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Many offenders are incarcerated in U.S prisons with the intent of rehabilitation; however, a majority of these offenders will be released with limited options for employment. Recidivism has been linked to unemployment. The purpose of this multiple case study was to examine the lived experiences of 20 offenders involved in correctional education programs while incarcerated to explore their correctional education experience within the context of postincarceration employment. The theoretical foundation of this study was based on Bandura's self-efficacy theory. Narrative data were elicited pertaining to offenders' perceptions of past education experience, correctional education experience, and their perceived impact of the experience on their future employment. Data were analyzed using inductive coding procedures to categorize the offenders' perceptions of correctional education. According to study findings, offenders' participation in and completion of correctional education programs while incarcerated provided the necessary support for them to successfully reenter society; program participation aided offenders to bridge the gap between release and securing employment by providing the necessary skills to compete for employment. This study contributes to social change by informing correctional education administrators, faculty, and staff of the viability of correctional education programs offered to offenders.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-09T12:08:45Z No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) / Made available in DSpace on 2016-12-09T12:08:45Z (GMT). No. of bitstreams: 1 SANDRA MARA BATISTA GOMES.pdf: 2412039 bytes, checksum: 2fb0f06e7ad9fb6d7a24b70e3b8776e0 (MD5) Previous issue date: 2016-09-13 / In this thesis, product of a Master’s in Education, we seek to gather elements for a reflection about the public education offered by the state of Goiás to its population. We also seek to theoretically join the elements which the social processes dissociate and separate, in other words, the public teaching to all the people, without distinction. We suggest that, through various manners – such as the militarization of public schools, the shared management with Social Organizations (SOs) and the repression made over the movements of contestation to the governance politics towards the formal public education – people are submitted and made docile, instead of being formed to have autonomy and/or be emancipated. Such is the conductive wire of the discussion of the first chapter, in which the term correctional education doesn’t appear. The term comes up only from the second chapter on and we demonstrate its essential separation from that education which is understood as public. As we immerse in the punitive system, also called correctional education, we seek by many ways to approach the marginalization of the poorest classes. Related to that, we give special attention to the category “young people in conflict with law”, and try to deconstruct it. Such social marginalization is associated to the authoritarian government forms, which are accepted and applauded by a part of the society. The marginalization is made through the support for the militarization of public schools and the support for measures of punishment and of recrudescence of the law which rules over the so called educational system – such as the reduction of the criminal responsibility. The support is composed by vestiges of a fascism which remains in the very basis of Occidental societies. The vestiges are also perceived in the almost complete lack of social commotion related to what happens with the poorest young people. They lack almost everything, even the liberty to come and go. This is the subject of the last chapter of the thesis. After all, to defend the interests of the young people and/or protect their lives, there is no sign of social movement, not even one resembling those presented in the first chapter made in defense of the public education. The young people and teenagers are exposed to death risks, in institutions which are legally obligated to protect them and offer them the same public education supposedly offered indistinctly to all the people. The young people are forgotten by the Public Power and by a big part of the society. It is exactly such an abandonment what exposes them to several risks and contributes to the arrangement of the fascist vestiges to which this thesis alludes. Although there is no direct murder, the division defines who must live and who can die. In this work, we reflect over this statement and over how the public education in Goiás is contributing or not to the strengthening of the referred factors. / Nesta dissertação de mestrado em educação, busca-se reunir elementos para uma reflexão sobre a educação pública oferecida pelo Estado de Goiás à sua população. Busca-se ainda articular teoricamente aquilo que os processos sociais dissociam e apartam, a oferta de ensino público a todos sem distinção. Propõe-se que, por diversos meios – militarização das escolas estaduais, gestão compartilhada com Organizações Sociais (OSs) e repressão aos movimentos de contestação à política de governança da educação pública formal – o que se faz é submeter e docilizar, ao invés de formar para a autonomia e/ou a emancipação. Esse é o fio condutor da discussão que compõe o primeiro capítulo, no qual sequer aparece o termo socioeducação. Ele surge apenas a partir do segundo capítulo para se evidenciar a sua visceral apartação em relação à educação que se entende por pública. Com o mergulho neste sistema punitivo, dito socioeducativo, procura-se, por diversas vias, abordar a marginalização das classes mais pobres, em especial a dos que estão enquadrados na categoria de “jovens em conflito com a lei”, categoria que se procura desconstruir. Essa marginalização social associada às formas autoritárias de governo, aceitas e aplaudidas por parte da sociedade, opera-se na forma do apoio à militarização das escolas públicas e às medidas punitivas e de recrudescimento da legislação que rege o sistema dito educativo – como a redução da maioridade penal. O apoio constitui-se com traços de um fascismo que se mantém nas bases das sociedades ocidentais. Traços que também se revelam na quase total falta de comoção social em relação ao que acontece com os jovens mais pobres, privados de quase tudo, inclusive da liberdade de ir e vir. É disso que trata o último capítulo da dissertação. Afinal, para defender os interesses desses jovens e/ou salvaguardar suas vidas, não há nenhum sinal de movimentos sociais, nem mesmo parecidos com aqueles apresentados no primeiro capítulo que se dão em defesa da chamada educação pública. São jovens e adolescentes expostos ao risco de morte em instituições que legalmente têm o dever de protegê-los e oferecer-lhes a mesma educação pública que supostamente é oferecida a todos indistintamente. Os jovens ficam esquecidos tanto pelo poder público como por grande parte da sociedade. É exatamente esse abandono que os expõe a diversos riscos e contribui para a configuração dos traços fascistas a que o trabalho faz referência. Embora não haja o assassínio direto, esse fracionamento define quem deve viver e quem pode morrer. Neste trabalho, faz-se uma reflexão acerca disso e de como a educação pública em Goiás vem contribuindo para o fortalecimento ou não desses fatores.

