Life;138
4.15.1.1.1;Jessica Nolan Daugherty, Laura S. Abrams, and Gary Greene;138
4.15.1.2;Overview of Chapter;139
4.15.1.2.1;Existing Reentry Systems;140
4.15.1.2.2;Reentry Needs of Probationers and Parolees;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?;144
4.15.1.2.4;Legal Requirements for Transition of Youth With Disabilities;145
4.15.1.2.5;Transition Assessment for Youth With Disabilities in High School;146
4.15.1.2.6;Communication and Linkages With Postsecondary Transition Services Agencies;146
4.15.1.2.7;Transition-Based Educational Programming and Basic Needs for Youth With Disabilities;146
4.15.1.2.8;Family Involvement for Youth With Disabilities;147
4.15.1.2.9;What can be Learned and Applied to Prisoners and Ex-Offenders?;147
4.15.1.2.10;The Ideal Reentry System;148
4.15.1.2.11;Steps Recommended During Intake of Inmates;148
4.15.1.2.12;Steps Recommended During Prerelease Reentry Planning/Transition Planning;150
4.15.1.2.13;Steps Recommended During Period on Probation and Parole;152
4.15.1.2.14;Steps Recommended During Return to the Community;154
4.15.1.3;Conclusions and Implications;154
4.15.1.4;REFERENCES;155
4.15.2;PART III;158
4.15.2.1;PROMISING AND PROVEN “BEST PRACTICES”: GLOBAL PERSPECTIVES;158
4.16;CHAPTER 8;160
4.16.1;Maximizing Benefits of Correctional Educational Programs;160
4.16.1.1;Best Practices;160
4.16.1.1.1;M. C. Esposito, Anthony H. Normore, and Arthur A. Jones;160
4.16.1.2;Positive Outcomes Associated with Implementation of Educational Programs;161
4.16.1.2.1;Employment;162
4.16.1.2.2;Increased Cognitive Skills;163
4.16.1.2.3;Increased Self-esteem;163
4.16.1.3;Description of Educational Programs;163
4.16.1.3.1;Adult Basic Educational Skills;164
4.16.1.3.2;Secondary Education Programs;164
4.16.1.3.3;Special Education Programs;165
4.16.1.3.4;Vocational Education;166
4.16.1.3.5;Postsecondary Education;166
4.16.1.4;Obstacles;167
4.16.1.4.1;Length of Stay;167
4.16.1.4.2;Educational Levels;169
4.16.1.4.3;Technology;170
4.16.1.4.4;Climate;170
4.16.1.5;Education for Liberation and Commitment to Social Justice;171
4.16.1.5.1;Andragogy: The Art of Teaching Adults;173
4.16.1.6;Conclusions and Implications;175
4.16.1.7;REFERENCES;175
4.17;CHAPTER 9;180
4.17.1;International and Comparative Best Practice in Education- Based Incarceration;180
4.17.1.1;Arthur A. Jones, Richard Gordon, and Richard Haesly;180
4.17.1.2;Review of Literature;181
4.17.1.3;International Sources of Law and Policy;183
4.17.1.4;Selected Best Practices from Around the World;185
4.17.1.5;Cognitive Behavioral Therapy and Critical Thinking.;186
4.17.1.5.1;Remote Education and Information Technology in International EBI;190
4.17.1.6;Correctional Attitudes and their Effects on Inmate Education;192
4.17.1.7;Conclusions;195
4.17.1.8;REFERENCES;195
4.17.2;Table 9.1. World Prison Population List;182
4.18;CHAPTER 10;198
4.18.1;Teaching Strategies and Practices for Correctional Education;198
4.18.1.1;Sara A. M. Silva, Kimberly B. Hughes, June Kizu, Selene Kurland, and Sylvester “Bud” Pues;198
4.18.1.2;Introduction;199
4.18.1.2.1;Inmate Educational Profile;201
4.18.1.2.2;Institutional Education Profile;201
4.18.1.2.3;New Focus of Institutional Education;202
4.18.1.2.4;Correctional Institution Culture;202
4.18.1.3;Elements of Education-Based Incarceration Programs;204
4.18.1.3.1;Current Programs;207
4.18.1.4;Conclusions and Implications;211
4.18.1.5;REFERENCES;212
4.18.2;PART IV;216
4.18.2.1;IMPLICATIONS FOR THE FUTURE OF CORRECTIONAL EDUCATION;216
4.19;CHAPTER 11;218
4.19.1;Summary, Implication, and Recommendations;218
4.19.1.1;Anthony H. Normore, Brian D. Fitch, and Sarah C218
4.19.1.1.1;Los Angeles County: Context of Education-Based Incarceration;220
4.19.1.1.2;Relevance of Education-Based Incarceration;221
4.19.1.1.3;The Cost of Education-Based Incarceration;223
4.19.1.2;Reflections: Implications and Recommendations;223
4.19.1.3;REFERENCES;225
4.19.2;ABOUT THE AUTHORS;228
4.20;Back Cover;236