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Jail pedagogies: Teaching and trust in a maximum-security men’s prison
Get PDFPrison education promises to reduce recidivism and enhance prisoners’ return to society, but activist pedagogies also help learners develop greater understanding of the systemic forces sustaining the prison industrial complex and increase their capacity to resist the racism, sexism, and other forms of discrimination that undermine their personhood. While the often-emotional literature on prison education can be poignant, activist educators benefit more from specific guidelines about the ways teachers and learners can build community together. This essay describes a neo-Freierian classroom community in a maximum-security state prison that relies both on Flores’ “jail pedagogy†approach (2012), with its relationships of trust and radical acceptance, and Gaskew’s “humiliation to humility†perspective (2015), with its critical Afrocentric pedagogy. It also introduces the concept of transforming power, an attitude of radical acceptance and love that offers a path to true reconciliation with the incarcerated
Book Review
Get PDFM. Alexander (2012). The New Jim Crow: Mass incarceration in the age of colorblindness
Multi-tiered Narrative Intervention for Preschoolers: A Head Start Implementation Study
No full textThis implementation study examined the efficacy and feasibility of a multi-tiered narrative intervention when Head Start teachers and teaching assistants delivered all of the interventions and progress monitoring probes. In six Head Start classrooms, 105 children were assigned to receive the intervention or to receive their typical instruction. Children who attended the three classrooms that implemented the multi-tiered intervention showed significantly better story retelling and language comprehension skills than the children who attended preschool in the control classrooms. Additional questions addressed the feasibility of a multi-tiered system in Head Start classrooms. Findings indicate that Head Start teachers and teaching assistants can deliver large group, small group, and individual lessons with adequate fidelity; they can administer brief progress monitoring probes with fidelity and score children’s retells reliably. Furthermore, as teachers and teaching assistants become more comfortable with the procedures, they report greater self-efficacy, and overall, greater feasibility of a multi-tiered model in their classrooms
Preliminary Analysis of Technical Characteristics of the Basic Technology Competencies for Educators Inventory-Revised
Get PDFThe purpose of the present study was to update and evaluate technical characteristics of the Basic Technology Competencies for Educators Inventory. Undergraduate and post-baccalaureate teacher education majors provided data for analysis. The principal component analysis supported the theoretical structure of the 10 components hypothesized in the design. The before and after instruction study supported the predicted change that would be expected after instruction in basic technology, with large effect sizes. The internal consistency reliability coefficients indicated a high level of homogeneity within components and across all items on the BTCEI-R scores, which will result in consistent scores. The results of this study support the use of the BTCEI-R for measuring educators’ technology competencies
How do Students Learn and Retain New Information? A Practical Application of the Deans for Impact Report, The Science of Learning
Get PDFThis article is a practical application of the 2nd Key Question in Deans for Impact Report, The Science of Learning. The second question of the Report is, “How do students learn and retain new information?â€Â There are two cognitive principles which support this question. 1) Information is withdrawn from memory just as it went in. To support this principle several strategies and examples were provided, such as: Cooperative learning, Mnemonics, and Question Generation. 2) Practice is essential to learning new facts, but not all practices is equivalent. 3) strategies also support this principle: Deliberate Practice, Quizzing, and Feedback. The Deans for Impact Report is supported by the strategies and examples in this article
What Motivates Students to Learn? Exploring the Research on Motivation
Get PDFThe Deans for Impact Report (2015) posed the question "What motivates students to learn?". This article provides a more thorough exploration of the literature related to the cognitive principles of motivation outlined in this report. Specifically, the authors examine literature related to the impact of motivation on student learning, including learning interventions and strategies. This review of literature also adds to The Deans for Impact Report (2015) with research indicating the critical influence of extrinsic motivation on learning
The Literacy Skills of Children with One versus Two Years of Head Start Attendance
Get PDFResearch Findings: This quantitative study was designed to investigate whether children who return to a Head Start program (for a second year or from an Early Head Start Program) have different literacy skills and perform better than newly enrolled children, and to compare returning children’s literacy skills from rural, suburban and urban centers. This study uses the Language and Emerging Literacy Assessment (LELA) and analyzes the literacy scores of 2,305 3- and 4-year olds, from 39 Head Start centers in Alabama. The results reveal that returning children have higher literacy skills, but the return effect in centers differs depending on center’s location, percentage of 3 year olds, and percentage of ESL children. Practice or Policy: The results indicate that policymakers should consider the benefits of more than one year in a Head Start program. However, another policy issue is the differences in quality and resources among Head Start centers. In our results, the benefits of returning to a Head Start were higher in an urban than a rural location, suggesting that children who return to a center in an urban region may receive a higher quality education than in a center in other regions
The Impact of Positionalities and Identities on Women’s Lives and Experiences in a Gender- Responsive Program (GRP) in a Jail Setting
Get PDFThe purpose of this study is to analyze the life histories of incarcerated and formerly incarcerated women and their experiences with a jail’s gender-responsive program. Ten women participated in life history interviews. Data was analyzed using the constant comparative method (Glaser & Strauss, 1967) through lenses of positionalities, family systems theory, and identity theory. Childhood abuse and trauma affected women’s life experiences. Their ability to build healthy relationships, trust others and imagine possible selves impacted how they experienced GRP in jail. Age and gender affected how they experienced the criminal justice system. Findings have implications for social justice education and GRPs