abstract: Throughout the field of corrections in the United States, the prevalent question in regard to reentry preparation of offenders is, “what works?” With a renewed focus on providing meaningful program opportunities for offenders that enable real and sustained changes for reentry success, which has been partially driven by overcrowded prison systems and soaring corrections budgets, the quest has been energized for program models with results that are empirically based. As part of this quest, the Rand Corporation in 2014 (Davis, et al., 2014) published a comprehensive review of correctional education programs based on a meta-analysis of past studies and reported that offenders involved in education programs were significantly more likely to realize success after release from prison than those that were not involved in these programs. In their 2014 final report, the Rand Corporation made recommendations for research efforts at the state and federal levels (Davis et al., 2014). One of their recommendations was to determine what types of instruction and curriculum delivery are most effective in a correctional education setting. Another recommendation was to determine what principles from adult learning are applicable in correctional education. This study was designed to provide data for those two questions. This mixed methods, experimentally-designed study is framed in three research questions that are focused on gaining knowledge of the potential benefit of using trained peer tutors to supplement the instruction in adult basic education classes and General Education Development (GED) classes in a correctional environment. Theoretical applications are grounded in social learning theory and adult learning theories. Quantitative data were collected on academic performance, attendance, and perceived value and interest in education. Qualitative data supplemented and enhanced the quantitative data and provided an excellent insight into the thoughts of the tutors regarding their role in helping others. Statistical significance was found with the aid of the tutors in the adult basic education classes in terms of academic performance, but not with the GED class. Principles of andragogical instruction were examined, discussed, and supported by all students. Expressions of tutor support and help were repeatedly presented as beneficial during interviews. Further questions about attendance were raised. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the economic power structure of society in the United States (Aronowitz & Giroux, 1993/1991, p. 88). Public education in the United States often functions as a propaganda delivery system which conserves the economic power structure by use of a conservative and objectivist philosophy of education which instrumentalizes education into vocational preparation, compliance to a governing ideology and uncritical acceptance of knowledge as absolute truth (Aronowitz & Giroux, p. 22). This project aims to construct a philosophy of education which could transform the education system into a counter-propaganda institution with the potential to transform the power structure of society. A critical postmodern philosophy of education which synthesized critical and postmodern philosophies of education would emphasize epistemological skepticism, counter-propaganda knowledge construction and social transformation (Aronowitz & Giroux, p.22). In addition, the project contains a literature review of critical theory, postmodern theory and critical postmodern theory on education as well as theory on a critical postmodern philosophy of history education, philosophy of correctional education and ideas for the implementation of the philosophy of education into specific pedagogical and curricular practices. Attached to this manuscript is a PowerPoint presentation focused on stimulating discussion of this philosophy of education.

