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Автор: Grafiati
Опубліковано: 14 березня 2023

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Статті в журналах з теми "Adult learning in prison"

1

Kallman, Meghan Elizabeth. "“Living More Through Knowing More”: College Education in Prison Classrooms." Adult Education Quarterly 70, no. 4 (November 14, 2019): 321–39. http://dx.doi.org/10.1177/0741713619889589.

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Анотація:
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 that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.
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2

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 (January 21, 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 persons who engaged in an increasing amount of writing activities along with those who completed postsecondary coursework in prison. Literacy skills and numeracy skills were not significantly associated with engagement in reading activities and numeracy activities, respectively. Findings highlight promising strategies for restructuring prison education.
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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 (January 10, 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 variety of data-adaptive methods, such as random forests and spline regression, and systematically chooses the one, or a weighted combination of many, that produces the best forecasts. We illustrate the use of the Super Learner by predicting violence among inmates from the 2005 Census of State and Federal Adult Correctional Facilities. Over the past 40 years, mass incarceration has drastically weakened prisons’ capacities to ensure inmate safety, yet we know little about the characteristics of prisons related to inmate victimization. We discuss the value of the Super Learner in social science research and the implications of our findings for understanding prison violence.
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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 (February 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 (November 16, 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 need to respond to increased levels of social isolation, and difficulties in managing impulsivity, problem solving, temper, and conduct. It is hoped that this research will provide some initial evidence to contribute to ideas around the nature of learning practical, positive skills and knowledge through inter-species interactions.
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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 prisons. The analysis of the interviews uses the theory of relationship with knowledge proposed by Bernard Charlot, especially the concepts of mobilization, sense and activity. The reports of school experiences show two different situations with regard to the conditions of access to basic education and the retention of students to it: paths marked by difficulties and halted prematurely, and other more regular and long lasting trajectories. Therefore prison is for some women the possibility of resuming elementary school, and for others, the inability to get to secondary school. Despite these differences, it is possible to identify common aspects in the stories that range from the perspectives on school education to the mobilization in relation to learning and achievement in school activities in prison. These aspects are presented and discussed as essentially important elements in order to understand the complex reality of the education of young and adult females in the prison system.
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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 (January 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 deficit models of the prisoner as learner that impose ‘spoiled educational identities' and fail to engage prisoners as active, agentic participants in their learning. In this article, the authors draw on data produced in the qualitative phase of a year-long study across the English prison estate of Shannon Trust's prison-based reading plan, to explore alternative approaches to prison literacy education that challenge the traditions of formal education and put learner identity and aspiration at the heart of the beginner reader learning process. The qualitative phase of the project involved twelve focus groups across eight prison settings and included 20 learner, and 37 mentor participants engaged in the Shannon Trust peer-reading programme. The authors listen closely to the voices of learners and mentors describing their experiences of peer to peer learning and plug in Anita Wilson's concepts of educentricity and third space literacies to read participants' experiences of formal and informal literacy education. They make use of this analysis to identify and describe a ‘grounded pedagogy' approach that pays attention to learning as social practice and enables prisoners to re-imagine themselves both as learners and social actors and to begin to connect their learning to self-directed desistence identity building. The authors conclude with a consideration of the implications of this work for prison literacy teaching and the potential role of grounded pedagogy ideas in the development of more provocative approaches to prison teacher education.
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8

Palmer, Shelby M. "Postsecondary Correctional Education." Adult Learning 23, no. 4 (October 5, 2012): 163–69. http://dx.doi.org/10.1177/1045159512457918.

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Анотація:
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 1990s. Contextual issues specific to the correctional system and ideological conflicts between the prison educator and prison staff may further impair enrollment and program completion. Through review of the political and contextual issues influencing the modern design of postsecondary prison education, this work seeks to propose best practices that may support the unique learning needs of the adult learner in the correctional system.
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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 (September 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 0.38% of the adult population. Travellers transferred from prison to psychiatric hospital had more learning disability and less severe mental illness than other groups, while black and other ethnic minorities had a higher proportion of severe mental illness. Travellers accounted for 6% (95% CI 3-11) of 154 male committals and 4% (95% CI 2-12) of 70 female committals. The estimated annualised prison committal rate was 2.8% (95% CI 2.4-3.3) of all adult male Travellers in Ireland and 1% for female Travellers (95% CI 0.8-1.3). Male Travellers had a relative risk of imprisonment compared to the settled community of 17.4 (95% CI 2.3-131.4), the relative risk for female Travellers was 12.9 (95% CI 1.7-96.7). Imprisoned Travellers had greater rates of drugs and alcohol problems than other prisoners (Relative risk 1.46, 95% C11.11-1.90).Conclusion: There is gross over-representation of Travellers in forensic psychiatric admissions. This reflects the excess of Travellers amongst prison committals.
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10

