NCJ Number
26017
Editor(s)
H E BLAKE,
D H SACKETT
Date Published
1975
Length
275 pages
Annotation
THIS HANDBOOK REPRINT PRESENTS AND EXPLAINS A SPECIALLY DESIGNED CURRICULUM FOR TEACHING READING, WRITING, SPEAKING AND LISTENING SKILLS TO OFFENDER-STUDENT POPULATIONS.
Abstract
THOUGH DESIGNED ESPECIALLY FOR THE HIGHLY TRANSIENT STUDENT IN A COUNTY JAIL OR PRISON, THE PROPOSED PROGRAM CAN BE USED IN ANY TYPE OF EDUCATIONAL PROGRAM IN CORRECTIONS. THIS TEACHERS' CURRICULUM GUIDE OUTLINES A SUGGESTED INDIVIDUALIZED READING PROGRAM FOR STUDENTS DIFFERENTIATED INTO THREE GROUPED ABILITY LEVELS: LEVEL A - BELOW GRADE 2.5; LEVEL B - GRADE 3.5-6.0; AND LEVEL C - ABOVE GRADE 6.0. A MODEL PROCEDURE FOR PLACING STUDENTS IN THE MOST APPROPRIATE LEVEL IS ALSO PROVIDED. IN THE FIRST PART OF THE HANDBOOK, SOCIOLOGICAL AND PSYCHOLOGICAL FACTORS CENTRAL TO EDUCATION WITHIN THE PRISON ENVIRONMENT ARE DISCUSSED AS WELL AS SUCH ISSUES AS OPTIMUM SCHEDULING OF CLASS TIME, THE EMPLOYMENT OF TUTOR AND PEER HELP, THE UTILITY AND APPROPRIATENESS OF REWARDS FOR PARTICIPATION IN THE EDUCATIONAL PROGRAM, AND THE NEED FOR BASIC OUTLINES OF OBJECTIVES FOR BOTH TEACHER AND STUDENT. IN ADDITION TO THESE ISSUES, THE AUTHORS COLLECTED DATA THAT INDICATED IMPROVEMENT IN THE SELF-CONCEPT AND ATTITUDES OF STUDENTS IN THE EXPERIMENTAL GROUP ORIGINALLY EXPOSED TO THIS CURRICULUM. THE SECOND HALF OF THE HANDBOOK DETAILS LESSON PLANS FOR 20 COMMUNICATION ENRICHMENT LESSONS. ENRICHMENT ACTIVITIES ARE DESIGNED TO REVOLVE AROUND STUDENT PARTICIPATION AND DISCUSSION. EMPHASIS IS PLACED UPON THE STUDENTS' ORAL LANGUAGE AS THE BASIS FOR READING WITH EACH ACTIVITY DESIGNED TO INSURE SUCCESS FOR THE LEARNER. ACTIVITIES ARE STRUCTURED TO INCREASE THE STUDENT'S AWARENESS AND POSITIVE ACCEPTANCE OF SELF. THIS CURRICULUM IS DESIGNED SO THAT IT COULD BE PRESENTED AND CARRIED OUT BY TRAINED TUTORS, UNDER THE GUIDANCE OF A TEACHER. APPENDED IS A SAMPLE STUDENT EVALUATION FORM.