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Relevant bibliographies by topics / Adult learning in prison

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Journal articles

Academic literature on the topic 'Adult learning in prison'

Author: Grafiati

Published: 14 March 2023

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Journal articles on the topic "Adult learning in prison"

1

Kallman, Meghan Elizabeth. "“Living More Through Knowing More”: College Education in Prison Classrooms." Adult Education Quarterly 70, no. 4 (2019): 321–39. http://dx.doi.org/10.1177/0741713619889589.

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A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning? In answering the question, I employ qualitative and ethnographic methods

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Olaghere, Ajima, Kristen P. Kremer, and Carlton J. Fong. "Learning Opportunities While Incarcerated: Association of Engagement in Literacy and Numeracy Activities With Literacy and Numeracy Skills." Adult Education Quarterly 71, no. 3 (2021): 232–50. http://dx.doi.org/10.1177/0741713620988505.

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Little is known about which educational activities are most associated with incarcerated adults’ literacy and numeracy skills. The present study examines whether informal engagement in reading, writing, and numeracy activities (e.g., reading newspapers or using calculators) is associated with incarcerated adults’ literacy and numeracy skills. Using the 2014 Program for the International Assessment of Adult Competencies (PIAAC)—U.S. Prison Study, numeracy/literacy skills were predicted from engagement in reading, writing, and numeracy activities. Literacy skills were higher among incarcerated p

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3

Baćak, Valerio, and Edward H. Kennedy. "Principled Machine Learning Using the Super Learner: An Application to Predicting Prison Violence." Sociological Methods & Research 48, no. 3 (2018): 698–721. http://dx.doi.org/10.1177/0049124117747301.

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A rapidly growing number of algorithms are available to researchers who apply statistical or machine learning methods to answer social science research questions. The unique advantages and limitations of each algorithm are relatively well known, but it is not possible to know in advance which algorithm is best suited for the particular research question and the data set at hand. Typically, researchers end up choosing, in a largely arbitrary fashion, one or a handful of algorithms. In this article, we present the Super Learner—a powerful new approach to statistical learning that leverages a var

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4

Forbes, Marcus R., George J. Pratsinak, Thomas J. Fagan, and Robert K. Ax. "Effects of Group Prosocial Skills Training on Anger Control in Prison Inmates." Psychological Reports 70, no. 1 (1992): 66. http://dx.doi.org/10.2466/pr0.1992.70.1.66.

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A prosocial skills training program did not significantly affect the abilities of 48 adult male prison inmates to manage anger. Eight group treatment sessions did not influence their emotions, thoughts, and behaviors developed over years of experiential learning.

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5

Hemingway, Ann, Rosie Meek, and Caroline Ellis Hill. "An Exploration of an Equine-Facilitated Learning Intervention with Young Offenders." Society & Animals 23, no. 6 (2015): 544–68. http://dx.doi.org/10.1163/15685306-12341382.

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This research reports a qualitative study to explore the behavioral responses and reflections from Young Offenders undertaking an Equine-Facilitated Learning (efl) Intervention in prison in the United Kingdom. Learning was facilitated by an instructor, and the participants were taught introductory natural horsemanship skills. Establishments holding young adult prisoners are typically characterized by increased disruption to the regime, and by greater incidents of violence, bullying, and conflict than in other types of prison. A resulting challenge for those working with young prisoners is the

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6

Souza, Maria Celeste Reis Fernandes, Maria Gabriela Parenti Bicalho, and Eunice Maria Nazarethe Nonato. "Trajetórias e vivências escolares de mulheres em situação de privação de liberdade." education policy analysis archives 21 (September 23, 2013): 76. http://dx.doi.org/10.14507/epaa.v21n76.2013.

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This article is part of the discussion on the Education of women in situations of deprivation of liberty, a topic that has received attention from scholars in the field of Young and Adult Education. The data presented were collected in the context of a study that analyzed how the educational experiences of educated women are shaped in situations of imprisonment in the State of Minas Gerais. It refers specifically to reports produced on interviews with 5 women who attend school in one of these institutions, and 1 educator who is responsible for monitoring educational experiences in state prison

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7

Kendall, Alex, and Thomas Hopkins. "Inside Out Literacies." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (2019): 82–99. http://dx.doi.org/10.4018/ijbide.2019010106.

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Since 1997, adult literacy education has been of increasing interest to UK policy makers amid perceptions/claims of a causal relationship between attainment in literacy and positive economic participation, social inclusion, and life chance transformation. However, research in the field of literacy studies suggests that many prisoners who identify as beginner readers, report feeling alienated by formal education failing to take sufficient account of the social identities learners bring to their learning or how they want to use literacy to bring about change in their lives. This has resulted in

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8

Palmer, Shelby M. "Postsecondary Correctional Education." Adult Learning 23, no. 4 (2012): 163–69. http://dx.doi.org/10.1177/1045159512457918.

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Postsecondary programs offering vocational training and college credit to eligible inmates have had difficulty finding a place in the U.S. correctional system. Politically motivated restrictions preventing inmates from receiving federal funds for college resulted in drastic program closures. Although new laws restored funding to select inmates, enrollment in postsecondary correctional education only recently reached pre-cutback levels (established in the late 1980s). This is set in contrast to the significant increases in U.S. prison populations and spending that have occurred since the early

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9

Linehan, Sally A., Dearbhla M. Duffy, Helen O'Neill, Conor O'Neill, and Harry G. Kennedy. "Irish Travellers and forensic mental health." Irish Journal of Psychological Medicine 19, no. 3 (2002): 76–79. http://dx.doi.org/10.1017/s0790966700007102.

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AbstractObjectives: To determine whether Irish Travellers are over-represented amongst transfers from prison to psychiatric hospital. If so, to determine whether this represents an excess over the proportion of Irish Travellers committed to prison.Method: Irish Travellers admitted to the National Forensic Psychiatry service were identified from a case register over three years 1997-1999. New prison committals were sampled and interviewed as part of the routine committal screening to identify ethnicity.Results: Irish Travellers accounted for 3.4% of forensic psychiatric admissions compared to 0

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10

Tett, Lyn. "Transforming Learning Identities in Literacy Programmes." Journal of Transformative Education 17, no. 2 (2018): 154–72. http://dx.doi.org/10.1177/1541344617750277.

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This article draws on the theories of Mezirow, Foucault, and Holland and colleagues to investigate how students were positioned in relation to their own experiences, what opportunities they had to overcome their negative positioning in relation to the power structures that inform the worlds in which they move, and how their changed practices impacted on their positional and figured worlds. Data from community- and prison-based participants in Scottish adult literacy projects are used to interrogate the factors that contributed to overcoming the negative discourses that students had been embedd

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