Tett, Lyn. "Transforming Learning Identities in Literacy Programmes." Journal of Transformative Education 17, no. 2 (January 1, 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 embedded in. This article concludes that by the end of their programs, the students had experienced transformative changes in their learning identities, and these changes encompassed cognitive, emotional, and social dimensions.
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Дисертації з теми "Adult learning in prison"

1

Kim, Jeanie Jinwee. "Nutrition education for English learning in the prison context." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2374.

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This project addresses the need for English as a second language nutrition instruction for patients in a forensic mental institution. It incorporates concepts of motivation, situated learning, prison education, English for specific purposes, and content-based instruction into a model which guides the design of a nutrition curriculum, consisting of five lesson plans about the Food Guide Pyramid.
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2

Weisel, Laura Peltz. "A comparative analysis of two diagnostic procedures for identification of adult learning problems in a male prison population /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992904499.

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3

Mathew, David. "Fragile learning." Thesis, University of Bedfordshire, 2016. http://hdl.handle.net/10547/622106.

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A critical exploration of seven peer-reviewed published papers supports the author’s contention that learning in Higher Education is a fragile system of conscious and unconscious transactions that serve to weaken a process that is already precarious. Over the course of this essay and the accompanying papers, the submission is that learning is brittle, and easily broken. The Fragile Learner is described as someone close to conceding defeat to circumstances that threaten his education. The Fragile Learner might be a student of a Higher Education Institution, but also might be an appointed educator. Alongside notions of barriers to learning, this submission explores identities and tensions. Although some of the ideas that make up my picture of Fragile Learning have been researched by other contributors (notably Meyer and Land; Britzman), my own contribution sees the complexities through various psychoanalytic lenses. Fundamentally, it is the addition of psychoanalysis that makes Fragile Learning original. It is argued that anxiety is an important part of adult learning. Fragile Learners might experience anxieties that are internal and complex but which appear to be attacks from other people. Alternatively, Fragile Learning might be a consequence of learners having suffered illness or indisposition. It is important that something can be blamed. The themes of fragility and anxiety – not to mention the difficulties that arise from distance learning – are present throughout.
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4

Mitchell, Vanessa Jacqueline. "Political prisoner education through sport on Robben Island: 1960-1990." University of the Western Cape, 2018. http://hdl.handle.net/11394/6508.

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Magister Educationis - MEd
This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.
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5

Lackay, Bradley. "Recognition of prior learning, benefits and social justice in the policing sector." University of the Western Cape, 2015. http://hdl.handle.net/11394/5281.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior learning is promoted by the South African government as an instrument for access and redress. This research paper focuses on an investigation into the benefits of the implementation of RPL policies and practices in the policing sector. Findings reveal that the participants in the study who are employed in the policing sector enjoyed a wide range of emancipatory benefits, including access to formal academic programmes. Furthermore, these programmes enabled historically disadvantaged staff to gain formal qualifications which in turn provided access to higher salaries and promotions. Explaining the latter as redress, I argue that RPL is a form of emancipation that has liberated disadvantaged staff from apartheid discrimination and domination.
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6

Düring, Anncarin. ""Jag velar fortfarande..." : Om unga kortutbildade intagnas inställning till utbildning och motivation för att studera i fängelse." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-86733.

