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| Author | : Thom Gehring |
| Publisher | : California State University San Bernardino |
| Total Pages | : 400 |
| Release | : 2007-01-01 |
| Genre | : Prisoners |
| ISBN | : 9780977600816 |
| Author | : Brian E. Simms |
| Publisher | : |
| Total Pages | : 100 |
| Release | : 1987 |
| Genre | : Convicts |
| ISBN | : |
| Author | : Vivienne Chin |
| Publisher | : United Nations Publications |
| Total Pages | : 140 |
| Release | : 2010 |
| Genre | : Political Science |
| ISBN | : 9789211302929 |
The Handbook focuses on an overview of key issues which should be of concern to prison managers and the reforms they must often engage in and promote as prison leaders. It is meant to support a basic five-day training workshop for prison officials responsible for leading and managing prisons in developing and post-conflict countries. It is aimed to explore and understand practical ways in which prison leaders can more effectively implement international standards and norms in the institutions for which they are responsible. The Handbook and the workshop curriculum provide a template to help leaders identify the changes required in their environment and to reflect on the challenges they are likely to encounter in bringing about these changes.
| Author | : Erin S. Corbett |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2024-10-03 |
| Genre | : Education |
| ISBN | : 135030347X |
Written by activists and scholars based in Australia, Kenya, Pakistan, New Zealand, South Africa, Uganda and the USA, The Bloomsbury Handbook of Prison Education offers the first global state-of-the-field overview of research into educational practices and programs in prisons. It covers the history of the field and puts forward future directions for research. The range of topics covered include discussions of how gender, race, sexuality, indigeneity, age and faith impact incarceration rates around the world; educational leadership; STEM education; creative writing programs; distance learning; abolition; education after prison and education for correctional staff. The book includes a Foreword by Donald Sawyer, III (Director of Correctional Education, Quinnipiac University, USA).
| Author | : Anthony H. Normore |
| Publisher | : IAP |
| Total Pages | : 237 |
| Release | : 2012-02-01 |
| Genre | : Social Science |
| ISBN | : 161735712X |
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.
| Author | : Thomas J Fagan |
| Publisher | : SAGE |
| Total Pages | : 378 |
| Release | : 2003 |
| Genre | : Psychology |
| ISBN | : 9780761927532 |
Designed for those who work in correctional settings and as a textbook for the college classroom, this volume covers many administrative, organizational, and ethical issues as well as the practical aspects of the field. The core mental health services used within the correctional institution are described in detail before general characteristics, treatment, and management of specific groups are discussed, including those who abuse substances, the mentally impaired, female offenders, sexual offenders, and juvenile offenders. The various clinical and consultative activities offered to treat and train institutional staff are also described. Annotation copyrighted by Book News, Inc., Portland, OR
| Author | : Stephen John Hartnett |
| Publisher | : University of Illinois Press |
| Total Pages | : 282 |
| Release | : 2013-06-01 |
| Genre | : Social Science |
| ISBN | : 0252094964 |
This collection documents the efforts of the Prison Communication, Activism, Research, and Education collective (PCARE) to put democracy into practice by merging prison education and activism. Through life-changing programs in a dozen states (Arizona, Colorado, Illinois, Indiana, Massachusetts, Michigan, New Jersey, Ohio, Pennsylvania, Texas, Virginia, and Wisconsin), PCARE works with prisoners, in prisons, and in communities to reclaim justice from the prison-industrial complex. Based on years of pragmatic activism and engaged teaching, the materials in this volume present a sweeping inventory of how communities and individuals both within and outside of prisons are marshaling the arts, education, and activism to reduce crime and enhance citizenship. Documenting hands-on case studies that emphasize educational initiatives, successful prison-based programs, and activist-oriented analysis, Working for Justice provides readers with real-world answers based on years of pragmatic activism and engaged teaching. Contributors are David Coogan, Craig Lee Engstrom, Jeralyn Faris, Stephen John Hartnett, Edward A. Hinck, Shelly Schaefer Hinck, Bryan J. McCann, Nikki H. Nichols, Eleanor Novek, Brittany L. Peterson, Jonathan Shailor, Rachel A. Smith, Derrick L. Williams, Lesley A. Withers, Jennifer K. Wood, and Bill Yousman.
| Author | : |
| Publisher | : |
| Total Pages | : 140 |
| Release | : 1956 |
| Genre | : Prisoners |
| ISBN | : |
| Author | : Christopher M. Branson |
| Publisher | : Routledge |
| Total Pages | : 484 |
| Release | : 2014-05-09 |
| Genre | : Education |
| ISBN | : 1135011931 |
The Handbook of Ethical Educational Leadership brings together an array of key authors to provide comprehensive coverage of the field of ethical educational leadership. This important volume describes contemporary educational issues that necessitate the practice of ethical leadership, reviews current theory and research-informed practices, and also explores a coherent framework for how ethical educational leadership can be achieved. With chapters from leading authors and researchers from around the world, each author contributes to a discussion of current thinking and an analysis of the field of ethical educational leadership. Coverage includes professionalism, educational purpose, social justice, multiculturalism, sustainability, empathy and caring, organizational culture, moral development, motivation, integrity, values, and decision-making. Providing practical, philosophical, and experiential insights into the field, The Handbook of Ethical Educational Leadership is an essential resource for the study of ethical leadership.
| Author | : |
| Publisher | : Xlibris Corporation |
| Total Pages | : 141 |
| Release | : 2010-05-14 |
| Genre | : Education |
| ISBN | : 1524564508 |
Abstract of A GUIDE FOR CULTURALLY RESPONSIVE TEACHING IN ADULT PRISON EDUCATIONAL PROGRAMS by Michael Gray Brief Review of Literature Increasingly, prison education programs are multicultural environments where teachers must relate their content to inmates of varying cultures, and backgrounds. In contrast, engagement in learning is the visible outcome of motivation, and redirecting energy in the pursuit of a goal (Feistritzer & Haar, 2008). Teachers that do not understand culturally responsive teaching or have a lack of training in culturally responsive teaching may cause the students feelings of embarrassment (Feistritzer & Haar). Some people enjoy sharing personal information with others who are relatively unknown to them when teaching adults (Galbraith, 2004). Statement of Purpose The purpose of this project is to develop a handbook for the educational departments of correctional agencies in the process of in-service training for their teaching staff. The development of this project focuses on three main areas; incompatibilities in adult prison educational programs, culturally responsive teaching in adult prison educational programs, and learning theory in adult prison educational programs. Methodology The data for this study was collected and analyzed from adults currently in prison educational programs. Teachers rely on the correctional staff to guide them in styles of communication and methods for solving problems in their classroom (Cartledge, Gardner & Ford, 2009). Teachers must have a firm understanding of different cultures, gender gaps, and how different ethnic groups learn, will help the teacher become successful when they try new teaching strategies (Cartledge et al.). Conclusions and Recommendations Studies have shown that there is considerable need for education in adult prisons, and political bureaucracy is disabling prison educational programs by suffocating programs with economical demise (Campbell, 2005). Teachers become reluctant to pay the extra cost to learn andragogy teaching practices; therefore teachers are unprepared to deal with adult students that practice and demonstrate criminal behavior. Improving teachers ability to teach is obviously crucial to school success, and that is the purpose of professional development (Dipaola & Hoy, 2006).
