The Virginia Department of Corrections mandates that all offenders without a high
school diploma or general equivalency diploma (GED) are required to be enrolled in
GED programs offered in the prison system. However, these programs have shown
varying rates of success. Supported by the constructivist theory, the purpose of this
qualitative case study was to identify how correctional education staff members
perceived the effectiveness of the GED programs. Data from surveys and interviews with
9 educational correctional staff members were collected and analyzed for themes.
Findings indicated that (a) participants use computer software for effective instruction,
(b) offenders who were enrolled in correctional education programs successfully reenter
society after being released from incarceration, and (c) offenders' self-efficacy is related
to GED instruction. Findings may be used to improve GED programs to support
offenders in obtaining a GED and training to promote social justice by returning to their
communities more prepared to obtain jobs and contribute to the global economy.
| Identifer | oai:union.ndltd.org:waldenu.edu/oai:scholarworks.waldenu.edu:dissertations-7447 |
| Date | 01 January 2019 |
| Creators | Beamon, Andrew Lee |
| Publisher | ScholarWorks |
| Source Sets | Walden University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Walden Dissertations and Doctoral Studies |
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