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Syftet med studien är att få ökad kunskap om och förståelse för unga kortutbildade intagnas inställning tillutbildning och motivation att studera i fängelse. Arbetet innehåller såväl kvantitativa som kvalitativa inslag.De kvantitativa delarna syftar till att beskriva urvalsgruppen med hjälp av metoden enkät och de kvalitativa tillatt få fördjupad förståelse för hur unga intagna resonerar om studier och utbildning genom semistruktureradeintervjuer. De kvantitativa resultaten redovisas deskriptivt med hjälp av grafer och kommenteras i relation tilltidigare forskning. Gruppen unga studerar i betydligt högre grad 2012 på den undersökta anstalten än nationellstatistik från 2006. De kvalitativa delarna analyseras och tolkas utifrån kvalitativ innehållsanalys. Först beskrivsinformanterna översiktligt utifrån tidsperspektiven då – nu – framtid. Därefter konstrueras fyra karaktärerutifrån hur de talar om utbildnings betydelse och studiemotivation: Den aktive och insiktsfulle, Dentveksamme sökaren, Den orolige och osäkre och Den avvisande. Så söktes teoretiska infallsvinklar på hurinformanterna talade om motivation, vilket utmynnade i en fyrfältare som illustrerar hur yttre och inremotivation och motstånd samspelar samt hur föränderliga och sköra de kan vara hos den som inte är van attstudera. För den som valt en kriminell identitet tidigt i livet framstår inte utbildning som självklart positivt ellereftersträvansvärt. Många upplever ett utanförskap och för att bli en del av majoritetssamhället krävs en vilja tillsocial transformation. Ambivalens är ett viktigt tillstånd för att utforska olika alternativa vägval. Relationenlärare – studerande kan ha avgörande betydelse för om en ung intagen med kort utbildningsbakgrund skavilja, våga och kunna studera.
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7

Moseley-Hobbs, Kerri. "Faculty Perspectives of Academic Preparedness of Nontraditional Students Who Earned Prior Learning Assessment Credits." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3809.

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Through prior learning assessment (PLA) programs, students' professional and life experiences are evaluated to determine if they equate to college program courses-removing the need for the student to complete traditional college courses to earn a postsecondary degree. The purpose of this study was to examine the perspectives of faculty at the study site on the academic preparedness of nontraditional students. Knowles' andragogy theory guided the research questions on the academic preparedness of students earning prior learning credits and what characteristics of PLA programs faculty believe contribute to the academic success of these students. Thirty-six participants completed a survey where they provided narratives that were coded to determine overarching themes. The findings of this case study suggested that faculty believed that nontraditional students who earned credits through PLA are independent, motivated, and knowledgeable, but whether or not they are academically prepared seemed to vary by academic program. The findings also suggested that, while PLA programs have limitations because of student perceptions that may conflict with reality and the limited usability of PLA across academic programs, PLA programs provide a time benefit to students by allowing a shorter time to degree. The study supports positive social change by providing a resource for future development and growth of PLA programs to expand student access and options in obtaining postsecondary credentials while also lowering postsecondary education cost.
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Lichtenfeld, Reena Diane. "Prior Learning Assessment at a Small, Private Midwestern Institution." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5368.

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A small college in the Midwestern United States has a prior learning assessment (PLA) program that has never been evaluated from the perspective of the faculty and staff. The problem is that campus leaders have a limited understanding of faculty and staff knowledge and their role in the PLA program. The study was approached from an appreciative perspective while exploring faculty and staff knowledge and perceptions related to PLA to address 3 research questions. The first 2 research questions were developed to better understand how faculty and staff describe their understanding of the PLA program and what they envision for the program. The final research question was a reflection of the descriptive data collected from the responses to the first 2 research questions. This formative program evaluation included an open-ended survey of 36 faculty and staff as self-selected to participate in the study from the entire faculty and staff population. Additionally, formal documents, including catalog, forms, and internet references associated with PLA were evaluated. Analysis was performed through manual methods including axial coding for the surveys, descriptive and axial coding for the formal documents, followed by thematic analysis. Faculty and staff reported that they had a limited understanding of the institution's PLA program and said they would like to have a stronger program than what they have now. Key results from the analysis indicate that the institution can improve the PLA program by clarifying the purpose, enhancing the policy supporting the program, improving processes, and further promoting the program. Positive social change can occur through the college developing improved PLA practices, thus helping to support students' education endeavors.
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9

Conroy, Arthur Thomas III. "Diagramming Prior Knowledge in the Classroom: A Case Study." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83831.

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Engaging the student's prior knowledge is considered by educational researchers to be an important part of constructing a strong foundation for new learning. Diagrams are one technique used in the classroom. Jill Larkin and Herbert Simon described the computational advantages of diagrams over text when used to communicate information in their 1987 article entitled 'Why a Diagram is (Sometimes) Worth Ten Thousand Words.' This case study describes a novel abstract diagramming technique facilitated in four separate university classroom settings. Using paper and crayons, the students created three diagrams that represented the externalization of their unconscious perceptions of their own prior knowledge. The study illustrates how differences in prior knowledge can be visualized using diagrams with greater speed in less time than the traditional use of text-based descriptions. The use of the abstract diagramming technique led to an unexpected finding. The student diagrams were shown to contain a hidden conceptual topology, one that is described by Egenhofer in his 1991 article entitled 'Reasoning About Binary Topological Relations.' This topology is recommended as a framework for structuring and facilitating student collaboration and sharing of prior knowledge and new learning. The present study recommends the diagramming technique as the basis for the establishment of a standard diagram research framework that can be used across multiple research disciplines and subject domains. This dissertation describes a domain-general abstract diagram technique that can be adapted for domain-specific subjects and made operational using basic materials (paper and crayons). The study also describes the instructors' responses to questions about the diagram technique used in their classes. The case study offers recommendations for future diagram research.
Ph. D.
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10

McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.