This study examines the experiences of teachers working with court-mandated students in GED/ABE programs. While there is a considerable body of literature on adult correctional education, this literature almost exclusively deals with teachers and students working within incarceration settings, where students are in jail or prison. There is a lack of research on the experiences of teachers working with students who are a part of the correctional system but are placed within the community, i.e., students who are in community corrections programs such as probation and parole. This study begins to fill that void in the research literature. This research is phenomenological, using existential hermeneutic phenomenology as both a guiding philosophy and as a methodology, and is concerned with teachers’ experiences working with GED/ABE students in community corrections. The phenomenological methodology follows that used by the University of Tennessee phenomenology group, led by Sandra Thomas and Howard Pollio. The findings of the study indicate a special relationship (chiasm) between teachers and students as the ground with four themes, representing changes within the students, as experienced by the teachers, and changes within the teachers, themselves. A discussion of the significance of these findings in adult education and educational psychology, including implications for professional development within adult education and educational psychology, is included.

The main goal of post-secondary prison education programs is to increase the education level of prisoners and improve their chances of success upon release. However, in order to accomplish this goal of success after release, prisoners must first participate in the education programs. This is especially crucial for female prisoners, many of whom enter prison more socially, economically, and educationally disadvantaged than male prisoners. This analysis aims to determine whether there is a difference is male and female participation in post-secondary prison education programs. In addition, this analysis also aims to determine what factors make male and female inmates more likely to participate in post-secondary prison education programs. The results demonstrate that sex alone is not a significant predictor for participation in post-secondary prison education. However, when combined with other factors sex does become a significant predictor of participation. Factors that are significant predictors of participation for both males and females include previous education, income prior to incarceration, receiving visits from children, time served on the current sentence, participation in a racial or ethnic group, participation in parenting classes, and participation in life skills or community adjustment programs.

Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.

The problem is Florida is ranked as having the 10th largest incarceration rate in the United States, with a recidivism rate of almost 30%. Therefore, this researcher conducted a systematic review of the literature to determine any benefits to providing college courses to inmates, including the reduction of recidivism. To determine the effectiveness of higher education in prisons, three states that offer higher education options were reviewed. The Campbell Collaboration outlined the framework for the systematic review protocol. Multiple electronic databases were searched for literature including Education Resource Information Clearinghouse (ERIC), Google Scholar, Journal Storage (JSTOR), LesixNexis Academic, National Criminal Justice Reference Service (NCJRS), ProQuest, and Psychological Information Database (PsycINFO). In addition, the Campbell Collaboration website was also reviewed to search for additional systematic reviews relating to the availability of postsecondary education opportunities in the prison system. There is growing concern about the problem of mass incarceration in the United States as well as increasing recidivism rates. Although several federal policies have been enacted in an attempt to decrease the number of America’s prison population, the findings revealed that the most cost-effective method is providing inmates with an opportunity to earn a college degree during incarceration. The implications of this research may have an impact on many entities such as legislative and policy measures, availability of economic resources, improved family and community structures, an increase in the number of taxpayers, and the reduction of prison inmates.

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