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Correctional Education Association
4380 Forbes Blvd.
Lanham, MD 20706
(800) 783-1232
(301) 918-1846 (fax)
http://www.ceanational.org

 

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Teacher/Tutor

Located below are several highlighted resources in the Teacher/Tutor category. If you would like a list of all the resources in this category, click here.

Educating Linguistically and Culturally Diverse Students in Correctional Settings
Virginia P. Collier and Wayne P. Thomas
 In correctional education, multiple challenges for designing appropriate and effective coursework for linguistically and culturally diverse students include consideration of students' emotional and socio-cultural needs, the type of linguistic and academic support needed, and ways to stimulate cognitive development. When resources are available, teaching academic subjects, technical skills, microcomputer use, vocational knowledge, and other important life skills through students' primary language as well as second language is crucial to students' chances for productive lives upon release and for avoiding re-incarceration.

Obtaining Your GED with English as Your Second Language
This web site addresses the unique challenge educators face in the corrections field when instructing students with English as their second language.

From Incarceration to Productive Lifestyle
This instructional guide for education providers includes practical suggestions for the how, what, and when of program delivery. New educators can refer to the sample lessons and other sections of the guide to answer their questions about selecting appropriate instructional materials, dealing with logistical problems, and recognizing important data.

Correctional Education Association
The CEA is a membership association of education professionals working in a wide range of correctional settings.  CEA can assist adult literacy practitioners through legislative advocacy, professional development activities, publications, and networking services.

Project Metamorphosis (Louisiana)
The curriculum was designed specifically for persons in correctional settings. The skills developed include basic skills, cognitive skills, and job skills. The curriculum is built around the notion that each student is the president of a corporation, which is him or herself.

Prison Literacy Programs
ERIC Digest No. 159, authored by Sandra Kerka: The mastery of literacy skills may be a preventive and proactive way to address the problems of recidivism as well as the high cost of imprisonment and the huge increase in the prison population. However, correctional educators contend with multiple problems in delivering literacy programs to inmates. This Digest sets the context of prison literacy programs, outlines some of the constraints, and describes what factors work.

Shakespeare in Jail
This is the first part of an article written by Boston area teacher, Martina Jackson, about her years of experience teaching Shakespeare to women in the Suffolk County House of Correction. David Rosen says of this work, "Martina has brilliantly developed this program, choosing plays that are accessible and which speak powerfully to themes in the students' lives. I think this is an excellent example of how one can teach challenging content, hold high standards, engage students in the discussion of fascinating literature, and provide an opportunity-one of the few in their lives in jail or elsewhere-to talk about what is most important to students."

The Challenge of Individualized Instruction in Corrections
John M. McKee; Carl B. Clements
Journal of Correctional Education • Volume 51 • Issue 3 • September 2000
In this article, 14 challenges faced by correctional educators in implementing individualized instruction are investigated. Each challenge is developed in the context of available knowledge and the author’s own experience in working with adult offenders. The hallmarks of individualized instruction are described with particular emphasis on a systems approach that includes: A theory-driven model of behavior change, specification of learning goals, assessment of skills, and a focused prescription of instructional lessons that promote and shape academic skills. In addition to describing successes with programmed instructional materials, other validated approaches such as Direct Instruction and Precision Teaching are reviewed. The recommendations in this article should provide a basis for constructing a highly accountable and successful educational program. Available in PDF format. Adobe Acrobat reader required.

Corrections Education: How We Do It
Twila S. Evans
Pennsylvania ABLE, Administrators Handbook, Commonwealth of Pennsylvania 2000
This article describes how the correctional facility in the County of Northampton, Pennsylvania dispenses its daily educational activities to the inmate population.  Detailed is a description of who they are, what they do, how they accomplish their educational goals, and why they do what they do.  The concluding section lists six important lessons to be shared.

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