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Correctional Education at a Crossroads

NCJ Number
Journal of Correctional Education Volume: 47 Issue: 3 Dated: (September 1996) Pages: 116-118
T S Price
Date Published
3 pages
This article compares improving correctional education schools and programming to improving a regular school program.
Correctional education has frequently gained much recognition for doing things differently from regular education. However, both types of education must change to serve clientele effectively. The article claims that key components of the two programs are surprisingly similar: (1) Teamwork: collegiality among teachers, frequent communications, mutual support, and help; (2) Goals: the substance of motivation, persistence, and well-being; (3) Curriculum and Instruction: meaning-centered curriculum and teachers who do not merely convey information but facilitate conditions that lead students to construct knowledge for themselves; (4) Research: educators closing the gap between what they know and what they do, i.e., action research; (5) Performance Data: help to monitor and assess performance and make program improvements; (6) Redefining Results: establishing new standards of success by which programs are measured, beyond test scores and dropout rates; and (7) Leadership: administrators' frequent offers of help and encouragement. References