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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.
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Книги з теми "Adult learning in prison"

1

Assessment of prior learning: A practitioner's guide. Cheltenham: Nelson Thornes, 2002.

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2

H, Hickerson Jerry, and Council for Adult and Experiential Learning (U.S.), eds. Prior learning portfolios: A representative collection. Chicago, Illinois: CAEL, 2009.

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3

Judy, Harris. Researching the recognition of prior learning: International perspectives. Leicester: NIACE, 2011.

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4

Zucker, Brian J. Prior learning assessment: A guidebook to American institutional practices. Chicago: Council for Adult and Experiential Learning, 1999.

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5

Carolyn, Daines, Graham T. B, and University of Nottingham. Dept. of Adult Education., eds. Adult learning, adult teaching. 3rd ed. Nottingham: Dept. of Adult Education, University of Nottingham, 1993.

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6

Daines, John. Adult learning, adult teaching. 4th ed. Cardiff: Welsh Academic Press, 2006.

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7

Carolyn, Daines, Graham Brian 1936-, and University of Nottingham. Department of Adult Education., eds. Adult learning, adult teaching. Nottingham: University of Nottingham, Deparment of Adult Education, 1992.

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8

Daines, John. Adult learning adult teaching. Nottingham [England]: Dept. of Adult Education, University of Nottingham, 1988.

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9

National Institute of Adult Continuing Education., ed. Adult learning. London: MORI, 1994.

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10

Jayagopal, R. Adult learning. Madras: Dept. of Adult & Continuing Education, University of Madras, 1985.

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Частини книг з теми "Adult learning in prison"

1

Giordmaina, Joseph. "The European Agenda for Education in Prison." In Learning with Adults, 251–64. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_19.

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2

Mikulec, Borut, Alex Howells, Dubravka Mihajlović, Punia Turiman, Nurun Najah Ellias, and Miriam Douglas. "National qualifications frameworks as a policy instrument for lifelong learning in Ghana, Malaysia and Serbia." In International and Comparative Studies in Adult and Continuing Education, 81–98. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.06.

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The development of national qualifications frameworks (NQFs) around the globe has been influenced by Anglo-Saxon countries and a global policy of intergovernmental organisations. The main aim of this paper is to explore how recently developed NQFs in diverse global con-texts—Ghana, Malaysia, and Serbia—fulfil two proclaimed objectives: recognition of prior learning (RPL) and support for lifelong learning. Based on a comparative analysis of official national and international policy documents relevant to the NQFs in these selected countries, conducted using the method of documentary analysis, our findings indicate that despite dif-ferences according to type, scope, and stage of development, all three NQFs are used as a policy instrument for lifelong learning on the one hand, while on the other hand, they rein-force a vocational perspective of RPL, lifelong learning, and adult education.
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Sloan, Jennifer Anne. "Doing Prison Research." In Masculinities and the Adult Male Prison Experience, 23–42. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-39915-1_2.

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Sloan, Jennifer Anne. "Gender in Prison." In Masculinities and the Adult Male Prison Experience, 157–82. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-39915-1_8.

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Beverley, Audrey, and Aidan Worsley. "Adult Learning." In Learning and Teaching in Social Work Practice, 40–61. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-06568-1_4.

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Illeris, Knud. "Adult Learning." In Learning, Development and Education, 74–83. New York, NY : Routledge, 2016. | Series: World library of educationalists series: Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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Tett, Lyn. "Adult Literacies." In Learning with Adults, 275–83. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-335-5_21.

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Moorhouse, Pete. "Adult support." In Learning Through Woodwork, 75–84. Abingdon, Oxon ; New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315114811-5.

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Milliken-Boyd, Kathi, and James Windell. "Is Adult Prison the Only Answer?" In Sentencing Youth to Life in Prison, 15–19. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781032067209-5.

