NCJ Number
164904
Journal
Journal of Correctional Education Volume: 47 Issue: 2 Dated: (June 1996) Pages: 74-85
Date Published
1996
Length
12 pages
Annotation
Using a Canadian correctional education program as an example, this article argues for the political necessity, theoretical appropriateness, and methodological practicality of using recidivism as a measure of effectiveness for prison education programs.
Abstract
Using the experience of a current research project based in Canada and England, the authors explore issues of curriculum and teaching techniques, the complexity of predicting behavior, the utility and limitations of case studies, and "scientific realist" evaluation methodology. In popular and political imagination the demonstration of effectiveness in prison programs means lowering the recidivism rate. These increasing pressures for tangible results, when coupled with a renewed interest in citizenship education, in balancing rights with responsibility, and with including an ethical and moral dimension in concepts of education, could mean an increasing role for prison education programs. This will only happen, however, if such programs can show their effectiveness. The research methodology outlined in this paper can provide a means of demonstrating effectiveness while improving the practice of prison education programs. The scientific realist approach will inform education program administrators about the inner workings of their programs and about which kinds of efforts, teaching methods, and curricula are most effective with specific types of students. The case made in this article is not for a specific type of prison education but rather for an evaluative methodology that will enable prison educators to assess what works in their programs, for whom it works, and why. 21 footnotes and 1 table