Data were gathered from inmates at three midwestern prisons to discover factors associated with preferences between work and education programs. Areas of study concentrated on ranking the importance between type of job worked and amount of pay received and ranking the importance of working a prison job against attending post-high school education classes, as well as a number of other work and educationrelated choices. The independent variables gender, race, age, and offense type revealed a number of significant differences regarding the choice of a particular activity. In addition, qualitative data from the administration revealed issues that highlight the need for further research in this area.
The efficacy of using computer-assisted instruction (CAI) with inmates participating in a prison education program was examined through an experimental study. The researchers sought to address and correct many of the methodological flaws commonly present among studies that compare a CAI-plus-traditional-instruction combination to traditional-instruction alone. Seventy-one inmates were randomly assigned to either an experimental group that received a CAI-plus-traditional-instruction combination, or a control group that received traditional instruction only. Achievement scores of inmates in the experimental group were not significantly higher than those in the control group.
When viewed in a historical context, researchers have found consistent linkage between criminal offending and lowered educational levels among the general population of incarcerated offenders. Evidence of this is demonstrated by a disproportionate representation of illiterate persons among jail and prison inmates. After reviewing the literature, ample evidence revealed the utility in examining the isolated relationships concerning age, race, and gender on GED success for under-educated jail inmates. The purpose of this study was to explore the many considerations concerning the isolation of those factors, and to assist jail educators with achieving GED certification among subjects. No statistically significant differences were found among the independent variables race, age, and gender; however the effort gave rise to several implications that will assist in establishing guidelines for future research.
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