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Marsick, Victoria J., and Adam Neaman. "Adult Informal Learning." In Informelles Lernen, 53–72. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-15793-7_4.

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Тези доповідей конференцій з теми "Adult learning in prison"

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Cronin, James G. R. "UCC enters Cork Prison: Transformative pedagogy through arts education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.18.

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This paper makes explicit processes of collaboration in a learning community partnership between Cork Prison and University College Cork (UCC). Cork Prison is a closed, medium security prison for adult males. It is a committal prison for counties Cork, Kerry and Waterford. The learning partnership has two objectives: firstly, to foster critical thinking strategies influenced by UCC’s application of the Project Zero Classroom, Harvard Graduate School of Education; secondly, to support student voices by promoting conversations on creativity resulting in the production of artworks exhibited during summertime on Spike Island, Cork Harbour, communicating prison as community in society.
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Boghikian-Whitby, Seta, and Yehia Mortagy. "The Effect of Student Background in E-Learning - Longitudinal Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3203.

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This study surveyed how students’ backgrounds prepare them for online education. The study compared learning outcome between traditional and non-traditional (adult) undergraduate students in online and face-to-face sessions; the difference in learning over time; and the effect of prior online experience. Student learning measurements included: pre-test, final examination (post-test), and final letter grade. Findings revealed that online education is as effective as F2F sessions and that learning has occurred. The study found a significant difference of learning outcomes over time. And that adult student with some prior online experience performed better than those with no prior experience. Conclusions suggest that Adult students benefit more from taking online classes compared to traditional age students, and that computer competency helped improve performance in online classes over time. Additional analysis is needed to determine if there is a difference between the personality of students and their performance in online and F2F classes.
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Rao, Gunenthira, Halimatus Sakdiah Minhat, Hayati Kadir Shahar, and Firdaus Mukhtar. "Correlates of Stress among Adult Male Inmates in a Local Prison, Malaysia." In The 4th International Conference on Public Health. Masters Program in Public Health Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.01.38.

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Jones, Allan. "Adult learning." In the 31st annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/947469.947471.

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CHANEY, JOHN. "The Phenomena of Transformative Learning in Prison." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1890775.

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CHANEY, JOHN. "The Phenomena of Transformative Learning in Prison." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890775.

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Zhang, Chi, and Guangzhi Zheng. "Supporting adult learning." In SIGITE/RIIT'13: SIGITE/RIIT 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2512276.2512323.

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Raghavan, Santhi. "Between the Ivory Towers and the Prison Walls: Prison Inmates’ Decision to Pursue Tertiary Education in Open University Malaysia." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6370.

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Being a correctional entity, the Malaysian Prison Department through its vision and mission is responsible to provide a safe detention and rehabilitation. One of its objectives is to ensure suitable and effective correctional programmes for all categories of inmates. One of the programmes set up by Malaysian Prison Department is to have a collaboration with higher education providers to offer tertiary education for inmates in order to equip them with knowledge and skills to pursue work after release. One of such engagement is the provision of the undergraduate and postgraduate programmes for inmates in selected Malaysian prisons by Open University Malaysia (OUM). OUM conducts undergraduate and postgraduate degree programmes for prison inmates. This study aims to determine the factors influencing prison inmates’ decision to pursue higher education in the prisons. 37 respondents from a total of 68 prisoners-students are involved in this study. The Stakeholder Theory and the Theory of Planned Behaviour were adopted as the underpining theories as they are related to attitude and planned behaviour. The Stakeholder Theory enables us to comprehend how a diverse range of stakeholders impact prisoner learning and comprehend the expectations and duties of distinct stakeholders regarding prisoner learning. Whereas, the Theory of Planned Behaviour postulates that an individual’s behaviour is determined by their intention to engage in such behaviour. Factor analysis was utilised to identify if these three factors (student attribute, social influence and financial aid) influenced prison inmates’ decision to pursue Open University Malaysia’s programmes in prisons. Results of the multiple linear regression indicated that there was a significant effect between student attribute and decision to study, which means that inmates' own characteristics will motivate them to continue learning which can lead to future success in their pursuit for excellence in tertiary education.
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Pepler, Giles. "TECHNOLOGY USE AND THE NEEDS OF LEARNERS." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-126.

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The three UK Jisc digital student studies have explored the technology use and needs of learners in higher and further education and the skills sector. This paper focuses largely on the needs of learners in apprenticeships, adult and community learning and prisons. In these sectors the range of learners is very broad, with ages ranging from 16 to 90, with a multiplicity of reasons for learning and great diversity in the technology knowledge and experience that they bring to the table. The aim has been to investigate learners' expectations and experiences of the digital environment, in order to make recommendations on the services that could be provided to support learners' use of technology. There are three main strands to this research: a review of the relevant existing literature; primary research with learners through questionnaires and facilitated focus groups; and consultation events with learning providers and learners. The recommendations include: (1) Recognise the wide diversity of technology experiences and skills that even an apparently homogeneous group of learners may bring to their studies; (2) Engage learners in a dialogue about their digital experiences and empower them to make changes; (3) Provide a robust, flexible digital environment; (4) Meet learners' expectations with effective wifi, a robust VLE, up to date hardware and software and accessible printers; (5) Deliver a relevant digital curriculum; (6) Provide support and incentives for teachers to integrate digital resources into their teaching; (7) Engage with accreditation bodies to allow the use of technology in formative and summative assessment and other innovative approaches to teaching.
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Neagu, Simona nicoleta. "A NEW VISION OF ADULT LEARNING. CHECKLIST - MOTIVATIONAL FACTORS INVOLVED IN ADULT LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-106.

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Learning depends on many internal and external conditions and it is not only a function of memory. Learning requires, above all, motivational, in other words, success in learning depends on factors that excitability and response to stimulus (involvement), the intensity of learning, availability for learning, learning awareness. Adults will be motivated in learning tasks when they perceive that the result will bring satisfaction to one or more of their basic human needs: security, acceptance, respect, power, health, status, training, discovery,achievement, self-esteem, etc. Some people are motivated by monetary reward, providing benefits and titles, recognition. These rewards are called extrinsic motivators; although they are important, but they do not meet all human needs. In fact, often they only lead to short-term results and behavioral changes. To ensure a long-term motivation, teachers need to create a learning climate so that all needs are met. Such a work atmosphere will lead to intrinsic motivation, so they will be motivated by their own internal mechanisms. At the end of the paper it is presented a research on a group of 24 subjects. This is a checklist on motivational factors involved in adult learning. Why teach adults? What is their motivation to learn? There are differences in the motivation of male and female subjects? A conclusion of this study is presented here: While women are motivated more by security, house, money, comfort, balance, men are motivated primarily by career development goals, social life. To the women they come only after being satisfied necessity security.
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Звіти організацій з теми "Adult learning in prison"

1

Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Beedle, Christopher. Adult Learning. Office of Scientific and Technical Information (OSTI), April 2022. http://dx.doi.org/10.2172/1866927.

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Kaatrakoski, Heli. Learning in and for work in correctional services in Norway. University of Stavanger, November 2022. http://dx.doi.org/10.31265/usps.251.

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The study explored the views of prison officer students and their supervisors regarding (1) prison officer education, (2) prison officers’ continuing professional development, (3) prison officers’ training needs and opportunities, and 4) the future of prison work. A total of ten interviews were conducted in a prison in Norway in October 2021. The prison officer students who were interviewed expressed satisfaction with their education. Communication was highlighted as the most relevant learning topic. Regarding the continuing professional development of prison officers, learning about communication and mental health issues were expressed as areas of particular significance. Learning about services for female prisoners was also brought up. The issues that impede prison officers’ participation in training were the limited time to arrange training and the lack of financial resources. The importance of collaborating and learning together with mental health professionals was expressed, but borrowing learning resources from the neighbouring disciplines was considered to be problematic because of the specific character of prison work. The future of prison work was discussed from different viewpoints. The numbers of aggressive prisoners, old prisoners and those with mental health issues were expected to increase. The need to continue the development of prisons and concerns over the future role of prison officer were also expressed. The report provided five suggestions for future research concerning correctional services.
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Bacher-Hicks, Andrew, Stephen Billings, and David Deming. The School to Prison Pipeline: Long-Run Impacts of School Suspensions on Adult Crime. Cambridge, MA: National Bureau of Economic Research, September 2019. http://dx.doi.org/10.3386/w26257.

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Kalenandi, Minerva. Language Learning Strategies of Russian-Speaking Adult ESL Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6650.

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Milner, Scott D. Motivation in Adult Language Learning: Research Review and Navy Applications. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ad1019072.

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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada435942.

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McKeon, Joseph F. Adult Learning Styles and the Effectiveness of Computer Based Training: An Untilled Research Field. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada401196.

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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.

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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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